The Swedish school system has several stages: preschool for ages 1-5, preschool class for age 6, compulsory school for ages 7-16, and upper secondary school for ages 16-19. Preschool and preschool class are voluntary and focus on stimulating development and learning. Compulsory school is run by municipalities and provides a common curriculum. Upper secondary school offers both vocational and academic programs free of charge. Sweden aims for equality in education through policies like the voucher system and addressing challenges around newly arrived pupils, educational equity, teacher quality, and long-term school conditions.
The UK education system is divided into four main parts: primary education from ages 5-11, secondary education from ages 11-16, further education which is optional after 16, and higher education. The curriculum is organized into key stages with mandatory subjects like English, maths, and science at each level. Teachers must complete initial teacher training with further opportunities for leadership roles like headteacher available after gaining experience. Examinations play an important role in the UK system with tests like the 11-Plus and GCSEs.
The document provides an overview of the United Kingdom's education system from nursery school through university. It describes the main stages of education including nursery school for ages 3-5, primary school for ages 5-11, secondary school for ages 11-16, the option of sixth form for ages 16-18, vocational training through apprenticeships or college, and university education. It also includes facts and figures about student enrollment numbers, pass rates, and qualifications at each stage of education.
The document provides an overview of the education system in Hong Kong. It discusses:
1) The history and development of Hong Kong's education system, which was influenced by British rule but established its own system after sovereignty was transferred to China in 1997.
2) The types and stages of schooling in Hong Kong, including kindergarten, primary, junior secondary, senior secondary, and tertiary education.
3) Some of the unique aspects of Hong Kong's education system compared to Canada's system, such as school uniforms, classroom structure, and terminology used for grade levels.
4) The emphasis on hard work and exam preparation in Hong Kong's system. The majority of secondary students have private
United KIngdom Educational System ( U.K)Azreen5520
The document provides an overview of the education system in the United Kingdom. It discusses that the UK consists of four countries - England, Northern Ireland, Scotland and Wales. It then summarizes the various stages of education including early years foundation stage, primary education comprising of key stages 1 and 2, secondary education with key stages 3 and 4, the GCSE examination taken at age 16, and options for further education including vocational qualifications or advanced levels needed for university entrance. The conclusion compares some aspects of the UK and Malaysian education systems.
The UK education system is overseen by different government departments in each constituent country. In England, the Department for Children, Schools and Families and Department for Business, Innovation and Skills are responsible. Local authorities and school governing bodies administer schools. Compulsory education ranges from ages 5-16. The education system includes primary, secondary, further education, and higher education.
- In Sweden, education is compulsory and free for all children between ages 7-16, who must attend compulsory school. Many students continue directly to upper secondary school.
- Compulsory school includes elementary school (grades 1-6) and secondary school (grades 7-9). Upper secondary school has national programs and lasts for three years.
- The Swedish school system is decentralized, with municipalities developing local plans within the national curriculum framework set by the government. The curriculum outlines goals, values, and guidelines for schools.
The document describes Finland's education system. It notes that education is free for all Finns from pre-primary to higher education. The education system is decentralized and focuses on continuous learning from early childhood through adulthood. Basic education lasts from ages 7-16 and provides a solid foundation for all children. Upper secondary education can be either vocational or focused on passing the matriculation examination for university entrance. Teachers receive high-quality training and schools emphasize learning over testing.
The document provides information about the education system of the United States of America. It discusses the background of the country and outlines the typical structure of education with levels including primary/elementary education, secondary education, undergraduate education, and postgraduate education. It also discusses teacher education, examinations and grades, curriculum, and the types of universities including private and state. The top 5 universities are also ranked, with Stanford University, MIT, Caltech, Harvard University, and Princeton University at the top.
The UK education system is divided into four main parts: primary education from ages 5-11, secondary education from ages 11-16, further education which is optional after 16, and higher education. The curriculum is organized into key stages with mandatory subjects like English, maths, and science at each level. Teachers must complete initial teacher training with further opportunities for leadership roles like headteacher available after gaining experience. Examinations play an important role in the UK system with tests like the 11-Plus and GCSEs.
The document provides an overview of the United Kingdom's education system from nursery school through university. It describes the main stages of education including nursery school for ages 3-5, primary school for ages 5-11, secondary school for ages 11-16, the option of sixth form for ages 16-18, vocational training through apprenticeships or college, and university education. It also includes facts and figures about student enrollment numbers, pass rates, and qualifications at each stage of education.
The document provides an overview of the education system in Hong Kong. It discusses:
1) The history and development of Hong Kong's education system, which was influenced by British rule but established its own system after sovereignty was transferred to China in 1997.
2) The types and stages of schooling in Hong Kong, including kindergarten, primary, junior secondary, senior secondary, and tertiary education.
3) Some of the unique aspects of Hong Kong's education system compared to Canada's system, such as school uniforms, classroom structure, and terminology used for grade levels.
4) The emphasis on hard work and exam preparation in Hong Kong's system. The majority of secondary students have private
United KIngdom Educational System ( U.K)Azreen5520
The document provides an overview of the education system in the United Kingdom. It discusses that the UK consists of four countries - England, Northern Ireland, Scotland and Wales. It then summarizes the various stages of education including early years foundation stage, primary education comprising of key stages 1 and 2, secondary education with key stages 3 and 4, the GCSE examination taken at age 16, and options for further education including vocational qualifications or advanced levels needed for university entrance. The conclusion compares some aspects of the UK and Malaysian education systems.
The UK education system is overseen by different government departments in each constituent country. In England, the Department for Children, Schools and Families and Department for Business, Innovation and Skills are responsible. Local authorities and school governing bodies administer schools. Compulsory education ranges from ages 5-16. The education system includes primary, secondary, further education, and higher education.
- In Sweden, education is compulsory and free for all children between ages 7-16, who must attend compulsory school. Many students continue directly to upper secondary school.
- Compulsory school includes elementary school (grades 1-6) and secondary school (grades 7-9). Upper secondary school has national programs and lasts for three years.
- The Swedish school system is decentralized, with municipalities developing local plans within the national curriculum framework set by the government. The curriculum outlines goals, values, and guidelines for schools.
The document describes Finland's education system. It notes that education is free for all Finns from pre-primary to higher education. The education system is decentralized and focuses on continuous learning from early childhood through adulthood. Basic education lasts from ages 7-16 and provides a solid foundation for all children. Upper secondary education can be either vocational or focused on passing the matriculation examination for university entrance. Teachers receive high-quality training and schools emphasize learning over testing.
The document provides information about the education system of the United States of America. It discusses the background of the country and outlines the typical structure of education with levels including primary/elementary education, secondary education, undergraduate education, and postgraduate education. It also discusses teacher education, examinations and grades, curriculum, and the types of universities including private and state. The top 5 universities are also ranked, with Stanford University, MIT, Caltech, Harvard University, and Princeton University at the top.
The document provides an overview of the educational system in the United Kingdom, including key facts and figures about the structure of basic and higher education. It details the different phases of education from pre-school through secondary school and sixth form colleges. The core subjects and curriculum are outlined for each key stage, and new diplomas for vocational education are mentioned.
- Preschool education is compulsory for children ages 3-6, after which compulsory schooling lasts until age 16.
- Primary education typically lasts 8 years, after which students can choose between gymnasium (prep for university), vocational school, or technical school.
- Foreign language instruction, typically English or German, begins in 4th grade. Course books are used to systematically develop the four language skills of speaking, listening, reading and writing.
The document summarizes key aspects of education in Singapore. It states that the Ministry of Education controls and oversees both public and private schools, setting curriculum standards and providing funding. School terms run from January to September, with students typically spending 9 hours in school per day and additional hours on homework. Singapore also achieves top scores in international assessments of math and science. Nearly all students graduate from high school and an extremely high percentage go on to complete college degrees.
