Education in Thailand is provided mainly by the Thai government through the Ministry of Education from preschool to senior high school. Formal education consists of at least twelve years of basic education divided into primary and secondary education, and higher education. Administration and control of public and private universities are carried out by the Office of Higher Education Commission. The school structure is divided into four key stages from elementary school through upper secondary school.
The Malaysian education system has historically been segregated along ethnic lines, with Malay, English, Chinese, and Tamil schools using different languages and curricula. This division was reinforced during British colonial rule but led to socioeconomic disparities. Post-independence, the government has tried to establish a more unified national system, but vernacular Chinese and Tamil schools remain controversial as some see them as preserving ethnic heritage while others see them as obstacles to unity. Total desegregation of the school system and making English and Malay the primary languages of instruction have been proposed as ways to strengthen national unity in Malaysia's multi-ethnic society.
Development of the education system in malaysia edu3101Aileen Asim
The education system in Malaysia evolved over time with the influence of various colonizations. During the pre-independence period (1400-1956), education was informal and limited during early Malay rule. Under British rule, a divide-and-rule policy led to the establishment of vernacular schools along ethnic lines. After independence, efforts were made to integrate the education system through national schools with Malay as the medium of instruction. The system was further reformed and consolidated under the Education Act of 1961.
Development of Education System in Malaysia : Pre-IndependenceNorhidayu Rosman
1) Prior to independence, Malaysia had separate education systems for Malays, Chinese, Indians, and English schools that were influenced by British colonial policies.
2) Post-World War 2, the education systems faced challenges of declining quality and infrastructure due to the Japanese occupation.
3) Several committees were formed in the 1940s-50s to reform and standardize the education system, culminating in the Razak Report of 1956 which recommended Malay as the sole medium of instruction and a common national school system for all races.
Japan's educational system is clever that indeed made them placed fourth in the international science and math study in 2007,and many other achievements wherein they are competing globally.
Amidst these achievements in the said major subjects, Japan also gives emphasis and importance to what they really own; their language as part of their curriculum.
Above all of these, agencies both in public and private sectors made a big part in which they provided the needs and necessities in education.
By this, its quite obvious that Japan will continue reigning in the international education studies and also continue aiming the reality of their vision; to produce a globally-competitive individuals.
This document outlines the history of education in Malaysia in four stages: before the British, during British colonial rule, before independence, and after independence. It discusses the types of schools that existed during each period, including Malay, English, Chinese, and Tamil medium schools. It also describes several important government reports that helped shape education policy around issues like the language of instruction and establishing a national education system. The document concludes by outlining Malaysia's National Philosophy of Education established in 1989.
The document summarizes the education system in Malaya before independence from the 15th century to 1956. It describes the various phases of development under different ruling powers and the establishment of different types of schools catering to different ethnic groups. The key periods discussed are the British colonial period from 1786-1956 and the post-World War 2 period from 1946-1956, which saw efforts to establish a national education system through committees like the Cheeseman, Barnes, Fenn-Wu and Razak reports.
Teacher Training in Malaysia (Past & Present)Mastura_atan
-history
-english school,chinese school,malay school,tamil scool
-establishment of teacher training
-reformation in teacher training
-curiculum of TTIS
Malaysia is located in Southeast Asia and consists of two parts - peninsular Malaysia and east Malaysia. The official language is Bahasa Malaysia and the dominant religion is Islam. During British rule, there were vernacular schools that used different languages but did not foster national unity. After World War 2, committees were formed to develop a national education system using a common syllabus and examinations to unite the multiethnic population through the use of Malay and English as compulsory subjects. This led to the Education Act of 1961 that established the foundation of Malaysia's current education system.
The Malaysian education system has historically been segregated along ethnic lines, with Malay, English, Chinese, and Tamil schools using different languages and curricula. This division was reinforced during British colonial rule but led to socioeconomic disparities. Post-independence, the government has tried to establish a more unified national system, but vernacular Chinese and Tamil schools remain controversial as some see them as preserving ethnic heritage while others see them as obstacles to unity. Total desegregation of the school system and making English and Malay the primary languages of instruction have been proposed as ways to strengthen national unity in Malaysia's multi-ethnic society.
Development of the education system in malaysia edu3101Aileen Asim
The education system in Malaysia evolved over time with the influence of various colonizations. During the pre-independence period (1400-1956), education was informal and limited during early Malay rule. Under British rule, a divide-and-rule policy led to the establishment of vernacular schools along ethnic lines. After independence, efforts were made to integrate the education system through national schools with Malay as the medium of instruction. The system was further reformed and consolidated under the Education Act of 1961.
Development of Education System in Malaysia : Pre-IndependenceNorhidayu Rosman
1) Prior to independence, Malaysia had separate education systems for Malays, Chinese, Indians, and English schools that were influenced by British colonial policies.
2) Post-World War 2, the education systems faced challenges of declining quality and infrastructure due to the Japanese occupation.
3) Several committees were formed in the 1940s-50s to reform and standardize the education system, culminating in the Razak Report of 1956 which recommended Malay as the sole medium of instruction and a common national school system for all races.
Japan's educational system is clever that indeed made them placed fourth in the international science and math study in 2007,and many other achievements wherein they are competing globally.
Amidst these achievements in the said major subjects, Japan also gives emphasis and importance to what they really own; their language as part of their curriculum.
Above all of these, agencies both in public and private sectors made a big part in which they provided the needs and necessities in education.
By this, its quite obvious that Japan will continue reigning in the international education studies and also continue aiming the reality of their vision; to produce a globally-competitive individuals.
This document outlines the history of education in Malaysia in four stages: before the British, during British colonial rule, before independence, and after independence. It discusses the types of schools that existed during each period, including Malay, English, Chinese, and Tamil medium schools. It also describes several important government reports that helped shape education policy around issues like the language of instruction and establishing a national education system. The document concludes by outlining Malaysia's National Philosophy of Education established in 1989.
The document summarizes the education system in Malaya before independence from the 15th century to 1956. It describes the various phases of development under different ruling powers and the establishment of different types of schools catering to different ethnic groups. The key periods discussed are the British colonial period from 1786-1956 and the post-World War 2 period from 1946-1956, which saw efforts to establish a national education system through committees like the Cheeseman, Barnes, Fenn-Wu and Razak reports.
Teacher Training in Malaysia (Past & Present)Mastura_atan
-history
-english school,chinese school,malay school,tamil scool
-establishment of teacher training
-reformation in teacher training
-curiculum of TTIS
Malaysia is located in Southeast Asia and consists of two parts - peninsular Malaysia and east Malaysia. The official language is Bahasa Malaysia and the dominant religion is Islam. During British rule, there were vernacular schools that used different languages but did not foster national unity. After World War 2, committees were formed to develop a national education system using a common syllabus and examinations to unite the multiethnic population through the use of Malay and English as compulsory subjects. This led to the Education Act of 1961 that established the foundation of Malaysia's current education system.
This document provides information about the education system in Japan. It discusses the history of education in Japan from the introduction of Chinese learning in the 6th century through periods of influence from China and Europe. It also describes the current K-12 system with 6 years of elementary school, 3 years of junior high, and 3 years of high school. The administration of schools is outlined from the national Ministry of Education down to local boards. Requirements for teacher certification and types of certificates are presented. Finally, some issues with the system are raised such as lack of competition and individual differences.
A Closer Look on the Education System of Selected CountriesMica Sevillano
This document provides an overview of the education systems in several countries including Australia, China, Japan, South Africa, and the United Kingdom. It describes the basic structure and levels of education in each country. In Australia, education is typically 6 years of primary school, 6 years of high school, and 3-6 years of college or university. China has 6 years of primary education, 3 years of junior middle school, 3 years of senior middle school, and 6 years of university. Japan's system includes kindergarten, 6 years of elementary school, 3 years of lower secondary school, 3 years of upper secondary school, and 4 years of university.
Education systems of australia, china, japanJessa Ariño
The document summarizes the education systems of Australia, China, and Japan. It describes the basic structure of education in each country, including typical ages and durations of primary/elementary school, secondary/high school, and higher education programs. Some key points of comparison are that Australia begins its academic year in March, China emphasizes moral education, and Japan spends more days per year in school than other countries. The document provides an overview of the essential components of education systems across these three nations.
