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State school - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Maintained_school

state school public education education malaysia denmark france united kingdom england

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  • Education in Malaysia is overseen by two government ministries
  • Ministry of Education for matters up to the secondary level
  • Ministry of Higher Education for tertiary education
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  • education is the responsibility of the federal government, each state has an Education Department to help coordinate educational matters in their respective states
  • By law, primary education is compulsory
  • Education may be obtained from government-sponsored schools, private schools, or through homeschooling
  • Swedish state schools are funded by tax money
  • for both primary and secondary school (Swedish: grundskola), high school (Swedish: gymnasium) and universities
  • There are private schools as well who also receive funding from the government, but they may charge a fee from the parents.
  • Compulsory education starts at seven years of age, with an optional year in förskola (pre-school).
  • Swedish children take national exams at grades 3, 6 and 9.
  • Swedish primary school is split into three parts; Lågstadiet – “the low stage”, which covers grades 1 to 3. This is where you learn the basics of the three main subjects – in Swedish called kärnämnen – Swedish, English and mathematics. It also includes some natural science. Mellanstadiet – “the middle stage”, which covers grades 4 to 6, introduces the children to more detailed subjects. Woodwork and needlework, social and domestic science, and even a second, foreign language in grade 6, a B-språk (B-language). The languages available are usually French, Spanish or German depending on the school. Högstadiet, “the high stage”, is the last stage of the compulsory education, between grades 7 and 9. This is when studies get more in-depth and are taken to an international level.
  • When applying to gymnasium (high schools) or universities, a meritvärde (“meritous point value”) is calculated.
  • They first receive grades in grade 6. The grading system is letter-based, ranging from A-F, where F is the lowest grade and A is the highest.
  • Children not being approved in Swedish, English and mathematics will have to study at a special high school program called the “individual program”. Once they are approved, they may apply to an ordinary high school program. Swedes study at high school for three years, between the ages of 16 and 18
  • In the United Kingdom, the term "state school" refers to government-funded schools which provide education free of charge to pupils. The contrast to this are fee-paying schools, such as "independent (or private) schools" and "public schools".
  • In England and Wales, the term "public school" is often used to refer to fee-paying schools. "Public" is used here in a somewhat archaic sense, meaning that they are open to anyone who can meet the fees
  • Danish School system is supported today by tax-based governmental and municipal funding from day care through primary and secondary education to higher education
  • there are no tuition fees for regular students in public schools and universities.
  • Denmark[edit] Main article: Education in Denmark
  • Danish public primary schools, covering the entire period of compulsory education, are called folkeskoler (literally 'people's schools' or 'public schools'). The Folkeskole consists of a voluntary pre-school class, the 9-year obligatory course and a voluntary 10th year. It thus caters for pupils aged 6 to 17.
  • also possible for parents to send their children to various kinds of private schools. These schools also receive government funding, although they are not public. In addition to this funding, these schools may charge a fee from the parents.
  • France[edit] Main article: Secondary education in France
  • French educational system is highly centralized, organized, and ramified
  • hree stages: primary education (enseignement primaire); secondary education (enseignement secondaire); tertiary or college education (enseignement supérieur)
  • Primary Schooling in France is mandatory as of age 6
  • Many parents start sending their children earlier though, around age 3 as kindergarten classes (maternelle) are usually affiliated to a borough's (commune) primary school. Some even start earlier at age 2 in pré-maternelle or garderie class, which is essentially a daycare facility
  • French secondary education is divided into two schools: the collège for the first four years directly following primary school; the lycée for the next three years
  • baccalauréat (also known as bac) is the end-of-lycée diploma students sit for in order to enter university,
  • comparable to British A-Levels, American SATs, the Irish Leaving Certificate and German Abitur.
  • baccalauréat général which is divided into 3 streams of study, called séries. The série scientifique (S) is concerned with mathematics and natural sciences, the série économique et sociale (ES) with economics and social sciences, and the série littéraire (L) focuses on French and foreign languages and philosophy.
  • Education in Malaysia is overseen by two government ministries: the Ministry of Education for matters up to the secondary level, and the Ministry of Higher Education for tertiary education
  • Malaysia
  • education is the responsibility of the federal government, each state has an Education Department to help coordinate educational matters in their respective states
  • Education may be obtained from government-sponsored schools, private schools, or through homeschooling.
  • By law, primary education is compulsory
  • United Kingdom[edit] See also: State-funded schools (England)
  • In the United Kingdom, the term "state school" refers to government-funded schools which provide education free of charge to pupils. The contrast to this are fee-paying schools, such as "independent (or private) schools" and "public schools".
  • In England and Wales, the term "public school" is often used to refer to fee-paying schools. "Public" is used here in a somewhat archaic sense, meaning that they are open to anyone who can meet the fees, distinguished from religious schools which are open only to members of that religion
  • The National Curriculum is followed in all local authority maintained schools in England, Northern Ireland and Wales
  • he vast majority of state-funded schools are under the control of local councils
  • are referred to in official literature as "maintained schools".
  • exceptions are a minority of secondary schools in England funded directly by central government, known as academies and City Technology Colleges.
  • See Education in England.
  • Some maintained schools are partially funded by religious or other charitable bodies; these are known as voluntary controlled schools, voluntary aided schools or foundation schools.
izz aty