The document summarizes the education system in the United Kingdom. It describes that the UK consists of four countries - England, Northern Ireland, Scotland and Wales. Education is supervised by the Ministry of Education and Department for Business. Children receive free state education from ages 5-16, and follow a national curriculum framework. The education system is divided into primary school (ages 5-11) and secondary school (ages 11-16). At age 16, students take GCSE exams. Some students then pursue further education or university. The document also provides an overview of the structure of higher education in the UK.
The United Kingdom is made up of England, Wales, Scotland, and Northern Ireland. Education is compulsory between the ages of 5-16 and follows a structure of early years education, primary school, secondary school, further education, and higher education. Primary education is provided in primary schools from ages 5-11, after which most students transfer to comprehensive secondary schools, which educate students from ages 11-18/19 and provide both academic and practical learning.
The United States educational system varies by state but typically includes elementary school (grades K-5/6), middle school or junior high school (grades 6-8/9), and high school (grades 9-12). Students can earn a high school diploma, Regents diploma, or Honors Regents diploma. After high school, students can pursue further education at a college or university, where they can earn associate's, bachelor's, master's or doctorate degrees.
Comparison of educational system of pakistan & polandFarhat Munir
Pakistan and Poland are compared on various socioeconomic factors. Poland has a higher GDP, literacy rate, and population compared to Pakistan. Primary education in both countries lasts 5-6 years. Secondary education is divided into lower secondary (3 years in Poland, 2 years in Pakistan) and higher secondary (3 years in Poland, 2 years in Pakistan). Higher education begins at age 17 and includes bachelor's and master's degree programs. While Poland has nearly universal literacy, Pakistan struggles with low literacy partly due to poverty and lack of educational resources. Adopting aspects of Poland's education system could help increase literacy in Pakistan.
The education system in the UK has three main stages: primary education from ages 4-11, secondary education from ages 11-16/18, and further education from ages 16/18+. There are state-run and private schools at each level. Secondary education culminates in exams like GCSEs and A-Levels. Students may then pursue higher education at universities, where degrees like Bachelor's degrees are earned. The UK has a variety of university types including older universities like Oxford and prestigious newer research universities.
This document provides an overview of Australia's education system, including:
- Education is compulsory between ages 6-15 and mostly free, with primary school lasting 6-7 years and secondary school 5-6 years.
- Curriculum and policies are set at the state level, with emphasis on standards, vocational training, and general socialization.
- Tertiary education includes TAFE colleges and universities, and adult education is increasing in nonformal settings.
- Reforms have focused on improving literacy and numeracy, attracting qualified teachers, and making education more internationally competitive.
The document summarizes the Spanish educational system. It outlines that Spain has a decentralized model of education, with responsibilities divided between the central government, autonomous regions, and local administrations. It then describes the different levels of education in Spain, including infant education, primary education, compulsory secondary education, higher secondary education, and vocational training cycles. It concludes by providing specific details about IES Villa de Alguazas, a secondary school in Región de Murcia, including its staff, facilities, educational programs, and special projects.
The Roma Education Fund (REF) aims to close the education gap between Roma and non-Roma students through various projects in 14 countries. REF projects work to influence education systems, foster Roma participation, and document best practices. Two successful REF projects are the inclusion of Roma children in public preschools in Macedonia, reaching over 1,500 students, and a basic education program for adult Roma in Serbia and Macedonia that has educated over 275 students. REF addresses social inclusion through interventions like training, experience sharing, financial support, institutional support, and programs in preschool, primary, secondary, tertiary, and adult education.
Public education is universally required at the K–12 level, and is available at state colleges and universities for all students. K–12 public school curricula, budgets, and policies are set through locally elected school boards, who have jurisdiction over individual school districts. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems, and supervise, usually through a board of regents, state colleges and universities. Funding comes from the state, local, and federal government.[4]
Private schools are generally free to determine their own curriculum and staffing policies, with voluntary accreditation available through independent regional accreditation authorities. About 87% of school-age children attend public schools, about 10% attend private schools,[5] and roughly 3% are home-schooled.
The US education system is decentralized, with each state and over 14,000 local districts setting their own laws and policies. Compulsory education ranges from ages 6 to 18. The pre-primary level includes kindergarten and preschool from ages 4 to 6. Primary education consists of elementary school spanning grades 1-5 or 6. Secondary education is high school covering grades 7-12 and awarding a diploma. Higher education includes vocational training and degree programs at institutions like community colleges, state universities, private universities, and technical colleges.
Education is compulsory in the UK for children ages 5-16. Children typically attend primary school until age 11 and then transfer to secondary school. All state schools must provide a balanced, broadly based curriculum that promotes students' spiritual, moral, cultural, mental and physical development to prepare them for adulthood. The national curriculum includes core subjects like English, maths and science, and standards increase with each key stage of education.
Uni 4 higher education in developed countriesAsima shahzadi
The document provides information about higher education systems in several developed countries. It discusses the structure and types of higher education in the United States, United Kingdom, Japan, Germany, and Australia. In the US, students typically complete 12 years of primary and secondary school before pursuing two-year associate's degrees or four-year bachelor's degrees. The UK system has five stages including compulsory education to age 16 and higher education degrees. Japan has three types of higher education institutions including universities, specialist schools, and short-term universities. Germany regulates higher education at the state level and has universities, universities of applied sciences, and universities of art/music. Australia offers bachelor's and postgraduate degrees through public and private universities as well as voc
This document outlines the current problems with the Indian education system at the primary, secondary, and higher levels. At the primary level, key issues include apathy of parents, overpopulation, lack of resources, and wastage/stagnation of students. Secondary education faces problems like a heavy curriculum, rigid timetables, high costs, and an exam-oriented approach. For higher education, the document notes issues such as high costs, poor teaching quality, unemployment of graduates, and campus violence. Suggested remedies include improving teacher training, making the curriculum more flexible and child-centered, and providing preferential treatment for disadvantaged students.
The document summarizes the education system in Britain. It outlines that education is compulsory from ages 5-16 and is free, with three main stages: primary, secondary, and higher education. It describes the various acts that expanded access to education and the types of schools at each level, including public versus private options. Academic qualifications like GCSEs and A-Levels are covered, as well as higher education options and the differences between university types in Britain.
The document summarizes the education system in Great Britain. It is divided into four main stages: pre-compulsory education for those under 5, compulsory education from ages 5-16, further education from 16-18, and higher education for those over 18. There are both state schools and private schools. Students attend nursery starting at age 3, primary school from 5-11, and secondary school from 11-16 or 18. They take GCSE exams at 16 to determine their path, and can attend sixth form college from 16-18 to take A-Level exams for university entrance. Faith schools are also available connected to different religions.
Unit 7. Development of Teachers Education in Pakistan.pptxTanzeelaBashir1
This document discusses the aims and objectives of teacher education at different levels, including pre-primary, primary, secondary, higher secondary, and higher education. At the pre-primary level, the aims are to help children develop physically, mentally, socially, emotionally, aesthetically, and linguistically through activities. At the primary level, the aims are to impart knowledge of child psychology and develop teaching skills. At the secondary level, the aims include adopting disciplinary teaching approaches and understanding implications of globalization. The higher secondary level aims to guide independent learning and critical thinking. Higher education aims include developing vocational skills and imparting skills for self-employment.
The education system in Poland includes nursery schools, primary schools, secondary schools, post-secondary schools, and vocational or technical schools. Education is compulsory from ages 7 to 18, with primary school and secondary school being mandatory. Primary school is six years and divided into two stages. Secondary school is for students ages 13-16 and focuses on general subjects. Most high schools conclude with a matura exam allowing students to pursue higher education.
The document summarizes Turkey's new 4+4+4 education system implemented in 2012. It extends compulsory education to 12 years and introduces vocational classes at age 14. Students can choose classes like the Quran, math, science and English. After 8th grade, a national exam determines placement in high school programs like general, Anatolian, vocational or religious schools. After high school, the OSS exam determines university placement. The education system aims to provide universal education and prepare students for higher education or the job market.