This document provides an overview of teacher education in India. It discusses that teacher education reaches teachers at all levels from pre-primary to tertiary education. It also notes that teacher education has three pillars - teaching skills, pedagogical theory, and professional skills. The document then reviews the history of teacher education in India from ancient to modern times, highlighting developments under different rulers and periods. It examines the reforms brought during British rule, including the establishment of normal schools for teacher training.
Malaysia has a national education system that provides free primary and secondary education. It consists of six years of primary school, five years of secondary school, and then options for pre-university education, university, vocational programs, or polytechnic schools. The education system includes national schools that use Malay as the primary language as well as national-type schools like Chinese and Tamil schools. At the tertiary level, students can attend public or private universities, including some international branch campuses.
Education in Sudan consists of 11 years of schooling in three stages: primary, middle, and secondary education. Primary education is from ages 6-13 and is compulsory. The education system has undergone reforms, changing from a 6+3+3 system to an 8+3 system. Some of Sudan's major universities include the University of Khartoum, the oldest and largest university, as well as Sudan University of Science and Technology, Ahfad University for Women, and Blue Nile University. Girls' education has expanded since the early 20th century but was historically limited.
This document compares the educational systems of Germany, the United States, England, and Japan. It outlines the compulsory years of education in each country, the organization and structure of their school systems, curriculum focus, funding sources, higher education opportunities, and teacher education requirements. The educational systems vary in their number of required schooling years, types of schools, subject focus, funding models, university structures, and teacher training processes.
Educational system of japan manondog reportMelvs Garcia
The presentation summarizes key aspects of Japan's educational system and policies. It discusses the historical context and influences on Japan's education, from the Tokugawa era to American occupation after World War 2. It then outlines the current educational ladder and framework in Japan, including long school days and years, emphasis on student engagement, school-home communication, and focus on equity and teacher quality. It analyzes factors for Japan's academic success like targeted spending, accountability, and lessons other countries can learn.
The Japanese education system uses a 6-3-3-4 structure with 6 years of elementary school, 3 years of junior high school, 3 years of senior high school, and 4 years of university. It has 100% enrollment through the first 9 years and zero illiteracy. Nearly half of high school graduates continue to university or junior college. The system emphasizes whole-person education and moral development through activities like cleaning and lunch.
This document provides information about the education system in South Korea. It discusses the history and development of education from pre-modern times to the present. The current system includes pre-primary education for ages 3-6, primary education from ages 6-12, middle school from 12-15, high school from 15-18, and higher education including universities. Testing and grades play a large role in the Korean education system.
The Japanese educational system underwent reform after World War II. It now consists of 6 years of elementary school, 3 years of junior high school, 3 years of senior high school, and 4 years of university. Elementary and junior high education is compulsory for 9 years. Enrollment rates are near 100% for compulsory education and over 96% for high school nationwide. About 46% of high school graduates go on to university. The Ministry of Education closely supervises education nationwide to maintain high standards. The national curriculum includes subjects like Japanese, math, science, and English. High schools can be academic or vocational. The school year runs from April to March.
The document provides an overview of Japan's education system from early childhood through university level. It notes that the Ministry of Education oversees education and outlines the main phases: kindergarten/nursery school, elementary school, junior high school, high school, and university. Elementary and junior high education are predominantly public, while high school has both public and private options. The education system places strong emphasis on academics, and parents are highly involved in early childhood learning. English education in particular has grown in importance for career opportunities.
The document summarizes the educational system in Japan. It follows a 6-3-3-4 structure, with 6 years of primary school, 3 years of junior high school, 3 years of high school, and 4 years of university. Education is compulsory through junior high school. The curriculum focuses heavily on Japanese language, mathematics, social studies, and science at the primary and junior high levels. Students have a choice to attend junior college for 2 years or university for 4 years after high school. There are 778 universities in Japan, some of the top ranked in Asia, as well as various types of high schools including vocational and correspondence options.
The Japanese educational system was reformed after World War II, changing to a 6-3-3-4 structure of six years of elementary school, three years of junior high, three years of senior high, and four years of university. This new system was implemented by the School Education Law of 1947. Education is compulsory through junior high school, and most schools operate on a three-term academic calendar similar to France. The Ministry of Education closely supervises curriculum and textbooks to maintain uniform education standards nationwide.
This lesson plan compares the educational systems of eight countries: Australia, China, Japan, South Africa, United Kingdom, United States, New Zealand, and the Philippines. The teacher will lead a discussion on the basic structure and levels of education in each country. Students will be divided into groups to further differentiate and compare the educational systems of selected country pairs. The lesson aims to provide students a global perspective on different approaches to developing basic and higher education.
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 educational system of South Africa has the following key aspects:
1) It guarantees equal access to basic education according to the constitution, and has principles of equity, quality, relevance, efficiency, and democratic participation.
2) It is structured into public ordinary schools, independent schools, teacher training, and universities. Public schools cover pre-primary, primary, secondary, and higher education levels.
3) Compulsory general education and training covers grades R-9 and is divided into foundation, intermediate, and senior phases. Primary education has junior and senior categories, and grade 9 completes compulsory education.
The educational system in Japan follows a 6-3-3-4 structure with 6 years of elementary school, 3 years of junior high school, 3 years of senior high school, and 4 years at university. Kindergarten is not part of the official education system. Elementary school is compulsory from ages 6 to 15 and focuses on small work groups. Junior high relies on lectures and large class sizes. Senior high school offers academic, technical, and vocational programs to prepare students for higher education or careers. Universities are highly competitive and provide 4-year bachelor's or 6-year professional degrees. Success on exams determines school and university placement, which leads to good lifetime jobs.
Development of education during the pre independence period-dr.c.thanavathiThanavathi C
The document summarizes the development of education in India during the pre-independence period under British rule. It discusses key acts and committees that shaped education policy, including the Charter Act of 1813, Macaulay's Minute of 1835, the Woods Dispatch of 1854, the Hunter Commission of 1882, and the Sargent Committee report of 1944. Overall, it outlines how the British gradually established an education system focused on English education and teacher training colleges, leading to increased access to schooling across India.
Permendiknas Nomor 12 Tahun 2007: Standar Pengawas SekolahYani Pieter Pitoy
Dokumen tersebut merupakan peraturan menteri pendidikan nasional tentang standar pengawas sekolah/madrasah. Peraturan ini mengatur kualifikasi dan kompetensi yang harus dimiliki oleh seseorang untuk menjadi pengawas sekolah/madrasah, mulai dari tingkat TK/RA hingga SMK/MAK.
This document provides information about the education system in Japan. It discusses the history of education in Japan from the introduction of Chinese learning in the 6th century through periods of influence from China and Europe. It also describes the current K-12 system with 6 years of elementary school, 3 years of junior high, and 3 years of high school. The administration of schools is outlined from the national Ministry of Education down to local boards. Requirements for teacher certification and types of certificates are presented. Finally, some issues with the system are raised such as lack of competition and individual differences.
A Closer Look on the Education System of Selected CountriesMica Sevillano
This document provides an overview of the education systems in several countries including Australia, China, Japan, South Africa, and the United Kingdom. It describes the basic structure and levels of education in each country. In Australia, education is typically 6 years of primary school, 6 years of high school, and 3-6 years of college or university. China has 6 years of primary education, 3 years of junior middle school, 3 years of senior middle school, and 6 years of university. Japan's system includes kindergarten, 6 years of elementary school, 3 years of lower secondary school, 3 years of upper secondary school, and 4 years of university.
Education systems of australia, china, japanJessa Ariño
The document summarizes the education systems of Australia, China, and Japan. It describes the basic structure of education in each country, including typical ages and durations of primary/elementary school, secondary/high school, and higher education programs. Some key points of comparison are that Australia begins its academic year in March, China emphasizes moral education, and Japan spends more days per year in school than other countries. The document provides an overview of the essential components of education systems across these three nations.
This document provides an overview of teacher education in India. It discusses that teacher education reaches teachers at all levels from pre-primary to tertiary education. It also notes that teacher education has three pillars - teaching skills, pedagogical theory, and professional skills. The document then reviews the history of teacher education in India from ancient to modern times, highlighting developments under different rulers and periods. It examines the reforms brought during British rule, including the establishment of normal schools for teacher training.
Malaysia has a national education system that provides free primary and secondary education. It consists of six years of primary school, five years of secondary school, and then options for pre-university education, university, vocational programs, or polytechnic schools. The education system includes national schools that use Malay as the primary language as well as national-type schools like Chinese and Tamil schools. At the tertiary level, students can attend public or private universities, including some international branch campuses.