Inclusive Education in Finland: A thwarted development | Saloviita | Zeitschr... - 0 views

www.inklusion-online.net/...172

finnish special ed inclusive issues dissertationZ

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  • Finland differs in the amount of segregated education from its Nordic neighbours Sweden, Norway, and Denmark, where the proportion of segregated education is very low.
  • statistics collected by the European Agency of Special Education (2003), Finnish numbers are more comparable with the situation in Germany, Switzerland, and Belgium.
  • A simple explanation for the large percentage of segregated education is the models of financing. In Finland local authorities receive extra money for each student removed into special education. It has been shown that this kind of financing explains best the international differences in the number of students in special education (Meijer, J.W., 1999).
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  • second reason is linked with teacher professionalism. If a teacher can have a difficult student from her class removed, she can secure for herself a less stressful future in her work.
  • Finnish teachers have got a strong union, and it has taken a very negative stance towards educational integration (OAJ, 1989). Teachers, like all other professional groups, have step by step achieved more power in the affairs of local municipalities at the cost of local political process (Heuru, 2000). This has given teachers more influence in guiding schools in the directions they want schools to go.
  • third reason for the large proportion of segregated education lies in the Finnish set of values. In Finland, the shift from an agricultural to an industrial society occurred internationally quite late, during the late forties. The industrial phase remained brief, and the new post-industrial society began to emerge during the late sixties. This means that the traditional values of agricultural and industrial societies still prevail in Finland to a greater extent than in many other countries. These traditional values stress overall conformity and tend to reject people who are considered socially deviant. The Finnish traditional set of values also manifests itself in the internationally high proportions of past sterilization of people with disabilities, high proportion of disabled people in institutions, or in the exceptionally high frequency of fetal screening (Emerson, et. al., 1996; Meskus, 2003).
  • Traditional Finnish sets of values combined with strong teacher professionalism together explain the high legitimacy of segregated special education in Finnish society
  • increasing numbers of students in special education are interpreted by representatives of the government as a healthy answer to increasing pathological conditions of children.
  • nternational discussion on inclusion (UN, 1993; Unesco, 1994) was first met in Finland by silence, which continued for several years (e.g. Blom, et al., 1996).
  • At the political level, inclusion is not raised as a goal to be sought
  • it is understood as a state that has already been achieved, because all that is possible has already been done.
  • The main focus of special education policy is localized in the neoliberal philosophy of “early intervention”, where problems are found in the pathological conditions of individual children (Plan for Education and Research 2007-2011 by the Ministry of Education). This focus is evident also in the Special Education Strategy report of the Special Education Committee of the Ministry of Education (2007). Furthermore, none of the political parties have raised the issue of inclusive education, outside of the small left wing party, The Left Alliance.
  • Since the rehabilitation committee of 1966, the official documents of the National Board of Education have repeatedly stated that integration is a primary choice which, however, is not always possible to achieve. What is “possible” depends on the abilities of the person himself, and these limits are decided by teachers.
  • A popular scapegoat for the lack of integration is found in deficits in teacher education (Special Education Committee, 2007). According to this explanation integration is not possible because teachers have not acquired the necessary skills in their education. Antagonists of this explanation underline that current teacher education is fully adequate in this respect and gives readiness for all teachers to include students with disabilities.
  • The academic world of special education has traditionally taken a conservative stance towards inclusion
  • Very recently there has been observable some change in the discussion
  • First, some large disability organizations, e.g. the Parents’ Association for People with Intellectual Disabilities, The National Council on Disability, and the Finnish Association on People with Physical Disabilities have presented critical statements, not heard previously, on current policy which favours increased placement of students in special classes. These organizations have begun to refer to international goal statements on inclusive education, like the Salamanca statement.
  • Second, the academic field of special education has begun to experience some polarization in the question of inclusion, and more positive sounds are being heard in favour of inclusion. This argument is observed, for example, in a recent addition on special education of the Finnish educational journal “Kasvatus” (2/2009). Additionally, a current textbook written by leading special education professors (2009) refers to inclusive education in a cautiously positive tone of voice, even if traditional special education is in no way criticized. It also gives space to the presentation of the international inclusion movement and international statements.
  • More radical changes could be expected from a different direction. The preparation of new legislation concerning the state funding of local municipalities is currently taking place
  • If the change happens it, in all probability, will mean a free fall in the number of special class placements. Inclusive development may thus become materialized as an unintended consequence of a bureaucratic funding reform
  • Finland is a black sheep in the international movement on inclusive education.
  • The legitimacy of separate special education is strong and unquestioned. Since the mainstream in most other countries is towards inclusive education, the situation of Finnish school authorities is not always comfortable.
  • There is a continuous threat of a legitimacy crisis in special education. Until now the threat has been successfully handled first through the means of ignoring the international discussions, statements and policies, and lately by changing the meaning of the concept of inclusion. Instead of inclusion meaning desegregation it is increasingly defined by educational authorities to mean some kind of good teaching in general (Halinen & Järvinen, 2008; Special Education Committee, 2007).
  • In opposition to inclusion, the official policy promotes early intervention as a main area of development in special education.
  • There are no visible interest groups questioning this ongoing development.
  • The high legitimacy and constant growth of segregated special education can be understood as a consequence of the individual funding model, teacher professionalism and the Finnish value system originating from the late modernisation of overall society.
  • The idea of integration, or the principle of the primacy of mainstream class placement in the education of students with special needs, was first expressed in Finland in the report of the Rehabilitation Committee in 1966
  • the late sixties were, in many ways, an exceptional point in time. In the parliamentary election of 1966 the left wing parties achieved a majority in the parliament. This political change coincided with a turning point in Finnish society as a whole.
  • The process of modernization and urbanization had led to the point where the economic structure of the country was shifting that of an industrial to a post-industrial phase.
  • The shift was manifested in the numbers of people working in the service sector, which superseded the numbers of those working in industry. The concomitant cultural change was expressed in the upheaval of societal values seen in many “cultural wars” of the time.