The document provides an overview of the educational system in the United Kingdom, including key facts and figures about the structure of basic and higher education. It details the different phases of education from pre-school through secondary school and sixth form colleges. The core subjects and curriculum are outlined for each key stage, and new diplomas for vocational education are mentioned.
- Preschool education is compulsory for children ages 3-6, after which compulsory schooling lasts until age 16.
- Primary education typically lasts 8 years, after which students can choose between gymnasium (prep for university), vocational school, or technical school.
- Foreign language instruction, typically English or German, begins in 4th grade. Course books are used to systematically develop the four language skills of speaking, listening, reading and writing.
The document summarizes key aspects of education in Singapore. It states that the Ministry of Education controls and oversees both public and private schools, setting curriculum standards and providing funding. School terms run from January to September, with students typically spending 9 hours in school per day and additional hours on homework. Singapore also achieves top scores in international assessments of math and science. Nearly all students graduate from high school and an extremely high percentage go on to complete college degrees.
The document summarizes the education system in the United Kingdom. It describes that the UK consists of four countries - England, Northern Ireland, Scotland and Wales. Education is supervised by the Ministry of Education and Department for Business. Children receive free state education from ages 5-16, and follow a national curriculum framework. The education system is divided into primary school (ages 5-11) and secondary school (ages 11-16). At age 16, students take GCSE exams. Some students then pursue further education or university. The document also provides an overview of the structure of higher education in the UK.
The United Kingdom is made up of England, Wales, Scotland, and Northern Ireland. Education is compulsory between the ages of 5-16 and follows a structure of early years education, primary school, secondary school, further education, and higher education. Primary education is provided in primary schools from ages 5-11, after which most students transfer to comprehensive secondary schools, which educate students from ages 11-18/19 and provide both academic and practical learning.
The United States educational system varies by state but typically includes elementary school (grades K-5/6), middle school or junior high school (grades 6-8/9), and high school (grades 9-12). Students can earn a high school diploma, Regents diploma, or Honors Regents diploma. After high school, students can pursue further education at a college or university, where they can earn associate's, bachelor's, master's or doctorate degrees.
Comparison of educational system of pakistan & polandFarhat Munir
Pakistan and Poland are compared on various socioeconomic factors. Poland has a higher GDP, literacy rate, and population compared to Pakistan. Primary education in both countries lasts 5-6 years. Secondary education is divided into lower secondary (3 years in Poland, 2 years in Pakistan) and higher secondary (3 years in Poland, 2 years in Pakistan). Higher education begins at age 17 and includes bachelor's and master's degree programs. While Poland has nearly universal literacy, Pakistan struggles with low literacy partly due to poverty and lack of educational resources. Adopting aspects of Poland's education system could help increase literacy in Pakistan.
The education system in the UK has three main stages: primary education from ages 4-11, secondary education from ages 11-16/18, and further education from ages 16/18+. There are state-run and private schools at each level. Secondary education culminates in exams like GCSEs and A-Levels. Students may then pursue higher education at universities, where degrees like Bachelor's degrees are earned. The UK has a variety of university types including older universities like Oxford and prestigious newer research universities.
This document provides an overview of Australia's education system, including:
- Education is compulsory between ages 6-15 and mostly free, with primary school lasting 6-7 years and secondary school 5-6 years.
- Curriculum and policies are set at the state level, with emphasis on standards, vocational training, and general socialization.
- Tertiary education includes TAFE colleges and universities, and adult education is increasing in nonformal settings.
- Reforms have focused on improving literacy and numeracy, attracting qualified teachers, and making education more internationally competitive.
The document summarizes the Spanish educational system. It outlines that Spain has a decentralized model of education, with responsibilities divided between the central government, autonomous regions, and local administrations. It then describes the different levels of education in Spain, including infant education, primary education, compulsory secondary education, higher secondary education, and vocational training cycles. It concludes by providing specific details about IES Villa de Alguazas, a secondary school in Región de Murcia, including its staff, facilities, educational programs, and special projects.
The Roma Education Fund (REF) aims to close the education gap between Roma and non-Roma students through various projects in 14 countries. REF projects work to influence education systems, foster Roma participation, and document best practices. Two successful REF projects are the inclusion of Roma children in public preschools in Macedonia, reaching over 1,500 students, and a basic education program for adult Roma in Serbia and Macedonia that has educated over 275 students. REF addresses social inclusion through interventions like training, experience sharing, financial support, institutional support, and programs in preschool, primary, secondary, tertiary, and adult education.
Public education is universally required at the K–12 level, and is available at state colleges and universities for all students. K–12 public school curricula, budgets, and policies are set through locally elected school boards, who have jurisdiction over individual school districts. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems, and supervise, usually through a board of regents, state colleges and universities. Funding comes from the state, local, and federal government.[4]
Private schools are generally free to determine their own curriculum and staffing policies, with voluntary accreditation available through independent regional accreditation authorities. About 87% of school-age children attend public schools, about 10% attend private schools,[5] and roughly 3% are home-schooled.
The US education system is decentralized, with each state and over 14,000 local districts setting their own laws and policies. Compulsory education ranges from ages 6 to 18. The pre-primary level includes kindergarten and preschool from ages 4 to 6. Primary education consists of elementary school spanning grades 1-5 or 6. Secondary education is high school covering grades 7-12 and awarding a diploma. Higher education includes vocational training and degree programs at institutions like community colleges, state universities, private universities, and technical colleges.
Education is compulsory in the UK for children ages 5-16. Children typically attend primary school until age 11 and then transfer to secondary school. All state schools must provide a balanced, broadly based curriculum that promotes students' spiritual, moral, cultural, mental and physical development to prepare them for adulthood. The national curriculum includes core subjects like English, maths and science, and standards increase with each key stage of education.
Uni 4 higher education in developed countriesAsima shahzadi
The document provides information about higher education systems in several developed countries. It discusses the structure and types of higher education in the United States, United Kingdom, Japan, Germany, and Australia. In the US, students typically complete 12 years of primary and secondary school before pursuing two-year associate's degrees or four-year bachelor's degrees. The UK system has five stages including compulsory education to age 16 and higher education degrees. Japan has three types of higher education institutions including universities, specialist schools, and short-term universities. Germany regulates higher education at the state level and has universities, universities of applied sciences, and universities of art/music. Australia offers bachelor's and postgraduate degrees through public and private universities as well as voc
This document outlines the current problems with the Indian education system at the primary, secondary, and higher levels. At the primary level, key issues include apathy of parents, overpopulation, lack of resources, and wastage/stagnation of students. Secondary education faces problems like a heavy curriculum, rigid timetables, high costs, and an exam-oriented approach. For higher education, the document notes issues such as high costs, poor teaching quality, unemployment of graduates, and campus violence. Suggested remedies include improving teacher training, making the curriculum more flexible and child-centered, and providing preferential treatment for disadvantaged students.
The document summarizes the education system in Britain. It outlines that education is compulsory from ages 5-16 and is free, with three main stages: primary, secondary, and higher education. It describes the various acts that expanded access to education and the types of schools at each level, including public versus private options. Academic qualifications like GCSEs and A-Levels are covered, as well as higher education options and the differences between university types in Britain.
The document summarizes the education system in Great Britain. It is divided into four main stages: pre-compulsory education for those under 5, compulsory education from ages 5-16, further education from 16-18, and higher education for those over 18. There are both state schools and private schools. Students attend nursery starting at age 3, primary school from 5-11, and secondary school from 11-16 or 18. They take GCSE exams at 16 to determine their path, and can attend sixth form college from 16-18 to take A-Level exams for university entrance. Faith schools are also available connected to different religions.