Education in Sudan consists of 11 years of schooling in three stages: primary, middle, and secondary education. Primary education is from ages 6-13 and is compulsory. The education system has undergone reforms, changing from a 6+3+3 system to an 8+3 system. Some of Sudan's major universities include the University of Khartoum, the oldest and largest university, as well as Sudan University of Science and Technology, Ahfad University for Women, and Blue Nile University. Girls' education has expanded since the early 20th century but was historically limited.
This document compares the educational systems of Germany, the United States, England, and Japan. It outlines the compulsory years of education in each country, the organization and structure of their school systems, curriculum focus, funding sources, higher education opportunities, and teacher education requirements. The educational systems vary in their number of required schooling years, types of schools, subject focus, funding models, university structures, and teacher training processes.
Educational system of japan manondog reportMelvs Garcia
The presentation summarizes key aspects of Japan's educational system and policies. It discusses the historical context and influences on Japan's education, from the Tokugawa era to American occupation after World War 2. It then outlines the current educational ladder and framework in Japan, including long school days and years, emphasis on student engagement, school-home communication, and focus on equity and teacher quality. It analyzes factors for Japan's academic success like targeted spending, accountability, and lessons other countries can learn.
The Japanese education system uses a 6-3-3-4 structure with 6 years of elementary school, 3 years of junior high school, 3 years of senior high school, and 4 years of university. It has 100% enrollment through the first 9 years and zero illiteracy. Nearly half of high school graduates continue to university or junior college. The system emphasizes whole-person education and moral development through activities like cleaning and lunch.
This document provides information about the education system in South Korea. It discusses the history and development of education from pre-modern times to the present. The current system includes pre-primary education for ages 3-6, primary education from ages 6-12, middle school from 12-15, high school from 15-18, and higher education including universities. Testing and grades play a large role in the Korean education system.
The Japanese educational system underwent reform after World War II. It now consists of 6 years of elementary school, 3 years of junior high school, 3 years of senior high school, and 4 years of university. Elementary and junior high education is compulsory for 9 years. Enrollment rates are near 100% for compulsory education and over 96% for high school nationwide. About 46% of high school graduates go on to university. The Ministry of Education closely supervises education nationwide to maintain high standards. The national curriculum includes subjects like Japanese, math, science, and English. High schools can be academic or vocational. The school year runs from April to March.
The document provides an overview of Japan's education system from early childhood through university level. It notes that the Ministry of Education oversees education and outlines the main phases: kindergarten/nursery school, elementary school, junior high school, high school, and university. Elementary and junior high education are predominantly public, while high school has both public and private options. The education system places strong emphasis on academics, and parents are highly involved in early childhood learning. English education in particular has grown in importance for career opportunities.
The document summarizes the educational system in Japan. It follows a 6-3-3-4 structure, with 6 years of primary school, 3 years of junior high school, 3 years of high school, and 4 years of university. Education is compulsory through junior high school. The curriculum focuses heavily on Japanese language, mathematics, social studies, and science at the primary and junior high levels. Students have a choice to attend junior college for 2 years or university for 4 years after high school. There are 778 universities in Japan, some of the top ranked in Asia, as well as various types of high schools including vocational and correspondence options.
The Japanese educational system was reformed after World War II, changing to a 6-3-3-4 structure of six years of elementary school, three years of junior high, three years of senior high, and four years of university. This new system was implemented by the School Education Law of 1947. Education is compulsory through junior high school, and most schools operate on a three-term academic calendar similar to France. The Ministry of Education closely supervises curriculum and textbooks to maintain uniform education standards nationwide.
This lesson plan compares the educational systems of eight countries: Australia, China, Japan, South Africa, United Kingdom, United States, New Zealand, and the Philippines. The teacher will lead a discussion on the basic structure and levels of education in each country. Students will be divided into groups to further differentiate and compare the educational systems of selected country pairs. The lesson aims to provide students a global perspective on different approaches to developing basic and higher education.
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 educational system of South Africa has the following key aspects:
1) It guarantees equal access to basic education according to the constitution, and has principles of equity, quality, relevance, efficiency, and democratic participation.
2) It is structured into public ordinary schools, independent schools, teacher training, and universities. Public schools cover pre-primary, primary, secondary, and higher education levels.
3) Compulsory general education and training covers grades R-9 and is divided into foundation, intermediate, and senior phases. Primary education has junior and senior categories, and grade 9 completes compulsory education.
The educational system in Japan follows a 6-3-3-4 structure with 6 years of elementary school, 3 years of junior high school, 3 years of senior high school, and 4 years at university. Kindergarten is not part of the official education system. Elementary school is compulsory from ages 6 to 15 and focuses on small work groups. Junior high relies on lectures and large class sizes. Senior high school offers academic, technical, and vocational programs to prepare students for higher education or careers. Universities are highly competitive and provide 4-year bachelor's or 6-year professional degrees. Success on exams determines school and university placement, which leads to good lifetime jobs.
Development of education during the pre independence period-dr.c.thanavathiThanavathi C
The document summarizes the development of education in India during the pre-independence period under British rule. It discusses key acts and committees that shaped education policy, including the Charter Act of 1813, Macaulay's Minute of 1835, the Woods Dispatch of 1854, the Hunter Commission of 1882, and the Sargent Committee report of 1944. Overall, it outlines how the British gradually established an education system focused on English education and teacher training colleges, leading to increased access to schooling across India.
Permendiknas Nomor 12 Tahun 2007: Standar Pengawas SekolahYani Pieter Pitoy
Dokumen tersebut merupakan peraturan menteri pendidikan nasional tentang standar pengawas sekolah/madrasah. Peraturan ini mengatur kualifikasi dan kompetensi yang harus dimiliki oleh seseorang untuk menjadi pengawas sekolah/madrasah, mulai dari tingkat TK/RA hingga SMK/MAK.
10 Insightful Quotes On Designing A Better Customer ExperienceYuan Wang
In an ever-changing landscape of one digital disruption after another, companies and organisations are looking for new ways to understand their target markets and engage them better. Increasingly they invest in user experience (UX) and customer experience design (CX) capabilities by working with a specialist UX agency or developing their own UX lab. Some UX practitioners are touting leaner and faster ways of developing customer-centric products and services, via methodologies such as guerilla research, rapid prototyping and Agile UX. Others seek innovation and fulfilment by spending more time in research, being more inclusive, and designing for social goods.
Experience is more than just an interface. It is a relationship, as well as a series of touch points between your brand and your customer. Here are our top 10 highlights and takeaways from the recent UX Australia conference to help you transform your customer experience design.
For full article, continue reading at https://yump.com.au/10-ways-supercharge-customer-experience-design/
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
This document summarizes a study of CEO succession events among the largest 100 U.S. corporations between 2005-2015. The study analyzed executives who were passed over for the CEO role ("succession losers") and their subsequent careers. It found that 74% of passed over executives left their companies, with 30% eventually becoming CEOs elsewhere. However, companies led by succession losers saw average stock price declines of 13% over 3 years, compared to gains for companies whose CEO selections remained unchanged. The findings suggest that boards generally identify the most qualified CEO candidates, though differences between internal and external hires complicate comparisons.
Education in Sri Lanka aims to promote democracy, moral, physical, and spiritual development through lifelong learning while developing an understanding of culture and religious heritage. Historically, monasteries and temples provided education to Buddhist clergy and villagers in reading, writing, and practical skills. Under colonial rule, European powers introduced schools teaching Christianity in their respective languages. Today, Sri Lanka provides free education at all levels through a system of government, national, provincial, and private schools culminating in university degrees.
A Closer Look to the Educational Sytems of the World Kyoko Murillo
The document provides an overview of the educational systems of Australia, China, and Japan. It describes the structure and levels of education in each country. Some key points:
- Australia's education system is similar to Canada and England, with primary school, high school, and university. High school is divided into junior and senior levels.
- China has the largest education system in the world, with over 200 million students. Education follows a primary-junior high-senior high structure and aims to develop cognitive skills and pass standardized exams.
- Japan's highly centralized system includes kindergarten, elementary, lower secondary, upper secondary, and university. It stresses obedience, academic rigor, and passing entrance exams to advance to
The document outlines the French school system, beginning with an overview of the founding principles of free, secular, and compulsory public education. It then describes the different levels and cycles of education from nursery school through high school/university, including typical course contents and objectives at each level. Key aspects of the primary education system such as the organization of the school day and teaching time allotted to different subjects are also summarized.