  • The construction of a welfare society meant the widening of public services. A widening professional sector sought new customer groups as clients. One of these groups was people with intellectual and mental disabilities who, until that time, were mainly treated in institutions
  • ideas of “rehabilitation” launched during the fifties by the International Labour Organization (ILO) now found breeding ground in Finnish society. The change in ideology was revolutionary, and was also noticed by the contemporaries. For example, the Rehabilitation Committee characterized the ideological change as expressing “a new conception of civil rights and human value” (Rehabilitation committee, 1966, 9).
  • The structure of special education at this time contained two types of special classes: auxiliary classes for students with learning difficulties and other separate classes for students with emotional and behavioural problems. Additionally, there were a few state schools mainly for students with sensory disabilities. The number of students in special classes remained under two percent.
  • During the educational reform which took place from 1972-1977 the previous dual educational system was superseded by a unified and obligatory nine year comprehensive school, called “peruskoulu”, for all children
  • School began at the age of seven and continued until an age 16
  • School began at the age of seven and continued until an age 16. After completion of comprehensive school the voluntary school path continued either in vocational education or in a three year upper secondary high school.
  • Special education achieved great attention in this reform. The special education division was founded in the National Board of Education and two committee reports were published on the organisation of special education in Finland.
  • The forms of traditional special education were secured but, additionally, the principle of integration was launched. On one side the new concept expressed positive content of the occurring paradigm shift from institutional care to rehabilitation. On the other side it very early expressed its ideological nature as a concept that helped to legitimate the exclusion of disabled people. Integration was considered conditional and depended on the “readiness” of the person.
  • A new profession of special education teachers, professionals without a grade level class responsibility, was established.
  • In this so called “part-time special education” students received individual or group-based support without formal enrolment into special student status. This led to a conflict with the professional union of teachers, OAJ, which declared a lock-out for those positions in the schools which offered them. As a compromise it was at last agreed that the new profession was not allowed to influence reductions in the number of relocations into special classes (Kivirauma, 1989).
  • The number of special class students in the seventies had increased to about two percent of the overall student population in comprehensive schools (Statistics Finland, 1981).
  • From 1983 onwards, a new law concerning comprehensive schools changed the field of special education
  • The two older forms of special education classes, the auxiliary school (Hilfschule) for students with learning difficulties and the “observation classes” for students with emotional and behavioural problems were now superseded by a system which could be characterised as principally a non-categorical system of special education. Local municipalities were now allowed to categorize their special education classes as they wanted, though most of the older terms still survived.
  • There was not, however, a true change from categorical to non-categorical special education.
  • First, strong categorical features came from state funding, which portioned out state support on an individual basis in accordance with the level of disability.
  • Second, local municipalities began to develop new, more medical, special education categories.
  • Third, the special teacher education programs continued to use categorical labels such as “special teacher for the maladjusted”, “adapted education” or “training school education”. Training school education referred to students with mild to moderate intellectual disabilities which were now at last entitled to enter comprehensive school.
  • During the eighties the proportion of special class students in comprehensive schools grew approximately from two to three percent (Statistics Finland, 1989).
  • One consequence of the liberation from special class categories was the sudden emergence of new types of special needs categories.
  • For example, the proportion of students with dysphasia increased from 10% to 20% in just six years.
  •   Disability category 2002 2008 N % N %
  • Autism and Asperger syndrome 679 2.0 1408 3.0
  • An important characteristic of these new popular categories was their medical nature. New diagnoses such as “dysphasia”, “autism”, and “ADHD” attained popularity at the expense of older categories such as mental retardation
  • A common feature of the new popular diagnoses was their obscurity. Instead of a clear-cut collection of symptoms they resembled more vague metaphors.
  • This medical turn can be seen as the late fruit of the rehabilitation paradigm which was adopted twenty years earlier.
  • The new categorizations were more merciful as compared to the older ones because children were no longer seen as “bad” or “stupid” but as “sick” and in need of rehabilitation (Conrad & Schneider, 1980/1992). This change in perception from “badness” to “sickness” also helped to give new legitimacy to special education.
  • proportion of comprehensive school students transferred into special classes now grew up to four percent (Table 2). Students with severe and profound intellectual disabilities were now also accepted into comprehensive school in 1997 as the final small disability group thus far marginalized to the outside.
  • The last ten years have witnessed a rapid growth of segregated special education in Finland
  • Year   Total   SEN total % SEN total % Full time in mainstream class % Full time or part-time in special education class
  • 2008 561 061 47 257 8.4 2.3 6.1
  • 1998 591 679 21 826 3.7 0.3 3.4
  • Now the proportion of students in special schools and special classes has increased to over six percent, maybe the highest percentage reported anywhere in the world at the present time.
  • Other supports, such as the increasing use of part-time special education have not been effective in reducing this development
  • During the school term of 2006-2007 of the students in comprehensive schools, 22.2% received part-time special education (Statistics Finland, 2009)
  • the number of integrated students has also grown. This was due to a change in funding legislation in 1998, which also guaranteed additional state support for those special education students not removed into special classes.
  • The relative proportion of students in special schools was 2.0% in 1998 and 1.4% in 2007
  • The slight fall in special school placements seems to be mainly technical: many special schools have been administratively united to mainstream schools. The number of special schools has dropped to about 160. Most of them probably were schools for students with mild disabilities (former auxiliary schools).
  • Large towns slightly more often use special class placements than rural schools
  • While in 2005 a total of 5.6% of students were moved in special classes in the country as a whole, the average proportion in larger towns was at a higher percentage, 6 - 9%
  • Large towns also relied more on separate special schools (Memo, 2006)
  • In contrast, in sparsely inhabited areas, such as Lapland, special class placements have remained rarer than elsewhere.
  • The least number of placements are in the Swedish speaking part of Finland. This may indicate a cultural influence from Sweden where special class placements are much rarer than in Finland
  • The significant distances in the countryside of Finland explain why integration is more common in rural areas.
izz aty