Unit 7. Development of Teachers Education in Pakistan.pptxTanzeelaBashir1
This document discusses the aims and objectives of teacher education at different levels, including pre-primary, primary, secondary, higher secondary, and higher education. At the pre-primary level, the aims are to help children develop physically, mentally, socially, emotionally, aesthetically, and linguistically through activities. At the primary level, the aims are to impart knowledge of child psychology and develop teaching skills. At the secondary level, the aims include adopting disciplinary teaching approaches and understanding implications of globalization. The higher secondary level aims to guide independent learning and critical thinking. Higher education aims include developing vocational skills and imparting skills for self-employment.
The education system in Poland includes nursery schools, primary schools, secondary schools, post-secondary schools, and vocational or technical schools. Education is compulsory from ages 7 to 18, with primary school and secondary school being mandatory. Primary school is six years and divided into two stages. Secondary school is for students ages 13-16 and focuses on general subjects. Most high schools conclude with a matura exam allowing students to pursue higher education.
The document summarizes Turkey's new 4+4+4 education system implemented in 2012. It extends compulsory education to 12 years and introduces vocational classes at age 14. Students can choose classes like the Quran, math, science and English. After 8th grade, a national exam determines placement in high school programs like general, Anatolian, vocational or religious schools. After high school, the OSS exam determines university placement. The education system aims to provide universal education and prepare students for higher education or the job market.
Education in Poland is compulsory between ages 6-18. Public schools are free of charge. Children first attend kindergarten from ages 3-6, then primary school from ages 7-12 where they are not divided into subjects in the early years. From ages 13-15 students attend gymnasium where they study core subjects. Students can then attend vocational or academic high schools. Teachers are required to have a university degree and promote through four degrees over 12 years for higher pay and job security.
The Polish education system guarantees free compulsory education through age 18. It consists of pre-primary education in kindergarten from ages 3-6, primary school from ages 7-13, lower secondary school from ages 13-16, and various types of upper secondary schools, including general, technical, and vocational, until age 19. Education is divided into stages and follows a national curriculum specifying minimum teaching hours by subject. Students are assessed on a 6-point grading scale, and the school year runs from September to June with breaks for winter and Easter holidays.
The document discusses the important role of education and training departments in finding ways to engage current and future generations. It notes that traditions from the Christian faith and Salvation Army must be preserved but also adapted to remain relevant. The education and training program in the Netherlands Territory is outlined, including the two-year William Booth College program for cadets and various courses provided to officers. The department is charged with spreading the gospel and finding keys to open the future for upcoming generations.
The Spanish educational system is decentralized with the central government setting curriculum and common standards while regions provide financial support and can complement or expand the curriculum. There are three main types of schools - state funded schools that educate 70% of students, state funded privately-run schools that teach 25% of students, and private schools that teach 5%. Education is free and compulsory from ages 6 to 16, with infant education from 0-6 being optional. The system includes primary education from ages 6 to 12, secondary education from 12 to 16, and basic vocational training for students who have repeated twice by year 2 of secondary school.
The American school system provides universal public education funded by federal, state and local governments. Public schools are managed by locally elected school boards who set policies for individual districts while states determine educational standards. Most children attend public schools from ages 5-6 through 12th grade, with some attending private or home schools. Public education includes elementary school (K-5th grade), middle school (6th-8th grade), and high school (9th-12th grade) where core and elective subjects are taught. Private schools have more flexibility in curriculum and staffing policies and cater to various student needs like religion or gifted programs.
The education system in Poland is regulated by the Constitution and various acts of parliament. It is divided into pre-primary, primary, lower secondary, upper secondary and higher education. Compulsory education lasts until age 18 and is provided free of charge in public schools. The system is decentralized with responsibilities divided between the national, regional, district and institutional levels. Schools are managed by heads and involve teachers councils, school councils, parents councils and student governments. Funding comes primarily from the national budget.
The Netherlands is a country located on the coast of the North Sea that is twice the size of New Jersey. About half of the country is below sea level, requiring famous Dutch dikes for land use. The official language is Dutch, though Frisian is also spoken in the northern province of Friesland. The capital and largest city of the Netherlands is Amsterdam, and other major cities include Rotterdam, The Hague, and Utrecht. Famous places to visit include the Amsterdam canals, Keukenhof Gardens, Delft, and Madurodam.
Reviews of National Policies for Education - Netherlands 2016EduSkills OECD
How can the Netherlands move its school system “from good to great”? This report draws on international experience to look at ways in which the strong Dutch school system might go further still on the path to excellence. Clearly the Dutch school system is one of the best in the OECD, as measured by PISA and PIAAC and is also equitable, with a very low proportion of poor performers. The report therefore proposes an incremental approach to reform, building on strengths while responding to some emerging challenges. The Netherlands should strengthen the quality of early childhood education and care, revisit policies related to early tracking with more objective testing and track decisions, and enhance the permeability of the system. It should develop the professionalism of teachers and school leaders through enhanced collective learning and working, while at the same time strengthening accountability and capacity in school boards. This report will be valuable not only for the Netherlands, but also to the many other education systems looking to raise their performance who are interested in the example of the Netherlands.
The education system in the Netherlands has several stages. Preschool is optional for children ages 3-4 and focuses on play-based learning. Elementary school is compulsory for ages 4-12 and students are grouped by age or knowledge. Secondary education has three paths - pre-vocational education focused on technology and careers; senior general secondary education; and pre-university education preparing students for higher education. Higher education includes universities of applied sciences and research universities offering bachelor's and master's degrees, as well as an Open University for adult learners. The Netherlands' education system emphasizes more choices for students, attention to individual abilities, practical work experience, and schooling through age 18.
The educational system in the Netherlands consists of kindergarten (ages 2-3), primary education (ages 4-12), and secondary education. Secondary education has several paths including VMBO (4 years), HAVO (5 years), and VWO (6 years). Students can then pursue MBO (vocational education, 4 years), HBO (university of applied sciences, bachelor's degree, 4 years), or WO (research university, bachelor's degree is 3 years and master's/doctorate degrees are 2-3 years/1 year respectively). Primary education is partly paid for by the government and compulsory, while post-secondary options are partly paid for but not compulsory.
The Van Gogh Museum in Amsterdam houses the largest collection of works by Vincent van Gogh, including paintings and drawings. It is the most visited museum in the Netherlands. The museum collects and exhibits the works of Vincent van Gogh, who was a post-Impressionist Dutch painter known for works like Starry Night.
Holland, also known as the Netherlands, is located in western Europe. Some key facts about Holland include its capital and largest city Amsterdam, government seat in The Hague, and that Rotterdam has Europe's largest port. The Dutch people are known for their directness and tolerance of different opinions. A quarter of the Netherlands lies below sea level and the country has a maritime climate with mild summers and cool winters.
The document provides facts about various geographical superlatives in Poland. The longest river is the Vistula River at 1,047 km. The largest lake is Śniardwy, which is 113.8 square km in area. The highest point is Rysy peak at 2,499 m. Some other highlights mentioned include the oldest national park being Białowieski National Park, the oldest university being Jagiellonian University founded in 1364, and the tallest building now being the Palace of Culture and Science in Warsaw at 231 m tall.
Education in Finland is publicly funded and free for all students. The government allocates over 11 billion euros annually for education. The system includes free pre-school starting at age 6, 9 years of compulsory basic education from ages 7-15, and options for academic or vocational secondary education. Teachers are highly respected and must have master's degrees, leading to high quality instruction.
This document provides an overview of Poland and Polish culture through several sections. It introduces Poland's national symbols including the white eagle emblem and the Polish anthem. It provides facts about Poland's location in Europe, population of over 38 million people, and president Bronisław Komorowski. The document also discusses Poland's ethnic and gender demographics, the Polish language, and highlights several of Poland's major cities including the capital Warsaw along with Kraków, Wrocław, Gdańsk, and Zakopane. Pictures are included throughout to showcase Poland's diverse landscapes and cities.