The British education system has three main stages: primary school, secondary school, and further/higher education. Education is compulsory between ages 5-16 and free for the majority attending public schools, though some attend private fee-paying public schools. While the education departments in each country manage their own systems, there is little central control over individual schools. Most schools follow the National Curriculum which sets standards for subjects and achievement levels. Beyond age 16, many students continue their education at school or in universities, polytechnics, or colleges.
1) English is the main language of instruction in Singapore's education system, which aims to provide students with skills for the workforce and national integration.
2) Singapore's education system includes preschool, primary school, secondary school, and pre-university levels, with an emphasis on mastery of both English and mother tongue languages.
3) At the preschool level, playgroups and kindergarten provide early education, followed by six years of primary school and either four years of secondary school leading to the O-Levels or five years leading to the N-Levels. Students can then choose to attend a junior college in preparation for the A-Levels and university.
The education system in the UK was established in 1945 and consisted of three types of schools - grammar schools, secondary moderns, and technical schools. Although intended to be equal, it favored middle class children. It was later changed to a selective system where children took an exam at age 11 that determined which type of secondary school they would attend. Grammar schools were for the most academic students while others went to secondary modern or technical schools. This system was criticized for not being truly equal.
The document provides an overview of the school system in Great Britain. It describes that education is divided into primary education from ages 4-13, and secondary education from ages 11-16, with further education available after 16. It outlines the public vs. private school system, and types of schools at different levels, including nursery, primary, grammar, comprehensive, and more. Extracurricular activities and cultural life are also emphasized as important parts of the school experience in Britain.
The document summarizes the education governance model in the United Kingdom. It describes the UK's education system, which is divided into primary, secondary, further, and higher education. It also outlines the types of schools in the UK, the student grading system, and legal and administrative bodies that govern education. The education system aims to provide equal opportunities and a compulsory education period from ages 5 to 16 that is free for all students.
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.
Primary and secondary education in Mongolia follows the Soviet model and is compulsory. While the education system has undergone reforms in recent decades, issues remain such as a lack of schools in rural areas causing long travel times and high dropout rates. Higher education has expanded with both public and private universities offering degrees, though quality and accreditation of private institutions varies. Degree programs have also transitioned to a Western model of bachelor's, master's and doctoral degrees.
This document provides an overview of Latvia's education system. It describes the structure and levels of education, including pre-school, basic education, secondary education, vocational education, higher education, and adult education. It also provides brief historical context about Latvia and notes that education is highly valued in Latvian society. The education system aims to provide students with both academic and practical skills through various programs at different education levels.
The document summarizes the educational systems of several countries including Australia, China, Japan, South Africa, the United Kingdom, the United States, New Zealand, and the Philippines. Some key points include:
- Australia's education system includes 6 years of primary school, 6 years of secondary school divided into junior and senior high, and college. The academic year runs from March to November.
- China has the largest education system in the world with over 200 million students and 9 million teachers. It includes 6 years of primary school, 6 years of middle school divided into junior and senior, and 6 years of college.
- Japan's highly centralized system includes kindergarten, 6 years of elementary, 3 years of lower secondary
A Closer Look at the Educational Systems of the Selected Countries of the WorldGwen Mikhaela Mae Villar
The document provides an overview of the educational systems of several countries including Australia, China, Japan, South Africa, and the United Kingdom. It describes the basic structure and levels of education in each country from primary to higher education. Some key points covered include compulsory education periods, national curriculum subjects, certification exams, and differences between public and private school systems.
A Closer Look to the Educational Sytems of the Worldghostfreak09
A report presented by different individuals from the school of Eastern Samar State University-Guiuan. I hope that students can use it in their studies to.
This document provides an overview of the English public education system. It discusses the structure including pre-university, pre-primary, primary and secondary schools. Primary schools educate children from ages 5 to 11 or 12, after which they enter secondary school which can last until age 19. The document also outlines teaching methods, examinations, term dates and the types of schools including public, private and independent. It notes the growth of public education in Britain since 1944 to meet the needs of a growing population and demand for scientists and technologists.
Different educational settings/curriculum in Japan , China, and USEvadSmith1
The document discusses educational systems in China, Japan, and the Philippines. It provides details on:
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The document provides an overview of the educational systems of several countries, including Australia, China, Japan, South Africa, and the United Kingdom. It describes the basic structure of education in each country, including the levels of primary, secondary, and higher education. It also outlines some of the core features of each country's curriculum and qualifications.
The document provides an overview of the education system in Sri Lanka. It discusses the national goals of aiming for nation building and developing skills for a modern economy. It describes the structure of primary, secondary, vocational, and tertiary education. Primary education lasts 5 years, after which students can take the Grade 5 exam. Secondary education has two phases, junior secondary (grades 6-9) and senior secondary (grades 10-13). The curriculum and administration of schools is also outlined. Challenges facing the system include improving English skills and addressing stress from an exam-focused approach. A comparison is made between Sri Lanka and Pakistan's education systems and economic indicators.
Are you looking for a long-lasting solution to your missing tooth?
Dental implants are the most common type of method for replacing the missing tooth. Unlike dentures or bridges, implants are surgically placed in the jawbone. In layman’s terms, a dental implant is similar to the natural root of the tooth. It offers a stable foundation for the artificial tooth giving it the look, feel, and function similar to the natural tooth.
Histololgy of Female Reproductive System.pptxAyeshaZaid1
Dive into an in-depth exploration of the histological structure of female reproductive system with this comprehensive lecture. Presented by Dr. Ayesha Irfan, Assistant Professor of Anatomy, this presentation covers the Gross anatomy and functional histology of the female reproductive organs. Ideal for students, educators, and anyone interested in medical science, this lecture provides clear explanations, detailed diagrams, and valuable insights into female reproductive system. Enhance your knowledge and understanding of this essential aspect of human biology.
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
Breast cancer: Post menopausal endocrine therapyDr. Sumit KUMAR
Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
Diagnosis and Staging
The diagnosis of HR+ breast cancer begins with clinical evaluation, imaging, and biopsy. Imaging modalities such as mammography, ultrasound, and MRI help in assessing the extent of the disease. Histopathological examination and immunohistochemical staining of the biopsy sample confirm the diagnosis and hormone receptor status by identifying the presence of estrogen receptors (ER) and progesterone receptors (PR) on the tumor cells.
Staging involves determining the size of the tumor (T), the involvement of regional lymph nodes (N), and the presence of distant metastasis (M). The American Joint Committee on Cancer (AJCC) staging system is commonly used. Accurate staging is critical as it guides treatment decisions.
Treatment Options
Endocrine Therapy
Endocrine therapy is the cornerstone of treatment for HR+ breast cancer in postmenopausal women. The primary goal is to reduce the levels of estrogen or block its effects on cancer cells. Commonly used agents include:
Selective Estrogen Receptor Modulators (SERMs): Tamoxifen is a SERM that binds to estrogen receptors, blocking estrogen from stimulating breast cancer cells. It is effective but may have side effects such as increased risk of endometrial cancer and thromboembolic events.
Aromatase Inhibitors (AIs): These drugs, including anastrozole, letrozole, and exemestane, lower estrogen levels by inhibiting the aromatase enzyme, which converts androgens to estrogen in peripheral tissues. AIs are generally preferred in postmenopausal women due to their efficacy and safety profile compared to tamoxifen.
Selective Estrogen Receptor Downregulators (SERDs): Fulvestrant is a SERD that degrades estrogen receptors and is used in cases where resistance to other endocrine therapies develops.
Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
Endocrine Therapy with CDK4/6 Inhibitors: Palbociclib, ribociclib, and abemaciclib are CDK4/6 inhibitors that, when combined with endocrine therapy, significantly improve progression-free survival in advanced HR+ breast cancer.
Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
Chemotherapy
Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
- Video recording of this lecture in English language: https://youtu.be/Pt1nA32sdHQ
- Video recording of this lecture in Arabic language: https://youtu.be/uFdc9F0rlP0
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
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Time-lapse embryo monitoring is an advanced imaging technique used in IVF to continuously observe embryo development. It captures high-resolution images at regular intervals, allowing embryologists to select the most viable embryos for transfer based on detailed growth patterns. This technology enhances embryo selection, potentially increasing pregnancy success rates.