The French Educational System - French expat school-guide - 0 views

www.french-school-expat-guide.com/index.php

french education france education private school ESTEkiv

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  • the French educational system is highly centralized
  • Ministry of National Education establishes the national curriculum followed by a very large majority of the country's schools
  • very well developed learning program for children starting at three years of age (see grades and cycles below). Though school is not obligatory before a child turns six , 99% of the three-year-olds in France go to school at least part-time, and by four they attend school full time, from 8:30am to 4:30pm
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  • very important baccalaureate exam at the end of secondary school and the prestigious Grandes Ecoles which provide higher education for the country's elite are two other factors that mark the French system.
  • in a majority of the countries schools, students receive a good, albeit traditional, education.
  • In primary school rote learning, memorization and a tidy, well-presented written page are a big part of learning
  • As children move on to secondary school long written exams, as opposed to multiple choice or fill in the blank questions, competitiveness and a certain reverence for math as well as for a neat presentation are common. At this level also, knowledge goes from the top down. Students are encouraged to study and understand what their teachers and the experts have to say on a particular subject, then, within an established framework, they can carefully offer their point of view. Advanced math classes, where students are often encouraged to think for themselves and to find original solutions, are about the only exception to these somewhat austere learning practices.
  • the large majority of schools in France are French system schools
  • Public Schools, Private Schools sous contrat (state funded) or hors contrat (not state funded), - bilingual schools and many of those referred to as international schools follow the French national curriculum
  • Only the schools which apply the methods of well-known pedagogues (Montessori, Steiner, etc) or those adhering to curriculums from other countries (British School of Paris, The International School of Paris, Marymount) don't fall into this category
  • Public schools are free of charge, you pay only for your child's personal supplies
  • rivate schools vary. The sous-contrat private schools that are religious (Catholic for the most part) are the least expensive of the state funded schools with an annual tuition between for most 1200 and 2000 euros a year, depending on your child's grade level. Extra expenses such as registration fee, insurance, class outings and extra curricular activities can add up to between 100 and 500 euros a year while a school lunch will cost at around 5,50 euros a day
  • In state funded secular schools the annual tuition starts at around 3000 euros plus the extra expenses which can exceed those mentioned above
  • The most expensive schools are those that are not state funded. The tuition in schools belonging to this category, which includes those following curriculums from other countries, range between 5000 and 20, 000 euros a year plus the extra expenses
izz aty

Private Schools in Denmark - Ministry of Education - 0 views

eng.uvm.dk/...Private-Schools-in-Denmark

danish education private school denmark independent school free school ESTEkiv

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  • Denmark has a tradition of private schools with a substantial government subsidy.
  • tradition mainly originates in the ideas and initiatives of the clergyman, poet and politician, N.F.S. Grundtvig (1783-1872), and the teacher, Christen Kold (1816-1870)
  • In 2006, approx. 91,000 children attended 491 private schools, while 690,000 pupils attended the municipal school, of which there are approx. 600.
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  • the first "free school" (private independent school) for children in 1852
  • meant to serve the rural population.
  • ideas of Grundtvig and Kold had such an impact on the political thinking of their time that they were written into the democratic Constitution adopted by Denmark in 1915
  • In Denmark, all children must receive 9 years’ education, but - provided a certain minimum standard is obtained - it is a matter of choice for the parents whether the education is received 1) in the publicly provided municipal primary and lower secondary school, 2) in a private school, or 3) at home.
  • 13% of all children at basic school level (including the voluntary pre-school class and 10th form) attend private schools
  • Private schools in Denmark
    • izz aty
      izz aty on 11 May 14
       
      private schools will be recognized and receive government financing regardless of the ideological, religious, political or ethnic motivation behind their establishment. 
  • small independent schools in rural districts (friskoler)
  • large independent schools in urban districts (privatskoler)
  • religious or congregational schools,
  • progressive free schools
  • schools with a particular educational aim, such as the Rudolf Steiner schools
  • German minority schools
  • immigrant schools
  • "a school for life based on the living word"
  • private schools will be recognized and receive government financing regardless of the ideological, religious, political or ethnic motivation behind their establishment
izz aty