Special needs comprehensive and upper secondary school - SwedenPiia
This document summarizes the Swedish education system for children and young people aged 7-20, including those with special needs or intellectual disabilities. It describes the various stages of compulsory and voluntary education from preschool through upper secondary school. Special needs education is adapted to each student's abilities and needs, with the goal of helping students develop skills to manage tasks in working life or further education. The education system aims to provide all students with personal development and a sense of community.
Stv iceland 031021_icelandic school systemAEAnadia
Education in Iceland consists of preschool for children ages 1-6, compulsory elementary school for ages 6-16, and secondary school for ages 16-19. Preschool is optional but most children attend, while elementary school is mandatory. All schools, including public and vocational secondary schools, are funded by either municipalities or the national government to ensure accessibility across Iceland. The national curriculum emphasizes literacy, sustainability, health, democracy, equality, and creativity.
Presentation by Amor Segerhammar and Ann-Charlotte Karnermo (Language Center Gothenburg, Sweden) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands and was held on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
- Education in the Czech Republic is compulsory from ages 6-15 and is provided through state schools free of charge. Optional private and church schools can also be attended.
- The education system includes pre-school (ages 3-6), primary school (ages 6-15), secondary school (ages 15-19) and tertiary education (ages 19-26). Secondary schools prepare students for work or further education through vocational, technical or academic programs.
- Students can continue to universities or colleges after secondary school to obtain bachelor's, master's or doctoral degrees. The oldest university is Charles University in Prague.
Education in England is divided into private schools attended by 7% of children and state schools for 93%. State education includes nursery, primary, secondary, and tertiary levels. The National Curriculum sets common standards and subjects for primary and secondary schools. Key stages divide schooling into age groups. Core subjects are English, maths, and science, and other foundation subjects are also taught. Secondary schools can be community, voluntary, academy, or free schools. The sixth form caters to students aged 16-18 prior to university. OFSTED inspects state schools and each school has a governing body that oversees strategic matters.
English education system by David smith and Simon Jamesreinater
Education in England is divided into private schools attended by 7% of children and state schools for 93%. State education includes nursery, primary, secondary, and tertiary levels. The National Curriculum sets common standards and subjects for primary and secondary schools. Key stages divide schooling into age groups. Core subjects are English, maths, and science, and other foundation subjects are also taught. Secondary schools can be community, voluntary, academy, or free schools. The sixth form caters to students aged 16-18 prior to university. OFSTED inspects state schools and each school has a governing body that oversees strategic matters.
This document provides an overview of the education system in Slovenia. It discusses preschool education for children aged 11 months to 6 years, which is provided through public and private kindergartens and is not compulsory. The document then outlines the goals and curriculum of basic compulsory 9-year education for students aged 6-15. Upper secondary education is then described, including general and vocational/technical programs, and matura exams. Tertiary education includes short-cycle higher vocational programs and university-level education. The document also discusses special needs education and adult education programs in Slovenia.
Finnish education is based on principles of equity, free education, and support for all students. Education is free from pre-primary to higher education levels. All students have a right to educational support through guidance, counseling, and individualized instruction. Efforts are made to support language minorities and migrants. Education emphasizes lifelong learning and flexible options for adult education. The system is based on trust and local autonomy over schools, with an emphasis on self-evaluation over inspections.
Finland has one of the highest-performing education systems in the world with a literacy rate of nearly 100%, free education from ages 6 to 16, and over 90% of students continuing on to tertiary education. The education system is centered around student well-being rather than high-stakes testing, with low student-teacher ratios, minimal homework, and a focus on play-based learning in early primary school. Teachers have high social status in Finland and are selected from the top 10% of graduates to ensure high-quality instruction across the country.
Based on the information provided about the education systems in various countries, here are a few thoughts on where I might want to go to school and why:
- Finland seems to have one of the strongest and most successful education systems highlighted, with very high graduation rates, top performance on international assessments, highly qualified teachers, and an emphasis on student well-being over high-stakes testing. The Finnish approach of not tracking students and providing teachers with planning time also appeals to me.
- Australia also appears to take early childhood education very seriously and invest in high-quality teacher training programs. I like their focus on liberal arts as well as technical/vocational paths in higher education.
- The UK's emphasis on a well-
The document discusses the Hellenic educational system for special needs students. It notes that there are 28 special schools in Greece for primary and secondary students, as well as 6 public centers that provide diagnostic and support services. The system aims to integrate students with special needs into regular classrooms whenever possible, with support from special education teachers. However, some students require special schools depending on the severity of their needs. The system provides a range of school options from inclusion classes to special technical schools depending on students' ages and needs.
The educational system in Poland is dominated by public schools and includes external examinations at the end of primary and secondary school. Education is compulsory until age 18 and free in public schools. The system is centrally managed by the Ministry of National Education and Ministry of Science and Higher Education. Primary school lasts 8 years and concludes with an examination. Secondary education includes basic vocational, technical, general lyceum, and vocational programs lasting 2-5 years. Higher education takes place at universities and institutes, with bachelor's, master's and doctorate programs available.
The educational system in Lithuania has several stages. Pre-school education is mandatory for children aged 6 and younger and focuses on social and cognitive development. Primary education lasts 4 years and emphasizes literacy, social, and cognitive skills. Basic education then lasts 6 years and provides students with general knowledge and skills. At upper secondary level, students can choose a gymnasium or vocational program. Gymnasiums last 2 years and prepare students for university. Vocational programs offer qualifications upon completion. Assessment standards become more standardized at higher levels, culminating in state exams for university entrance.
The educational system in Lithuania has several stages. Pre-school education is mandatory for children aged 6 and younger and focuses on social and cognitive development. Primary education lasts 4 years and emphasizes literacy, social, and cognitive skills. Basic education then lasts 6 years and provides students with general knowledge and skills. At upper secondary level, students can choose a gymnasium or vocational program. Gymnasiums last 2 years and prepare students for university, while vocational training provides qualifications and diplomas for specific jobs. Assessment and qualifications are awarded at each stage.
The educational system in Lithuania has several stages. Pre-school education is mandatory for children aged 6 and younger and focuses on social and cognitive development. Primary education lasts 4 years and emphasizes literacy, social, and cognitive skills. Basic education then lasts 6 years and provides general knowledge and skills. At upper secondary level, students can choose a gymnasium or vocational program. Vocational training results in a diploma upon completion of studies and exams. The educational system aims to develop students and prepare them for further education or work.
TOLENTINO, Lhoraine C. - Education Theories, Practices, Issues and Concerns i...Lhoraine Tolentino
- Singapore has transformed from an impoverished island to a highly developed country through prioritizing education. The government funds all schools and sets national standards while schools have autonomy.
- Students are streamed into different tracks based on their academic abilities and take exams like the PSLE. Top performers may enter the Express track for accelerated courses.
- Teaching is a respected profession and teachers receive competitive salaries and benefits. They are strictly evaluated and have opportunities for continuous professional development. The education system aims to develop students' skills and character.
Flanders has over 6 million inhabitants and its capital is Brussels. It has a Flemish Parliament and Government that oversees territorial and person-related issues. The education system includes nursery, primary, secondary, higher education and adult education. While the Flemish government is responsible for education policy, the federal government determines aspects like compulsory education requirements. The system aims to provide equal opportunities through measures like additional support for schools with students from disadvantaged backgrounds. Lifelong learning is also emphasized to meet changing labor market needs.
The education system in Finland has several notable features: it provides free basic education for all students near their homes, with no admission requirements or charges. The system aims to promote educational equality through a national curriculum. Schools provide general, intensified, or special support depending on student needs. Finnish schools emphasize early cooperation between teachers, authorities, and parents to intervene early if issues arise. The good results of Finland's education system are attributed to factors like skilled teachers, emphasis on teacher training, educational equality, special education supports, and a trust-based system focused on cooperation. Education in Rovaniemi includes several universities and vocational schools, with some rural schools having fewer than 100 students due to the large, remote area.