The skin is the largest organ and its health plays a vital role among the other sense organs. The skin concerns like acne breakout, psoriasis, or anything similar along the lines, finding a qualified and experienced dermatologist becomes paramount.
PGx Analysis in VarSeq: A User’s PerspectiveGolden Helix
Since our release of the PGx capabilities in VarSeq, we’ve had a few months to gather some insights from various use cases. Some users approach PGx workflows by means of array genotyping or what seems to be a growing trend of adding the star allele calling to the existing NGS pipeline for whole genome data. Luckily, both approaches are supported with the VarSeq software platform. The genotyping method being used will also dictate what the scope of the tertiary analysis will be. For example, are your PGx reports a standalone pipeline or would your lab’s goal be to handle a dual-purpose workflow and report on PGx + Diagnostic findings.
The purpose of this webcast is to:
Discuss and demonstrate the approaches with array and NGS genotyping methods for star allele calling to prep for downstream analysis.
Following genotyping, explore alternative tertiary workflow concepts in VarSeq to handle PGx reporting.
Moreover, we will include insights users will need to consider when validating their PGx workflow for all possible star alleles and options you have for automating your PGx analysis for large number of samples. Please join us for a session dedicated to the application of star allele genotyping and subsequent PGx workflows in our VarSeq software.
“Psychiatry and the Humanities”: An Innovative Course at the University of Mo...Université de Montréal
“Psychiatry and the Humanities”: An Innovative Course at the University of Montreal Expanding the medical model to embrace the humanities. Link: https://www.psychiatrictimes.com/view/-psychiatry-and-the-humanities-an-innovative-course-at-the-university-of-montreal
“Psychiatry and the Humanities”: An Innovative Course at the University of Mo...
Jurnal
1. MAKALAH
SUPERVISI PENDIDIKAN
DALAM RANGKA MEMENUHI TUGAS
MANAJEMEN SUPERVISI PENDIDIKAN
DOSEN PENGAMPU : Dr. H. SUDJONO, M. Si
NAMA MAHASISWA : MUSLIKATUN
NIM
: 1252020119
KELOMPOK
: MSI 11
UNIVERSITAS STIKUBANK SEMARANG
2014
Education in Thailand
Education in Thailand is provided mainly by the Thai government through the Ministry of Education from preschool to senior high school. A free basic education of twelve years is guaranteed by the constitution, and a
minimum of nine years' school attendance is mandatory.
Formal education consists of at least twelve years of basic education, and higher education. Basic education is
divided into six years of primary education and six years of secondary education, the latter being further divided
into three years of lower- and upper-secondary levels. Kindergarten levels of pre-primary education, also part of
the basic education level, span 2–3 years depending on the locale, and are variably provided. Non-formal
education is also supported by the state. Independent schools contribute significantly to the general education
infrastructure.
Administration and control of public and private universities are carried out by the Office of Higher Education
Commission, a department of the Ministry of Education.
The school structure is divided into four key stages: the first three years in elementary school, Prathom 1–3, are
for age groups 6 to 8; the second level, Prathom 4 through 6 are for age groups 9 to 11; the third level,
2. Matthayom 1–3, is for age groups 12 to 14. The upper secondary level of schooling consists of Matthayom 4–6
for age groups 15 to 17 and is divided into academic and vocational streams. There are academic upper
secondary schools, vocational upper secondary schools and comprehensive schools offering academic and
vocational tracks. Students who choose the academic stream usually intend to enter a university. Vocational
schools offer programs that prepare students for employment or further studies.
Admission to an upper secondary school is through an entrance exam. On the completion of each level,
students need to pass the NET (National Educational Test) to graduate. Children are required to attend six
years of elementary school and at least the first three years of high school. Those who graduate from the sixth
year of high school are candidates for two decisive tests: O-NET (Ordinary National Educational Test) and ANET (Advanced National Educational Test).
Public schools are administered by the government. The private sector comprises schools run for profit and feepaying non-profit schools which are often run by charitable organisations — especially by Catholic diocesan and
religious orders that operate over 300 large primary/secondary schools throughout the country.[3] Village and
sub-district schools usually provide pre-school kindergarten (anuban) and elementary classes, while in the
district towns, schools will serve their areas with comprehensive schools with all the classes from kindergarten
to age 14 and separate secondary schools for ages 11 through 17.
Due to budgetary limitations, rural schools are generally less well equipped than the schools in the cities. The
standard of instruction, particularly for the English language, is much lower, and many high school students will
commute 60–80 kilometres to schools in the nearest city.
School grades[edit]
The school year is divided into two semesters. The first begins in the beginning of May and ends in October; the
second begins in November and ends in March.
Level/Grade
Typical age
Preschool
Pre-school playgroup
2-3
Kindergarten
3-5
Primary school
Prathom 1
6
Prathom 2
7
Prathom 3
8
Prathom 4
9
Prathom 5
10
Prathom 6
11
Secondary school
Matthayom 1
12
Matthayom 2
13
Matthayom 3
14
Matthayom 4
15
3. Matthayom 5
16
Matthayom 6
17
Post-secondary education
Ages vary (usually four years,
referred to as Freshman,
Tertiary education (College or University)
Sophomore, Junior and
Senior years)
The dress code in primary and secondary grades for boys comprises knee-length dark blue, khaki, or black
shorts with a pale white open collar short-sleeved shirt, long socks and brown or black trainers. Girls wear a
knee-length dark blue or black skirt and a pale white blouse with a loosely hanging bow tie. The bow tie is
dropped in favor of an open-necked pale blue shirt from Matthayom 4. The girls' uniform is complemented by
white ankle socks and black school shoes.
The student's name, number, and name of the school are often embroidered on the blouse or shirt. Some
independent or international schools have uniforms more closely resembling British school uniform standards,
and boys in senior high school grades may be allowed to wear long trousers.
The standard dress for children in kindergarten is a red skirt and white blouse for girls and red short trousers
and a white shirt for boys. In all Thai schools, one day per week, usually Thursday, is dedicated to scouting,
when beige scout uniforms for boys and dark green guide uniforms are the rule, both wearing yellow
neckerchiefs. Many schools have some color variations of the scout uniform such as blue uniforms with blue
neckerchiefs for girl scouts at Wattana Wittaya Academy. The use of accessories is prohibited for males, while
females are sometimes allowed to use simple accessories. All students are prohibited from coloring their hair or
having tattoos anywhere.
University uniforms are standard throughout the country and comprise a white blouse and plain or pleated skirt
for females, and long black trousers, a white long sleeved shirt with a dark blue or black tie for males.
History[edit]
Formal education has its early origins in the temple schools, when it was available to boys only. From the midsixteenth century Thailand opened up to significant French Catholic influence until the mid-seventeenth century
when it was heavily curtailed, and the country returned to a strengthening of its own cultural ideology. Unlike
other parts of South and Southeast Asia, particularly the Indian
subcontinent, Myanmar (Burma), Laos, Vietnam, Cambodia, the Malay Peninsula, Indonesia and
the Philippines which had all benefited from the influence of countries with centuries of educational tradition,
Thailand has never been colonised by a Western power. As a result, structured education on the lines of that in
developed countries was slow to evolve until it gained new impetus with the reemergence of diplomacy in the
late nineteenth century.
Early education[edit]
It is possible that one the earliest forms of education began when King Ram Khamhaeng the Great invented the
Thai alphabet in 1283 basing it on Mon, Khmer, and Southern Indian scripts. Stone inscriptions from 1292 in the
new script depict moral, intellectual and cultural aspects.[4] During the Sukhothai period (1238–1378), education
was dispensed by the Royal Institution of Instruction (Rajabundit) to members of the royal family and the
nobility, while commoners were taught by Buddhist monks.
4. In the period of the Ayutthaya kingdom from 1350 to 1767 during the reign of King Narai the Great (1656–1688),
the Chindamani, generally accepted as the first textbook of the Thai language, collating the grammar. The
prosody of Thai language and official forms of correspondence was written by a monk, Pra Horatibodi, in order
to stem the foreign educational influence of the French Jesuit schools It remained in use up to King
Chulalongkorn's reign (1868–1910). Narai himself was a poet, and his court became the center where poets
congregated to compose verses and poems. Although through his influence interest in Thai literature was
significantly increased, Catholic missions had been present with education in Ayutthaya as early as 1567 under
PortugueseDominicans and French Jesuits were given permission to settle in Ayutthaya in 1662. His reign
therefore saw major developments in diplomatic missions to and from Western powers.