Comprehensive school (England and Wales) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...ive_school_(England_and_Wales)

english education education comprehensive school schooling state school wales england

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  • In 1976 the future Labour prime minister James Callaghan gave a speech at Oxford's Ruskin College. He launched what became known as the 'great debate' on the education system. He went on to list the areas he felt needed closest scrutiny: the case for a core curriculum, the validity and use of informal teaching methods, the role of school inspection and the future of the examination system.
  • Comprehensive schools remain the most common type of state secondary school in England, and the only type in Wales. They account for around 90% of pupils, or 64% if one does not count schools with low-level selection.
  • Since the 1988 Education Reform Act, parents have a right to choose which school their child should go to. This concept of "school choice" introduces the idea of competition between state schools, a fundamental change to the original "neighbourhood comprehensive" model, and is partly intended as a means by which schools that are perceived to be inferior are forced either to improve or, if hardly anyone wants to go there, to close down
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  • Government policy is currently[when?] promoting 'specialisation' whereby parents choose a secondary school appropriate for their child's interests and skills. Most initiatives focus on parental choice and information, implementing a pseudo-market incentive to encourage better schools. This logic has underpinned the controversial league tables of school performance.
  • Supporters of comprehensive education argue that it is unacceptable on both moral and practical grounds to select or reject children on the basis of their academic ability
  • comprehensive schools in the UK have allowed millions of children to gain access to further and higher education after the age of 16, and that the previous selective system relegated children who failed the eleven-plus examination to a second-class, inferior education and hence to worse employment prospects.
  • the reality has been a levelling-down of provision and a denial of opportunity to bright children from disadvantaged backgrounds, who might once have expected to pass the eleven-plus exam and have the advantage of a grammar school education.
  • The most straightforward way for parents to ensure that their children attend what is perceived to be a "good" school now is to buy a house within its catchment area. This, critics claim, has led to de facto selection according to parents' financial means rather than their children's ability at passing exams.
izz aty

Free Schools | National Union of Teachers - NUT - 0 views

www.teachers.org.uk/freeschools

free school english education national union of teachers teacher union

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  • The NUT opposes free schools. We believe it is wrong that state funding should be given to small groups of individuals to run schools that are unaccountable to their local communities. We believe that free schools undermine:teachers' professional status and their pay and conditions;local authorities’ ability to plan and manage school places;common admissions’ arrangements and fuel social segregation;fair funding for schools – free schools are getting a disproportionate share of capital and revenue funding for schools at a time when education budgets are being cut; anddemocratic local accountability of schools to their communities
  • National Audit Office report on free schools In December 2013 the National Audit Office published a damning report into the free school programme. You can read the NUT’s summary of the findings here.
  • FAQs on Free Schools This is a collection of frequently asked questions on free schools.
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  • Research Shows Primary School Place Shortages Worsen NUT research shows primary school place shortages worsen while resources being wasted on free schools are adding to surplus secondary places – read the full press release
  • The impact of Free Schools on Neighbouring Schools NUT research shows that many free schools will have a negative impact on existing local schools. Read more here.
izz aty

BBC News - Gove calls for state schools to be more like private - 0 views

www.bbc.co.uk/...education-26015535

english education england united kingdom education ESTEkiv state school private school independent school

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  • Education Secretary Michael Gove
  • he said he wanted to break down the "Berlin Wall" between state and independent sectors. This could see state pupils taking the private school common entrance exam and state schools staying open longer
  • The education secretary, speaking at the London Academy of Excellence, said that for decades "the dominant consensus has been that state education in England was barely satisfactory"
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  • he wanted schools to be able to stay open longer for nine or 10 hour days. This would allow more time for after-school activities or to provide a place for children to do their homework.
  • Mr Gove said that commentators had associated state schools with "poor discipline, low standards, entrenched illiteracy, widespread innumeracy", but he said that this "pessimistic view is no longer tenable"
  • he said the state system was improving, with better results, more pupils taking tougher subjects and fewer weak schools
  • Academies, which are now the majority of secondary schools, can already set their own hours
  • called for more testing, including taking the common entrance exam taken by 13 year olds in some private schools
  • Mr Gove backed plans for individual secondary schools to be able to take the OECD's international Pisa tests
  • Sir David also had tough words about teachers' unions, saying their "political naivety has been astonishing". "Their barrage of industrial action and knee-jerk opposition to any change has allowed the education secretary and his supporters to characterise them as cartoon-like bogeymen," he writes.
  • Responding to Mr Gove's speech on Monday, Labour's shadow education secretary, Tristram Hunt, said: "Improving school standards starts with a qualified teacher in every classroom. Until Michael Gove commits to this, he is ruling himself out of any serious debate about how we raise standards in our schools. "Whether on discipline, delivering extra-curricular activities or on improving learning outcomes: it all hinges on the quality of the teacher in the classroom. Raising the quality of teaching - that is where the focus needs to be and that is what Labour is concerned with. The Tories have lost sight of this and are undermining school standards as a result.
  • Christine Blower, leader of the National Union of Teachers, challenged the idea of state schools using the common entrance exam. "Why would we imagine that that is an appropriate examination? He's not discussed that with anybody, he's not discussed it with any of the exam boards, he's certainly not discussed it with the representatives of teachers," said Ms Blower.
  • Mr.Gove says that at the heart of every successful private school is the independence of the Head. It isn't.At the heart of every successful private school is exclusivity; fees; selection and privileged parental backgrounds.Will he give those to state schools? No, of course not. So let's stop this nonsensical argument now.
  • Most people work a 8 hour day (although there are many who work more) and we expect children to work for longer? How, many of us adults would want to attend a course that lasted 10 hours a day for 40 weeks of the year? I know my brain would explode! Concentrate on quality not quantity Mr Gove!
izz aty