Comparison Between Private and Govt. Schools Management in PakistanShoaib Raees
Private schools like The City School offer a higher quality education with well-equipped facilities and strong administration, but they are inaccessible to many due to high costs. Government schools provide free primary and secondary education for all but suffer from issues like poor teacher quality and inadequate funding. Reforms are needed to improve learning standards and make education more equitable and accessible to all in Pakistan.
Este documento presenta la agenda y propuestas formativas de una reunión del Consejo General del Centro de Profesores de Tenerife Sur. Incluye varios talleres y cursos de formación sobre temas como la metodología educativa, la competencia digital, la atención a la diversidad, la igualdad de género y las tradiciones canarias. También menciona programas del gobierno educativo regional y fechas de futuras reuniones del consejo.
Este documento presenta las redes educativas de innovación para el curso 2019-2020 en Tenerife Sur. Se describen 8 redes diferentes relacionadas con bibliotecas escolares, participación educativa, salud, solidaridad, igualdad y educación ambiental. Se explican los requisitos para participar en las redes, los contactos a los que dirigirse, el proceso de certificación y las fechas límite para inscribirse y presentar informes.
El resumen del documento es el siguiente:
1) Se presenta la agenda de una reunión del Consejo General que incluye diferentes puntos como itinerarios formativos, seminarios, propuestas formativas próximas y calendario de reuniones.
2) Se describen los itinerarios formativos disponibles y cómo certificar horas a través de ellos.
3) Se anuncian diferentes seminarios y acciones formativas próximas sobre temas como el uso de tabletas, radio escolar y estrategias docentes.
4) Se proporciona el calendario de los próximos Con
Este documento resume las presentaciones y temas discutidos en una reunión del Consejo General del Centro de Profesores de Tenerife Sur el 20 de septiembre de 2018. Se presentaron planes de formación, seminarios y proyectos para el curso escolar 2018-2019. También se discutieron fechas límite, programas de innovación, proyectos del centro de profesores, y la elección de nuevos miembros del consejo de dirección.
Presentación perspectiva de género e igualdadCEPTENERIFESUR
Este documento presenta una charla sobre la introducción de la perspectiva de género y el principio de igualdad en el ámbito educativo. Se discuten los marcos legislativos que obligan a esto, así como los fundamentos educativos. También se analizan conceptos como coeducación, sexismo, feminismo e igualdad, y se ofrecen estrategias para promover una educación más igualitaria en los centros.
Este documento presenta la agenda y propuestas formativas de un Consejo General celebrado el 1 de febrero de 2018 en el CEP Tenerife Sur. Incluye talleres sobre robótica educativa, estrategias didácticas, procesamiento de la información auditiva, uso de la voz para docentes y otros temas. También anuncia cursos sobre cómic, Montessori, bailes canarios y patrimonio histórico. Por último, recomienda libros sobre animación, acoso escolar y una novela sobre la solidaridad.
Este documento presenta el orden del día y los temas a discutir en una reunión del Consejo General de Tenerife Sur el 11 de mayo de 2017. Los temas incluyen la aprobación del acta anterior, la convocatoria de redes educativas para el próximo curso escolar, el cierre de planes de formación, próximas propuestas formativas, recomendaciones bibliográficas y otros asuntos. También se discutirá la selección y renovación de centros docentes públicos no universitarios para su participación en redes educativas
Presentación sobre lectoescritura de la compañera Desirée Quintero Ruiz. La compañera utiliza la gamificación para abordar los elementos fundamentales que hay que tener en cuenta sobre la lectoescritura.
Este documento presenta la agenda de una reunión del Consejo General que incluye la aprobación del acta anterior, propuestas formativas próximas sobre bailes canarios y mejora de la programación didáctica, recomendaciones bibliográficas como "Martina vuelve a brillar", y detalles sobre oportunidades como la convocatoria de auxiliares de conversación y un encuentro escolar sobre patrimonio histórico.
Este documento presenta la agenda de una reunión del Consejo General celebrada el 19 de enero de 2017. Incluye la aprobación del acta anterior, recomendaciones bibliográficas y una sesión formativa sobre evaluación. También propone varios talleres y cursos de formación sobre temas como inglés avanzado e intermedio, destrezas orales en AICLE, técnicas pedagógicas de francés, gamificación, adaptaciones curriculares inclusivas e inteligencias múltiples para diferentes niveles educativos.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
3. Preschool
• A school form for children aged 1-5 years.
• Voluntary, general preschool from the age of 3,
or from the age of 1 if this is needed because of parents'
work or studies or the child's own needs.
• Should ”stimulate the child's development and learning,
and also provide a secure care environment."
4. Preschool class
• Voluntary school form, free of charge for children
aged six.
• Covers a minimum of 525 hours per school year.
• Should ”stimulate pupils' development and learning
and prepare them for further education.”
• Combines the working approaches and methods of the
preschool and school.
5. Compulsory school education
• Compulsory school attendance starts when the child
reaches the age of seven.
• Compulsory school attendance is the norm in
compulsory school.
• Compulsory schools are run by municipal or private
education providers.
6. Alternatives to the compulsory
school
• The compulsory school for pupils with learning disabilities,
sometimes together with the training school, has its own
curriculum and syllabuses, for years 1 - 9 with the option of
an additional year.
• The special school (state), 5 regional schools - hearing,
3 national schools, years 1 – 10.
• The Sami school (state), years 1-6.
• 7 international schools, 3 national boarding schools,
special youth homes and Swedish schools abroad.
7. Leisure-time centres
• Supplements the school for pupils aged between 6-13 years.
• Should ”stimulate pupils' development and also provide them
with meaningful recreational activities.”
• ”… to the extent needed with regard to parents' work or
studies, or the pupil's own need.”
8. The upper secondary school
•
All pupils who have completed compulsory
schooling are offered upper secondary education
by their home municipality.
•
The right to start an upper secondary education
applies to students up to the age of 20.
•
Free of charge and voluntary.
9. Admission requirements
Vocational programmes
Pass grades in
• Swedish or Swedish as
a second language
• English
• Mathematics
• Five other compulsory school subjects.
Higher education preparatory programmes
Pass grades in
• Swedish or Swedish as a second language
• English
• Mathematics
• Eight other compulsory school subjects.
10. Education in upper secondary school
Vocational programmes/
Apprenticeship education
• Child and Recreation
• Building and Construction
• Electricity and Energy
• Vehicle and Transport
• Business and Administration
• Handicraft
• Hotel and Tourism
• Industrial technology
• Natural Resource Use
• Restaurant Management and Food
Higher education preparatory
programmes
• Business Management and Economics
• Arts
• Humanities
• Natural Science
• Social Science
• Technology.
Introductory programmes
- Preparatory education
- Programme oriented individual
options
11. Alternatives to the upper
secondary school
• Upper secondary school for learning disabilities
• International schools
• National boarding schools
• IB education
• Distance education at upper secondary level in Torsås
• Special institutions (state)
• (Swedish schools abroad).
12. Municipal adult education
Basic adult education from the age of 20.
• Upper secondary municipal adult education from the age
of 20 or completion of a national programme or equivalent
education.
• Special education for adults.
• Swedish tuition for immigrants (SFI).
Students from vocational programmes have the right to attain
basic eligibility for higher education.
13. Pupil assessment
• Formative assessment; developement dialogue;
written developement plan: national tests.
• Compulsory school: End of semester reports, year 6-9,
pilot scheme year 4 (2017).
• Literacy and numeracy from year 1 (New).
• Upper secondary: Completed course, diploma project,
final diploma.
• No final exams.
14. Grading scale
In the
compulsory
school for
learning
disabilities,
grades are only
awarded if the
pupil, or the
pupil's guardian
requests this.