On Narai's death, fearing further foreign interference in Thai education and culture, and conversion
to Catholicism, xenophobic sentiments at court increased and diplomatic activities were severely reduced and
ties with the West and any forms of Western education were practically severed. They did not recover their
former levels until the reign of King Mongkut in the mid-nineteenth century.
Development[edit]
Through his reforms of the Buddhist Sangha, King Rama I (1782–1809), accelerated the development of public
education and during the reign of King Rama IV (1851–1865) the printing press arrived in Thailand making
books available in the Thai language for the first time; English had become the lingua franca of the Far East,
and the education provided by the monks was proving inadequate for government officials. Rama IV decreed
that measures be taken to modernise education and insisted that English would be included in the curriculum.
King Rama V (1868–1910) continued to influence the development of education and in 1871 the first relatively
modern concept of a school with purpose constructed building, lay teachers and a time-table was opened in the
palace to teach male members of the royal family and the sons of the nobility. The Command Declaration on
Schooling was proclaimed, English was being taught in the palace for royalty and nobles, and schools were set
up outside the palace for the education of commoners’ children. With the aid of foreign - mainly English advisers a Department of Education was established by the king in 1887 by which time 34 schools, with over 80
teachers and almost 2,000 students, were in operation and as part of the king’s programme to establish
ministries, in 1892 the department became the Ministry of Education. Recognizing that the private sector had
come to share the tasks of providing education, the government introduced controls for private schools.
In 1897 on the initiative of Queen Sribajarindra, girls were admitted into the educational system. In 1898, a twopart education plan for Bangkok and for the provinces was launched with programmes for pre-school, primary,
secondary, technical, and higher education. In 1901, the first government school for girls, the Bamrung
Wijasatri, was set up in Bangkok, and in 1913, the first teacher training school for women was set up at the
Benchama Rajalai School for girls. Further developments took place when in 1902 the plan was remodeled by
National System of Education in Siam into the two categories of general education, and professional/ technical
education, imposing at the same time age limits for admission to encourage graduation within predetermined
time scales.
The first university is named after King Chulalongkorn (Rama V), and was established by his son and
successor King Vajiravudh (Rama VI) in 1917 by combining the Royal Pages School and the College of
Medicine.[5] In 1921, the Compulsory Primary Education Act was proclaimed.
Modernisation[edit]
5. The bloodless revolution in 1932 that transferred absolute power from the king to democratic government
encouraged further development and expansion of schools and tertiary institutions. The first National Education
Scheme was introduced formally granting access to education regardless of ability, gender, and social
background.
In 1960, compulsory education was extended to seven years, and for the first time special provisions were
made for disabled children, who were originally exempted from compulsory education. In 1961, the government
began a series of five-year plans, and many of the extant purpose-built school buildings, particularly the wooden
village primary schools, and the early concrete secondary schools date from around this time.
In 1977, the key stages of primary and secondary education were changed from a 4-3-3-2 year structure to the
6-3-3 year system that is in use today.
Recent[edit]
From early 2001, under Prime Minister Thaksin Shinawatra, the Ministry of Education began developing new
national curricula in an endeavour to model the system of education on child, orstudent-centred
learning methods.[citation needed]
The years from 2001 to 2006 showed some of the improvements in education, such as computers in the
schools and an increase in the number of qualified native-speaker teachers for foreign languages. Experiments
had also been tried with restructuring the administrative regions for education or partly decentralizing the
responsibility of education to the provinces. By 2008, however, little real change had been felt, and many
attempts to establish a clear form of university entrance qualification had also failed due to combinations of
political interference, attempts to confer independence (or to remove it) on the universities, huge administrative
errors, and inappropriate or mismatched syllabuses in the schools.
Organisation[edit]
Infrastructure[edit]
Almost all villages have a primary school, most sub-districts tambon have a school providing education from
age 6 through 14, and all districts amphoe have secondary schools of age 12 through 17, and many have
vocational colleges for students from age 15.
The government is not able to cope with the entire number of students, thus the private sector, which is
supervised by the government, provides a significant contribution. The level of education in the private sector is
generally, but not always, higher than that of the government schools. Expensive, exclusive private and
international schools provide for an exceptionally high level of achievement and a large number of their students
continue their education at renowned International universities.
Charitable organisations (missionary societies or diocesan), and other religions provide the backbone of nongovernment, low-fee, general education and some established universities, and the standard is relatively high.
Cheaper, newer and individual private schools, are occasionally run more for profit and government subsidies,
than for results, and are often indistinguishable from government schools in terms of quality of buildings,
resources, teaching competency, and overcrowded classrooms; the only real benefit is the prestige afforded to
the parents for schooling their children in the private sector - academic superiority is sometimes barely
measurable.
In rural schools absenteeism of both students and teachers is high due to family and farming commitments -in
fact some schools close down during the periods of rice planting and harvesting.
6. Over 400 government vocational colleges accept students who have completed Matthayom 3 and the
campuses are usually located within daily commuting distances, although some may offer limited dormitory
accommodation on the campus. Many specialised vocational schools offer training in agriculture, animal
husbandry, nursing, administration, hospitality and tourism.
Administration[edit]
The complexity of administration of Thai education gives rise to duplication among the many ministries and
agencies providing education and establishing of standards. In 1980, under the recommendation the Minister of
Education, Dr. Sippanondha Ketudat, a Harvard scholar, responsibility for basic primary education was moved
from the Ministry of Interior to the Ministry of Education. Both the Ministry of University Affairs and the Ministry
of Education have been actively involved in teacher training. In the early 21st century devolution of some
responsibility to newly created educational regions is intended to increase the awareness and ability to address
different regional needs.[6]
Finance[edit]
In comparison with the public expenditure of other countries, (especially developing countries): China 13%,
Indonesia 8.1%, Malaysia 20%, Mexico, 24.3%, Philippines 17%, United Kingdom and France 11%, the
Thai GDP and national budget allocate considerable funds to education. By 2006 it represented 27% of the
national budget. Although education is mainly financed by the national budget, important local funds, particularly
in urban areas, are being released to support education. In the Bangkok Metropolitan Authority, up to 28.1% of
the education budget has been provided by local financing. Loans and technical assistance for education are
also received from Asian Development Bank, the World Bank, and the OECF.[7] In December 2008 Education
Minister Jurin Laksanawisit announced the intention to provide Thai children with free textbooks and learning
materials throughout the 15 years of government-sponsored free education and implemented this policy in May
at the start of the 2009 academic year. In 2011, a new elected government has delivered a proposal in
congress to offer electronic computer notepads for students of which targeting trail group is mainly for primary
school students. As regards of technological innovation which has been moving fast, young students are urged
to prepare.
Research[edit]
Systematic educational research began in 1955 when the International Institute for Child Study was established
in Bangkok. The Institute has now become the Behavioral Science Research Institute and has conducted both
basic and applied research. In the 1960s, the Ministry of Education and the National Education Commission, a
division of the Office of the Prime Minister, began programmes of Educational research. In-depth research,
particularly that of the ONEC, contributed to the education reform initiative of 1999-2002, and extensive
research is provided by the country's universities, especially in faculties of education. The Department of
Curriculum and Instructional Development of the Ministry of Education also conducts research into testing,
curriculum, and content. The National Library, university and other libraries around the country are electronically
networked in order to facilitate research.
Primary and secondary levels[edit]
At primary levels, students follow eight core subjects each semester: Thai language, mathematics, science,
social science, health and physical education, arts and music, technology, and foreign languages. At age 16
(Matthayom 4), students are allowed to choose one or two elective courses. The science program (Wit-Kanit)
and the mathematics-English language program (Sil-Kamnuan) are among the most popular. Foreign language
7. programs (Sil-Phasa) (Chinese, French, Japanese, Korean, Russian, Spanish and German) for example, and
the social science program (sometimes called the general program) are also offered. Both primary and
secondary level have special programs for students called English Program and Gifted Program. In English
Program students can learn almost every subject in English except for Thai and Social Study. The Gifted
Program is the Mathematics-Science program.
Vocational Education[edit]
Currently 412 colleges are governed by the Vocational Education Commission (VEC), of the Ministry of
Education with more than a million students following the programs In 2004. Additionally, approximately
380,000 students were studying in 401 private vocational schools and colleges.[8]
Technical and vocational education (TVE) begins at the senior high school grade where students are divided
into either general or vocational education. At present, around 60 per cent of students follow the general
education programmes. However, the government is endeavouring to achieve an equal balance between
general and vocational education.