Academy (English school) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Academy_(English_school)

english education england united kingdom academy school private school free school education ESTEkiv

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  • Academy schools are state funded schools in England which are directly funded by central government (specifically, the Department for Education) and independent of direct control by the Local Authority. They are roughly equivalent to the charter schools in the USA.[1]
  • majority of academies are secondary schools, but some primary schools also have academy status.
  • Academies are self-governing and all are constituted as non-profit charitable trusts
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  • transformed to academy status as part of a Government intervention strategy
  • eet the same National Curriculum core subject requirements as other state schools and are subject to inspection by Ofsted
  • may receive additional support from personal or corporate sponsors, either financially or in kind
  • Converter Academy:
  • Traditional Academies
  • Sponsored Academy
  • academies are required to adhere to the National Admissions Code
  • Free School:
  • An academy trust that operates more than one academy is known as an Academy Chain
  • All academies are expected to follow a broad and balanced curriculum
  • many have a particular focus on, or formal specialism in, one or more areas, such as science; arts; business and enterprise; computing; engineering; mathematics; modern foreign languages; performing arts; sport; or technology
  • academies are required to follow the National Curriculum in the core subjects of maths, English and science
  • otherwise free to innovate, although they still participate in the same Key Stage 3 and GCSE exams as other English schools (which effectively means they teach a curriculum very similar to maintained schools, with small variations)
  • voluntarily converted to academy status
  • In terms of their governance, academies are established as companies limited by guarantee with a Board of Directors that acts as a Trust.
  • Academy Trust has exempt charity status, regulated by the Department for Education
izz aty

10 questions to understanding PISA results | The EDifier - Center for Public Education - 0 views

blog.centerforpubliceducation.org/...-to-understanding-pisa-results

PISA american education OECD education

shared by izz aty on 17 Oct 14 - No Cached
  • The rhetoric pertaining to the quality of our public schools is certainly going to be amplified tomorrow, with critics lamenting how the results show our public schools are in dire straits while others will argue the results are meaningless
  • an assessment of reading, math, and science literacy given every three years to 15-year-old students in public and private schools in about 65 countries.
  • international institution Organisation for Economic Cooperation and Development (OECD) coordinates the development and administration of PISA worldwide
  • ...9 more annotations...
  • PISA is one of the few tools we have to compare the outcomes of high school students internationally.  PISA provides valuable information on how prepared high school students are for postsecondary success whether in the workplace, career training, or higher education.
  • PISA is designed to measure how well students can apply their knowledge to real-world situations. To measure such skills, the test items on PISA are primarily “constructed response,” meaning the test-taker has to write their answers to the questions, and there are few multiple-choice items.
  • Every industrialized country now educates all their students, including language minority, special needs and low-performing students. Every country that participates in PISA must adhere to strict sampling rules to ensure the country’s results are nationally representative of all 15-year-old students. Indeed, the decision to test secondary students at age 15 was made in part because young people at that age are still subject to compulsory schooling laws in most participating nations, which provides more assurance that PISA will capture the broadest sample.
  • OECD reports statistically significant differences in performance between nations, which is a more accurate way to look at PISA rankings than a straight listing of average scores.
  • Does PISA measure the effectiveness of public school systems? Not completely, for three reasons: 1) PISA results are representative of the performance of all 15-year-olds in participating countries including those  attending private schools; 2) PISA makes no attempt to isolate schools from outside factors such as poverty or high proportions of non-native language speakers that may have an impact on  performance —such factors are important to include in the mix when evaluating the effectiveness of each country’s schools; and 3) No single measure can incorporate every outcome we expect from our public schools
  • look at how much time other countries give teachers for professional development, how much they pay their teachers, how much time teachers spend in the classroom, how much flexibility exists at the local level, how special needs students are taught, and how much time students spend in school.
  • see PISA results as an opportunity to assess if best practices in teaching and learning in other countries can also work for secondary schools here in the U.S.
  • just because a high-performing or high-gaining country does something does not mean it will work in U.S. schools.
  • Many analysts observe that poverty has a greater impact on student performance in the U.S. than elsewhere. For one thing, the U.S. has the highest child poverty rates among industrialized countries. For another, students in the U.S. who live in poverty tend to have less access to resources that research consistently shows impact student achievement, including highly effective teachers, access to rigorous curriculum, and high quality pre-k programs.
izz aty