F or a (–) dash
are not used in
the compulsory
school for
learning
disabilities.
Pass level
15. How Sweden differs from other countriesEquality of education
• The voucher system – government funds following the choice of school.
• The same expectations on all education providers at local level, regardless of their
circumstances.
• Responsible authorities do not evaluate their schools on an equal basis.
The teachers
• Teaching is not an attractive choice of career.
• There is no central wage formation.
• Teacher appraisal is underdeveloped.
• Teachers do not have support staff.
Long-term conditions
• The municipalisation reform and school choice system have contributed to
increase school segregation.
• Municipalities can lose their mandate every fourth year, and might not have any
knowledge about schools and education.
16. Teacher Training Education
• Preschool programme
• Compulsory teacher programme
• Subject teacher programme
• Vocational teacher programme
• UKÄ, the Swedish Higher Education Authority
• Huge lack of teachers
• Alternative ways, boosts.
17. Top priority challenges
• Newly arrived pupils
Including all newly arrived pupils into ordinary education as soon
as possible.
• Educational equity
All schools must be developed into good schools.
• The teachers
Ensure supply of competent teachers. Provide prerequisites for
improved quality of teaching.
• Long-term conditions
Consistency and support for continued implementation of reforms
and local development.
Editor's Notes
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School staff plan pedagogical activities enabling children to create, learn and explore. This takes place, for instance, through playing, cooperating with others, painting, building and singing. Creating security for both children and parents is an important task of the preschool.
The preschool lays the foundations for the first part of a pupil's lifelong learning. Children should be provided with good pedagogical activities. The preschool should be enjoyable, secure, and rich in providing learning opportunities for all participating children. Children should have the opportunity of learning through playing, creating and exploring – on their own, in groups and together with adults.
The municipality or the organiser decides what the cost of a place in the preschool should be. The Education Act states that the fee should be reasonable. From the autumn term when the child reaches the age of 3 and up to the time when school starts, there is a right to 525 hours free of charge each year. Today all municipalities use a system with a maximum fee. The maximum fee sets an upper limit to the fee payable by families.
Municipalities are obliged to provide preschools for children from the age of 1 if the parents are studying or working and for elder children if they do not attend school. On 15 October 2014, 83 percent of all children in this age range were attending preschool, compared with 72 percent ten years earlier. At the same time, the number of children with another mother tongue than Swedish has doubled during the same period. In autumn 2013 there were just under 10 000 preschools. Every fifth child attends an independent preschool.
93 percent of children aged 4-5 attend preschool.
<nummer>
The preschool class is a voluntary school form in the national school system. Its activities should be regarded as teaching in the same sense as other school forms. Provision of places in the preschool class has been compulsory for municipalities since 1998 when all six-year-olds were offered a place with at least 525 hours. During the school year 2014/15, 96 percent of all six year olds were enrolled in a preschool class. Just more than 10 percent of pupils were attending preschool classes with independent education providers, but the proportion differs markedly between municipalities. Of the pupils, 23 percent have another mother tongue than Swedish, and 45 percent of these received support in their mother tongue (plus 6 percent more than last year).
The preschool class should function as a transitional arrangement between the preschool and the compulsory school. The preschool class aims to combine the methods and working approaches of both the preschool and the school. The aim of the preschool is that it should stimulate the development and learning of each pupil, and prepare them for further education, as well as promote their harmonious development. Play and creativity are essential components. The education should be based on an overall view of pupils and their needs.
Attendance is approximately 3 hours a day. During the rest of the day, most pupils are either in the leisure-time centre or in pedagogical care.
The municipalities are responsible for providing preschooling and ensuring that pupils are actually offered places. Activities arranged by independent schools are an alternative to municipal activities. There are, however, significant differences around the country in how preschool classes are run. It varies from being run as a separate preschool to being fully integrated into the compulsory school.
Attending the preschool class is free of charge.
<nummer>
The pupils should be between 7 and 16 and resident in Sweden. During the school year 2014/15, 949 460 pupils were attending compulsory school, and of these, 202 attended Sami schools. According to forecasts, the number of pupils will, after an earlier decline, increase to almost 1 000 000 in the school year 2017/18, one year earlier than expected.
During the school year there were 4040 municipal schools, 5 Sami schools and 800 independent schools. Of the independent schools, 2014/15, 689 had a general orientation, 62 a denominational orientation and 37 were Waldorf schools. 9 schools were international, for example Primary Years Programme and Middle Years Programme. Three were national boarding schools but the system with boarding schools is now about to change. Of the compulsory school pupils, 86 percent attend municipal schools.
The municipalities are obliged to provide six-year-olds with a place in the compulsory school if the child's parents or guardians so wish.
Compulsory schools may be either municipal or independent. The majority of compulsory schools in Sweden are municipally run, and the most common situation is that pupils attend a municipal school close to their home.
Each municipal school can develop its own profile, have different orientations, such as Montessori, English classes or cultural and sports profiles.
Independent compulsory schools are open to all, and the education should correspond to that provided in municipal compulsory schools.
Independent compulsory schools have a different organiser (owner) compared to municipal schools. The organiser may be a company, a foundation or an association. Independent compulsory schools are approved and inspected by the Swedish Schools Inspectorate.
<nummer>
Compulsory school for pupils with learning disabilities
Compulsory school for pupils with learning disabilities aims to provide an education for children with learning disabilities that is adapted to each pupil's circumstances, provides education in and which as far as possible corresponds to that provided in the compulsory school. The school subjects, in subject areas, or a combination of these. The education can also cover subjects in accordance with the compulsory school syllabuses.
Within the compulsory school for disabilities, there is a special orientation called the training school. The training school is intended for pupils who have not completed either all or parts of their education in various subjects.
Special school
Children who due to a functional impairment or for other special reasons cannot attend the compulsory school or the compulsory school for learning disabilities, can attend the special school if they are deaf-blind, visually impaired, have other functional impairments, are deaf or hearing impaired, or have a severe speech disorder.
The special school provides 10 years of schooling.
Sami school
Children of Samis can attend the Sami school. Other children can also attend the Sami school if there are special reasons. Education in the Sami school covers years 1-6. After this, pupils go on to the compulsory school.
The syllabuses of the compulsory school apply to the Sami school, but the Sami school also has its own syllabus in Sami. If the pupils wish, they can study Sami as a mother tongue in the compulsory school.
<nummer>
The leisure-time centre receives pupils during the day when they are not at school and during holidays.
The task of the leisure-time centre is to supplement the preschool class and the school, and make it possible for parents to combine parenthood with work or studies. According to the Education Act, leisure-time centres should also stimulate the development and learning of pupils and provide them with meaningful activities. Leisure-time centres have an important role in promoting social interaction and the sense of being a part of a social community.
The leisure-time centre should in applicable parts follow the curriculum for the compulsory school, the preschool class and the leisure-time centre, Lgr 11.
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All youth in Sweden who have completed compulsory school are entitled to a three-year upper secondary school education. Upper secondary education aims to provide a good foundation for working life, further studies, personal development and active participation in the life of society.
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The admission requirements for starting upper secondary education differ between vocational programmes and programmes preparatory for higher education.
To be admitted to a national programme, students must have passing grades in Swedish or Swedish as a second language, English and mathematics. Studying a vocational programme requires passing grades in a further five subjects, making a total of eight. The higher education preparatory programmes require passing grades in a further nine subjects, making a total of 12.
For programmes in business management and economics, the humanities and social sciences, four of the other nine passing grades should be in geography, history, social studies and religion. For the natural science and technology programmes, students must have passes in biology, physics and chemistry.
For the Arts Programme, the nine subjects are optional - in addition to Swedish/Swedish as a second language, English and mathematics.
Some education in the arts area, some cutting-edge education programmes and sports programmes, may have special admission requirements and sometimes selection tests.