Three levels of TVE are offered: the Certificate in Vocational Education (Bor Wor Saw) which is taken during the
upper secondary period; the Technical Diploma (Bor Wor Chor), taken after school-leaving age, and the Higher
Diploma on which admission to university for a Bachelor degree programme may be granted. Vocational
education is also provided by private institutions.
Dual Vocational Training (DVT)[edit]
Essential to DVT is the active participation of the private sector. In 1995, based primarily on the German
model,[9] the Department of Vocational Education launched the initiative to introduce dual vocational training
programmes which involve the students in hand-on training in suitably selected organisations in the private
sector.
DVT is a regular element of the DoVE "Certificate" and "Diploma" program. The training is for a period of three
years with more than half of the time devoted to practical training on-the-job, spread over two days a week, or
for longer periods depending on the distance, throughout the semesters.
Two levels of DVT are offered: the three-year certificate level for skilled workers where students and trainees
are admitted at the age of 15 after completing Matthayom 3 (Grade 9); and the two-year diploma technician
level for students who have graduated with the Certificate of Vocational Education after 12 years of formal
education.
In the scheme, vocational, unlike regular internships, where students may be assigned to work on unpaid
irrelevant jobs, the cooperative education programme enables the students of the vocational schools to do field
work while benefiting from an allowance to cover living expenses or free accommodation, and compensation for
their contributions made towards the company's income and profits as temporary employees.
Schools collaborate directly with the private sector in drafting action plans and setting goals for students to
meet. Generally, the company will offer permanent employment to the trainees on graduation and successful
completion of the programme. Conversely, companies that recruit trainees from among young people who have
completed a minimum of nine years at school may enroll their employees with a technical or vocational college
where they are taught vocational subjects as the theoretical background to the occupational field in which they
are being trained.[10]
Attendance[edit]
8. The Office of Vocational Education Commission showed student attendance for the 2005 academic year as
follows:[11]
Technical colleges 290,058; industrial and community colleges 137,377; business administration and tourism
colleges 3,480; commercial colleges 16,266; arts and crafts colleges 2,214; polytechnic colleges 36,304;
vocational colleges 89,703; agricultural and technology colleges 34,914; Golden Jubilee Royal Goldsmith
College 525; industrial and ship building colleges 2,391; fishery colleges 1,510; agricultural engineering training
centres 806; with a further 340,000 in private vocational schools.
Tertiary and higher education[edit]
The established public and private universities and colleges of higher education are under the jurisdiction of the
Ministry of University Affairs in both the government and private sectors offer excellent programmes especially
in the fields of medicine, the arts, humanities, and information technology, although many students prefer to
pursue studies of law and business in Western faculties abroad or in those which have created local facilities in
Thailand. During the first years of the 21st century, the number of universities increased dramatically on a
controversial move by the Thaksin government to rename many public institutes as universities.
In the Times Higher Education Supplement World University Rankings 2004, Chulalongkorn University was
ranked 46th in the world for social sciences and 60th for biomedicine. In September 2006, three universities in
Thailand were ranked "excellent" in both academic and research areas by Commission on Higher Education.
Those universities are Chiang Mai University, Chulalongkorn University and Mahidol University. Over half of the
provinces have a government Rajabhat University, formerly Rajabhat Institute, traditionally a teacher training
college.
For a full list of universities and higher education institutions in Thailand see: List of universities in Thailand.
Admission[edit]
On graduating from high school, students need to pass the CUAS (Central University Admission System) which
contains 50% of O-NET and A-NET results and the other half of the fourth level GPA (Grade Point Average).
Many changes and experiments in the university admissions system have taken place since 2001, but by late
2007 a nationwide system had yet to be accepted by the students, the universities, and the government. On
return to democracy in early 2008, after the December election, the newly formed coalition led by the People's
Power Party (a party formed by the remnants of deposed Taksin Shinwatra's Thai Rak Tai party) announced
more changes to the national curriculum and university entrance system. At present, state-run universities
screen 70% of their students directly, with the remaining 30% coming from the central admission system. The
new system gives 20% weight to cumulative grade point average, which varies upon a school's standard. Some
students have voiced distrust of the new system and fear it will encounter score counting problems as
happened with the A-NET in its first year. The new aptitude test, to be held for the first time in March 2009 and
which will be supervised by the National Institute of Educational Testing Service, will replace the Advanced
National Education Test (A-net), Students can sit for the aptitude test a maximum of three times, with their best
scores counted. After the first tests in March 2009, the next two are scheduled for July and October. Direct
admissions are normally held around October. The new test comprises the compulsory General Aptitude Test
(GAT), which covers reading, writing, analytical thinking, problem solving and English communication. The
voluntary Professional Aptitude Test (PAT) has a choice of seven subjects.
Programmes[edit]
9. Most bachelor's degree courses are programmes of four years full-time attendance. Exceptions are education
and architecture that require five years, and the doctor of dental surgery, medicine, pharmacy, and veterinary
medicine that comprise six years of study. Master's degree programmes last for either one or two years and the
degree is conferred on course credits with either a thesis or a final exam. On completion of a master's degree,
students may apply for an admission exam to a two to five year doctoral programme. The doctorate is conferred
on coursework, research and the successful submission of a dissertation.
International schools[edit]
By government definition: ―An international school is an educational institution providing an international
curriculum or international curriculum which its subject’s detail has been adjusted or a self-organised
curriculum, which is not the Ministry of Education’s. A foreign language is used as the medium of teaching and
learning and students are enrolled without restriction or limitation on nationality or religion or government
regime, and are not against the morality or stability of Thailand.‖[12] The curriculum is required to be approved by
the Ministry of Education and may be an international one, an international curriculum with modifications, or a
curriculum established by the school itself. Thai language and culture constitutes a core subject and is
mandatory at every level for all Thai students registered as Thai nationals. Non-Thai citizens are not required to
study Thai language or culture. International schools must operate within a framework of requirements and
conditions established by the Ministry of Education, that stipulates the ownership, location and size of the plot,
design and structure of buildings, ratio of students to classroom surface, sanitary installations, administration
and educational support facilities such as libraries and resources centres.Within one year from their
commencement, primary and secondary schools must apply accreditation from an international organisation
recognised and accepted by the Office of the Private Education Commission and accreeditation must be
granted within six years. Managers and head teachers must be of Thai nationality though frequently there will
also be a foreign head teacher to oversee the international curriculum and implement school policy.
Currently 90 international schools operate in the Kingdom, of which 65 are located in the Bangkok
area.[13] (provinces 2003)[14]
Distance learning support by TV[edit]
Established in 1996, DLTV currently broadcasts a total of 15 educational channels from Klaikangwon Palace
School, Hua-Hin, providing educational benefits and equal opportunities to Thai students nationwide especially
in the remote and far-reaching areas of the country where the lack of teachers is still a major challenge to the
educational system. It broadcasts via the Ku-band beam on the THAICOM 5 satellite to more than 17,000
schools across the country and also to other viewers who subscribe to satellite providers of commercial
television. In December 2008, the Thaicom Public Company Limited, Asia's leading commercial satellite
operator and the operator of the IPSTAR satellite broadband system, announced it has renewed a 10-year
contract with the Distance Learning Education via Satellite Foundation of Thailand (DLF) for three-quarters of
one Ku-band transponder on the Thaicom 5 satellite to broadcast DLTV channels.
Teacher training[edit]
Teacher training is offered either in universities by the Ministry of University Affairs or in teacher training
colleges administered by the Ministry of Education’s Department of Teacher Education. The university
programmes are now commonly influenced by child-centred learning methods and several universities operate
a Satit demonstration primary and secondary school staffed by lecturers and trainee teachers.
10. Primary and lower secondary school teachers[edit]
The mainstay of the teacher output is provided by the government Rajaphat Universities (formerly Rajaphat
Institutes), the traditional teacher training colleges in most provinces. Programmes include courses in teaching
methodology, school administration, special education, optional specialisation, supervised practical teaching
experience, and the general education subjects of language and communication, humanities, social science,
mathematics, and technology. Completion of upper secondary education (Mathayom 6) is required for access to
basic teacher training programmes and primary and lower secondary school teachers are required to complete
a two-year program leading to the Higher Certificate of Education, also known as the Diploma in Education or
an Associate’s Degree.