Category:High schools and secondary schools by country - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...d_secondary_schools_by_country

secondary school education malaysian education english education danish education french education ESTEkiv

shared by izz aty on 10 May 14 - No Cached
  • Secondary schools in Denmark‎ (1 C, 7 P)
  • Secondary schools in Malaysia‎ (2 C, 135 P)
  • Secondary schools in England‎ (60 C)
  • ...1 more annotation...
  • Secondary schools in France‎ (15 P)
izz aty

Types of Schools in Britain - Education - People and Society - United Kingdom - Europe - 0 views

www.countriesquest.com/...ypes_of_schools_in_britain.htm

united kingdom english education ireland scotland wales private school state school independent school ESTEkiv

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  • Many of Britain’s leaders have attended these private schools, which cater to the wealthy and influential but also offer some scholarships to gifted poorer children. Local authorities and the central authority also provide assistance to some families who are unable to pay the fees
  • Private schools that take pupils from the age of 7 to the age of 11, 12, or 13 are called preparatory schools. Private schools that take older pupils from the age of 11, 12, or 13 to 18 or 19 are often referred to as public schools. Only 7 percent of British students attend private school.
  • The majority of the students attend schools wholly or partly supported with public funds. These include state schools owned and funded by LEAs; voluntary schools established and funded mostly by religious denominations; self-governing or grant-maintained (GM) schools that receive funds directly from the government rather than local authorities; and specialist schools that are connected to a private backer. Most pupils attend LEA schools. About 15 percent of secondary schools are GM schools.
izz aty

What is the secondary school system like in Europe? - 0 views

uk.answers.yahoo.com/...index

europe united kingdom english education england scandinavian education scandinavian ESTEkiv state school private school academy school independent school

shared by izz aty on 12 May 14 - No Cached
  • in the nordic egalitarian system,(Finland, Sweden, Norway) equality is important. This means for example no tuition fees for full-time students and free meals are served to pupils
  • Most of the pupils attend to public schools. There are private schools but they are made unattractive by legislation
  • State secondary schools in England and Wales are classed as either (selective) grammar schools, (non-selective) comprehensive schools, city technology colleges or academies
  • ...2 more annotations...
  • Academies (previously known as city academies) are a new type of school introduced in 2000 by the New Labour government of Tony Blair
  • Independent secondary schools generally take pupils at 13
izz aty

SIRIUS network | Sweden: How to support inclusive education in a school where 99% of st... - 0 views

www.sirius-migrationeducation.org/-are-descendants-of-immigrants

swedish education inclusive education

shared by izz aty on 16 Nov 14 - No Cached
  • 99 percent of the 800 students at the school Ronnaskolan in Södertälje, a city southwest of Stockholm, are pupils with a migrant background.
  • most of them born in Syria and Iraq, the numbers of new arrivals remain high: at least one fifth of the students has been living in Sweden for less than two years
  • A situation that can easily exceed school capacities, especially when considering that many pupils do not speak Swedish when arriving at school, have experienced war and expulsion in their country of origin or come from a low socio-economic background
  • ...11 more annotations...
  • Ronnaskolan has been remarkably successful in preparing its students for secondary education and providing quality education
  • When she started working for the school, only about half of the pupils were able to transition to secondary education, which in Sweden starts in grade 10. Two years later, already 76 percent of pupils had the sufficient grades to move up to higher education. Asked how such an “at risk” student population can perform that well, the prinicpal explained how the school was able to steadily improve their educational outcomes.
  • To ensure that slower learners receive the support they need without at the same time under-challenging other pupils, Ronnaskolan has introduced a two-teacher model. This means that in most classes two teachers are present to respond to the different needs of pupils
  • Convinced about the value of learning with and from each other, they stopped putting newly arrived students in a separate preparatory class. Instead, everyone is taught together in the same classroom to avoid segregation from the start.
  • this process begins with defining concrete goals and having a clear idea of what the school should look like in the future
  • it does slow down teaching sometimes, Axelsson Kihlblom assures that the benefits outweigh the drawbacks; it sends a strong message that every student is equally valuable and that the school has high expectations and confidence in their newcomers
  • Newly arrived children then also follow one full day of learning Swedish as a second language
  • In regular meetings with both the student and his or her parents, teachers discuss the pupil’s goals and jointly work on a step-by-step plan on how to achieve them
  • the school offers individual support for underperforming pupils
  • the school is also cooperating with the municipality, health care facilities and social services
  • Furthermore, the school has been working towards diversifying their staff and mostly employs teachers with a migrant background themselves.
  • izz aty on 16 Nov 14
     
    "Ronnaskolan "
izz aty

School choice - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...School_choice

school choice sweden france ESTEkiv

shared by izz aty on 21 Apr 14 - No Cached
  • The French government subsidizes most private primary and secondary schools, including those affiliated with religious denominations, under contracts stipulating that education must follow the same curriculum as public schools and that schools cannot discriminate on grounds of religion or force pupils to attend religion classes. This system of école libre (Free Schooling) is mostly used not for religious reasons, but for practical reasons (private schools may offer more services, such as after-class tutoring) as well as the desire of parents living in disenfranchised areas to send their children away from the local schools, where they perceive that the youth are too prone to delinquency or have too many difficulties keeping up with schooling requirements that the educational content is bound to suffer. The threatened repealing of that status in the 1980s triggered mass street demonstrations in favor of the status.[citation needed]
  • Sweden reformed its school system in 1992.[17] Its system of school choice is one of the freest in the world, allowing students to use public funds for the publicly or privately run school of their choice, including religious and for-profit schools.[17] Fifteen years after the reform, private school enrolment had increased from 1% to 10% of the student population.[17]
izz aty