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There are 18 national programmes in the upper secondary school, 12 vocational programmes and 6 programmes preparatory for higher education.
After completing a vocational programme, students should be well prepared for working life, the education should be of high quality and equip students with the necessary vocational skills. It should be possible to start working directly after completing the education. In vocational programmes, it is also possible to choose an upper secondary apprenticeship education where students carry out a large part of their education at one or more workplaces. In order to strengthen cooperation between the upper secondary school and working life, national programme councils exist to validate the vocational programmes.
All students in a vocational programme have the opportunity of achieving basic eligibility for higher education in their upper secondary education.
The higher education preparatory programmes are intended to prepare students for studies in higher education.
Preparatory education aims to make students eligible for a national programme, and is adapted for students who are motivated and wish to achieve eligibility rapidly. It is designed for an individual student and should last a maximum of one year. It should also be possible for a students to make smaller subject supplements in order to be admitted to a national programme after a short period.
Programme oriented individual options should lead to admission to a national vocational programme. To be admitted, students should have passing grades in Swedish or Swedish as a second language. In addition, passing grades are required in English or mathematics and in at least four other subjects, or passing grades in English and mathematics and at least three other subjects. Students can follow a number of courses in a national programme at the same time as they study courses needed to achieve eligibility.
The vocational introduction is intended for students who lack passing grades for eligibility to a vocational programme. Students should receive a vocationally oriented education which makes it easier for them to establish themselves on the labour market or that leads to studies in a vocational programme.
The individual alternative prepares students for the vocational introduction, other forms of further education or the labour market. The education is designed for individual students and is intended for those who lack eligibility to a national vocational programme.
The language introduction aims to provide immigrant youth who have recently arrived in Sweden with an education in Swedish enabling them to progress to the upper secondary school or other forms of education.
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Upper secondary school for learning disabilities is new as of 2013.
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Goals
All adults should be given the opportunity of extending their knowledge and developing their competence in order to support their personal development, democracy, gender equality, economic growth and employment, and participate in an equitable society.
Strategy
Pedagogical approaches and working forms are developed to correspond to individuals' changing and increasing needs for learning in a knowledge-based society. The individual's learning and search for knowledge is supported through guidance and supervision, based on recognition of current already acquired knowledge. Appropriate learning environments and also teaching, supervision and net-based education are provided to an extent that as far as possible corresponds to the varying needs and conditions that adults have for learning.
Financial support is available to adults to encourage participation in education and competence development.
Society, employers and individuals themselves are jointly responsible for ensuring that the needs of different individuals and different groups for both general and specially designed education are satisfied.
All formal and non-formal learning, supported by society, is permeated by democratic approaches and respect for the equal value of each person.
The aim is to attain a basic shared view over policy and coordination between authorities, partners on the labour market and popular adult movements in order to realise the individual's learning and competence development.
The educational policy goal for adult learning
Give all adults the opportunity to extend their knowledge and develop their competence in order to promote personal development, democracy, gender equality, economic growth, employment and participate in an equitable society.
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In recent years the number of national tests has increased, particularly in compulsory school and equivalent types of school.
Subject tests have been introduced in mathematics, Swedish and Swedish as a second language in year 3. The tests in English, mathematics, Swedish and Swedish as a second language that were previously voluntary in year 5 have now been made compulsory and are conducted in year 6. National tests in science subjects and social science subjects have been introduced in years 6 and 9. However, the year 6 tests in science and social science subjects were made voluntary in spring 2015 and were replaced by voluntary assessment support in spring 2016. In view of the large number of national tests, the spring term of year 9 is felt by both pupils and teachers to be particularly test-intensive. The national tests are very timeconsuming and interrupt teaching time. Research lends no real support to the idea that more tests improve teaching.
Instead of national tests conducted at specific times, many teachers would prefer various types of assessment support that they can use in their teaching. The advantage of such support is that the teachers can use it as and when appropriate for their pupils and their teaching. The Inquiry made in 2015 (A new national system for assessment knowledge SOU) considers that the number of compulsory national tests should be reduced and some of the tests should be replaced by national assessment support materials. However, pupils should take compulsory national tests at certain points in time in compulsory school, special school and Sami school, as well as in upper secondary school and municipal adult education at upper secondary level, as the tests enable more equal grading and strengthen pupils’ legal rights. The term national tests should be used in all types of school.
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The national knowledge requirements describing grades E, C and A relate to the goals under the heading "Aim of the subject" in the syllabuses. They also relate to the core content in the different subjects. Knowledge requirements are formulated in text form and specify what students should achieve, and with what quality. Irrespective of grade levels, the knowledge requirements describe a broad domain of knowledge. The main principle is that there should be the same assessment of knowledge at E, C and A levels, and that the progression between grades is made visible through the use of structural terms which are marked in the text.
National knowledge requirements are drawn up for grades E, C and A. The knowledge requirements for each grade provide a complete description of what is required. A student who has attained the lowest overall acceptable knowledge requirements receives grade E. A student receives grade C if the knowledge requirements for C are fulfilled in their entirety, and similarly for grade A if the knowledge requirements are fulfilled in their entirety. If a student does not satisfy the knowledge requirements for E, the student receives the grade F. However, this does not apply in the compulsory school for learning disabilities, where F and the (–) dash are not used.
Dash (–)
If there are insufficient grounds for determining a student's knowledge due to extended absenteeism, a dash (–) replaces the grade, but this does not apply in the compulsory school for disabilities. The school must be able to account for the measures it has taken in connection with absenteeism.
"Most of the knowledge requirements"
Grades D and B reflect knowledge attainment en route to the next grade. For instance, a student who fulfils the knowledge requirements for grade E and most of those for grade C, receives grade D. The assessment "most of" is strictly related to the contents of the knowledge requirements, however, an advanced pedagogical assessment must be made individually for each student. Knowledge requirements for grades B and D are not specified.
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UKÄ, the Swedish Higher Education Authority, is a government agency that deals with questions concerning universities and university colleges.
Preschool programme 3.5 years
Compulsory teacher programme 3-4 years
Compulsory Teacher Training Education within the leisure time centre, 3 years
Compulsory teacher education orientation preschool class and compulsory school years 1-3, 4 years.
Compulsory teacher education orientation compulsory school years 4-6, 4 years
Subject teacher programme 4.5 – 5.5 years
Orientation towards school year 7-9, 4.5 years
Orientation towards upper secondary school 5-5.5 years
Vocational teacher programme 1.5 years
Teach for Sweden, 2 years
Working persons with a graduate education which corresponds to the eligibility requirements to teach in a subject, preferably mathematics, nature oriented subjects and technology, can, by distance, study the Bridging Teacher Education Programme (KPU) in combination with serving as a teacher at a school for two years. Teach for Sweden, which is a foundation, is responsible for the selection to be accepted to work at a school during the education time and also organises a place for this. The student may themselves make an application to be accepted to KPU. Teach for Sweden cooperates with a couple of universities regarding this education.
Other degrees and educations
Further Education of Teachers (VAL - Vidareutbildning Av Lärare) is for those who are active as a teacher in theoretical subjects but has no teaching diploma. Within this national project, the student may be admitted to a teaching program and supplement the previous studies to obtain a teaching diploma. To be accepted for the project requires that the applicant is active as a teacher and has relevant higher education and teaching experience in one of subjects so that he or she can complete the studies within the framework of 120 university credits
Complementary education (The Bridging Teacher Education Programme (KPU - Kompletterande Pedagogisk Utbildning) is for those who already have studies from University in subjects that exist at schools and who need to complement these with studies in the educational and didactic area to obtain the skills one needs to become qualified to teach in the subjects. There are, among others, courses in pedagogy, didactics, rating and assessment, special education, and ethics. The courses are given both in the University and at a school. The training includes three semesters of full-time studies (90 university credits).
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