Upper secondary school teachers[edit]
To teach at the upper secondary school level, the minimum requirement is a four-year Bachelor of Education
degree through government programmes provided either at a teacher’s training college or in a university faculty
of education. Students who have acquired the Higher Certificate of Education are eligible to continue their
studies at a university or teacher's training college for two additional years of full-time study for a bachelor's
degree. Prospective teachers with a bachelor's degree in other disciplines must undergo an additional one year
of full-time study to complete a Bachelor of Education degree.
Teacher development and associated problems[edit]
On the government's own admission, general education is of a low academic standard compared to the
development and modernisation of the country as a whole: Dr. Kasam Wattanachai, Privy Counselor to the
King, August 10, 2002 "Ability of students down to the level of Laos — other countries are taking the lead."
The shortage of teachers and the overcrowding of classes in the public schools are exacerbated by the fact that
many teachers who have qualified through the university system will obtain employment in the betterremunerated private sector. Many of the places in the faculties of education are taken up by students who enroll
not with the intention of pursuing a teaching career but to benefit from the superior quality of the foreign
language instruction.
The acquired knowledge and competency of newly graduated teachers from the Rajaphat Universities at is
often comparable to the level of an American senior high school graduation, a British A-level, a
French Baccalauréat, or a German Abitur. Apart from the security of being a civil servant with guaranteed
employment and a pension, and the extraordinary cultural respect for the profession, there is little incentive to
choose a future as a teacher in a government school. As a result, most classes in secondary schools are
overcrowded with often as many as sixty students in a classroom, a situation that continues to favour the rote
system that is firmly anchored in Thai culture as the only method possible.
As teaching by rote requires little pedagogic skill, once qualified — apart from weekend seminars which are
considered to be part of the reward system — teachers tend to resist attempts to encourage them to engage in
any forms of further training to improve their subject knowledge and to adopt new methodologies which will
require them to use more initiative and to be more creative.
Students are not encouraged to develop analytical and critical thinking skills, which is clearly demonstrated by
their inability to complete a cloze test, or to grasp a notion through context. The teachers will avoid introducing
dialogue into the classroom or eliciting response from the students — to give a wrong answer would be to lose
face in the presence of one's peers, a situation that in Thai culture must always be avoided.
11. Dr. Adith Cheosokul, professor, Chulalongkorn University, September 1, 2002: "Thai kids have no courage to
question their teachers… foreign students are very eager to communicate with their teachers. The Thais are
usually silent in class. I think it's the culture. Our students tend to uphold teachers as demi-gods" — a
perception that is reinforced by the celebration of wai khru (literally 'praise the teacher') day, in all schools and
colleges shortly after the beginning of the new school year, where during a festive general assembly, the
students file before the teachers on their knees and offer them gifts, usually of real or hand-crafted flowers.
The essence of education therefore still hinges first and foremost on the traditional values of Buddhism, respect
for the king, the monkhood, the teachers, and the family (in that order) through the rote method. Whilst
indisputably very noble, these features are the main hurdle to the implementation of modern educational
methodology and the development of a Western cultural approach to communication.
Prime Minister Thaksin Shinawatra, August 18, 2002: "Teachers must radically change their way of thinking —
I'm not sure they can do this."[citation needed]
Primary and secondary school teachers do not enjoy the same long breaks as the students and are required to
work through the vacations on administrative duties. Many of these tasks concern their familiarisation with the
frequent improvements to the National Curriculum; indeed, changes often occur faster than authors and
publishers can update the textbooks and the teachers must improvise without support material and have to
design their own tests and exams — neither of which is conducive to an improvement in quality.
The frequent changes in policy can cause confusion. Often one department of the Ministry of Education is not
aware of the work of another, and the principals and the teachers in the schools are always at the end of the
information chain.
English language education in Thailand[edit]
The use of English in Thailand, while far from being as developed as in the Netherlands, Germany, the
Scandinavian countries or the Philippines, is nevertheless slowly increasing through the influence of the media
and the Internet. Thailand was ranked 54th out of 56 countries globally for English proficiency, the secondlowest in Asia.[15]
The government has long realised the importance of the English language as a major core subject in schools,
and it has been a compulsory subject at varying levels for several decades. Since 2005 schools are being
encouraged to establish bilingual departments where the core subjects are taught in English and to offer
intensive English language programmes.
Notwithstanding the extensive use of and exposure to English in everyday life in Thailand, the standard of
correct English in the schools is now the lowest in Southeast Asia. In 1997 Thailand was still in the forefront, but
by 2001 Laos and Vietnam had caught up, and by mid 2006 were clearly ahead.[16]
Thai teachers[edit]
Following the announcement of the University of Cambridge to launch a new course[17] and qualification for nonnative speaker teachers, a survey was carried out in February 2006,[18] with the collaboration of the University of
Cambridge as part of a field trial, by one of the country's largest groups of independent schools of its 400 or so
teachers of English.
The project reported that in over 60% of the teachers, the knowledge of the language and teaching
methodology was below that of the syllabus level which they were teaching. Some teachers for age group 11, or
lower, in the language were attempting to teach age groups 15, 16, and even 17. Of the remaining top 40%,
12. only 3% had a reasonable level of fluency and only 20% were teaching grades for which they were qualified and
competent.
Within the group of over 40 schools representing nearly 80,000 students in primary and secondary education,
random parallel test groups of primary school pupils often scored higher in some tests than many of the
teachers in other schools of the same group. The schools resisted the initiative of the central governing body to
provide intensive upgrading programmes for the teachers. In spite of the evidence, the schools doubted the
results and, to save face, argued that their teachers had qualified through their universities and colleges and
either had nothing more to learn or could not afford the time.
In the government schools the standards are similar and many primary teachers freely admit that they are
forced to teach English although they have little or no knowledge of the language. A debate began in academic
circles as to whether teaching English badly during the most influential years is better than not teaching it at
primary level. Whatever results that any formal research may provide, there clearly exists room for much
improvement.
The situation is further exacerbated by a curriculum, which in its endeavour to improve standards and facilitate
learning, is subject to frequent change, and thus misinterpreted into syllabuses by the teachers themselves at
levels often far too advanced for the cognitive development of the students.
Native-speaker teachers[edit]
Several thousand native-English speakers are employed in public and private schools throughout the country.
This is being encouraged by the need to develop students' oral expression and knowledge of foreign culture;
much of their time, however, is taken up with remedial teaching: putting right any grammar, orthography,
pronunciation and cultural background that has been wrongly taught and which leads to great misunderstanding
— they see this as a greater priority.
The official version of English, although not always practical in its dispensation, is British. Qualified native
teachers with a background in linguistics may ensure that students are exposed to both major variations of the
language and understand them and their differences, whichever version the students choose to speak.
Language classes, sponsored by the governments of English-speaking countries such as those provided by the
British Council, enjoy an excellent reputation for quality, both for general English, and for the preparation for
international exams such as the American English TOEFL and the British English IELTS, which are
prerequisites for the entry into many professions, particularly aircrew and tourism. There is no shortage of
cramming schools, usually franchise chains, in the capital and larger cities; although they are staffed mainly by
highly motivated, qualified native speakers and have excellent resources, they are often branded by cynics as
'the McDonalds of English language'.
There has been a dramatic increase since 2000 in the number of Thailand-based TEFL/TESOL (Teaching of
English as a Foreign Language / Teaching of English to Speakers of Other Languages) teacher-training
institutions. Some dispense internationally recognised teaching certificates and diplomas that follow the courses
of established universities, and some provide courses and certification franchised from other organisations and
universities. Still others dispense their own courses and certification.
Currently, to teach English in licenced schools, public or private, the minimum academic qualification for native
speakers is a bachelor degree in any subject. However, the government is in the process of exercising greater
control, particularly to combat the use of bogus certificates or degrees issued by diploma mills and to prevent
access to schools by persons with doubtful motives. In 2008, the government announced plans to improve
13. requirements for native-speaker teachers in mainstream schools. They now require academic qualifications in
either education or linguistics, in addition to their bachelor's degrees, and to complete a government course in
Thai culture and language.
In 2008 applications for TESOL posts in Thailand experienced a significant drop, and many posts are being
taken up by second-language English speakers from Asian countries where the use of English may be of a high
standard and officially recognised, but not as a first language. Parents, particularly those with children in feepaying schools, believe that native English speakers should have Western ethnic origins.