How does RTI differ from previous approaches to providing interventions? | Center on Re... - 0 views

www.rti4success.org/...oaches-providing-interventions

RTI IDEA american special ed american education special education LD identification diagnostic preventative framework

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  • when you really look at what RTI is, it’s more of a preventative framework as opposed to a pre-referral and that really is the big difference.
  • In a pre-referral strategy what we see is we wait till a student fails in some way, is recognized as failing, is referred to a team, folks try to come up with an intervention that will, in a sense, remediate that deficit before we make a referral to special ed
  • in RTI we’re really looking at a preventative framework and we use, what we refer to as screening tools, to predict who may be at risk for failure as opposed to waiting until a kid fails before they are referred
  • ...9 more annotations...
  • in a preventative model those students who are screened and who might be at risk for poor learning outcomes then receive interventions to prevent them from having struggles in the future, and those students who then don’t respond to highly qualified or highly effective interventions may be referred to special ed
  • when we talk about RTI at the RTI Center we’re looking at it as a school-wide, prevention framework. So core instruction is really part of that prevention and all students should have access to that and those students who are struggling or who may be at risk of struggling are identified through those screening tools that are reliable and valid
  • In an effective, preventative RTI framework what you would end up seeing is that students who are struggling may start moving through the tiers in an upward fashion, but the majority of those students, if their intervention at secondary and tertiary are effective, would then move to less intensive tiers
  • the purpose of school is to prepare students for post-secondary outcomes
  • all students are RTI kids and if you are just looking at RTI as an intervention only then it may really be that you’re addressing deficits as opposed to intervening early to prevent those poor learning outcomes
  • this is very different from a pre-referral model in which students tend to take a one-way street up so they are no longer performing at a rate that we would expect them so then we intervene and then they may be referred. But, very few of those in a pre-referral model actually move back down to less-intensive tiers
  • In kindergarten we’re preparing them for elementary, in elementary for middle school and we want to adequately prepare them, not only for state tests, but this bigger success in school
  • part of what special ed’s role is is to prevent those students from experiencing struggles that they may have had, had they not had special ed
  • RTI is not really just another name for a pre-referral model and instead is this larger school-wide prevention model is really the key to making sure that students, all students, are successful.
izz aty

Worksheets to Improve the Language Skills of Your Secondary School Kid - 0 views

www.language-worksheets.com/Secondary.html

esol worksheets resources reference language learning education

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izz aty

The Economist Insights - Expert Analysis and Events | Starting Well - 1 views

www.economistinsights.com/...starting-well

ECE education

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  • Until the 1980s, preschools in most countries were largely focussed on providing simple child minding. But as economies shift towards more knowledge-based activities, awareness about child development—the need to improve their social awareness, confidence and group interaction skills, and to prepare them for starting primary education—continues to grow. Nevertheless, policymakers still give most attention to the tertiary, secondary and primary levels of education, in descending order of importance, with the least focus given to the early years of child development.
  • also broader reasons to invest in preschool. At one level, it helps facilitate greater female participation in the workforce, which bolsters economic growth
  • From neuro-scientific research, we understand the criticality of early brain development; from social science research, we know that high quality programmes improve children’s readiness for school and life; and from econometric research, we know that high quality programs save society significant amounts of money over time.  Early childhood contributes to creating the kinds of workforces that are going to be needed in the twenty-first century.”
  • ...19 more annotations...
  • preschools can help ensure that all children get a strong start in life, especially those from low-income or disadvantaged households.
  • The Nordic countries perform best at preschool, and European countries dominate the rankings.
  • especially so in very unequal societies where you get generational and cyclical repetition of poverty and low achievement.”
  • the Starting Well Index assesses the extent to which these governments provide a good, inclusive early childhood education (ECE) environment for children between the ages of three and six. In particular, it considers the relative availability, affordability and quality of such preschool environments.
  • As economies increasingly compete on the quality of their human capital, policymakers need to ensure that all children get the best possible preparation for primary school.
  • Finland, Sweden and Norway top the Index, thanks to sustained, long-term investments and prioritisation of early childhood development, which is now deeply embedded in society
  • Europe’s state-led systems perform well, as the provision of universal preschool has steadily become a societal norm. This trend continues to develop. Ireland introduced a universal free year of preschool in 2010, for example, despite chronic budgetary difficulties
  • In general, the leading countries in this Index have the following elements in place for their preschool systems: A comprehensive early childhood development and promotion strategy, backed up with a legal right to such education. Universal enrolment of children in at least a year of preschool at ages five or six, with nearly universal enrolment between the ages of three and five. Subsidies to ensure access for underprivileged families. Where provision is privatised, the cost of such care is affordable relative to average wages. A high bar for preschool educators, with specific qualification requirements. This is often backed up with commensurate wages, as well as low student-teacher ratios. A well-defined preschool curriculum, along with clear health and safety standards. Clear parental involvement and outreach. A broad socioeconomic environment that ensures that children are healthy and well-nourished when they enter preschool.
  • also a major force in helping overcome issues relating to child poverty and educational disadvantage
  • not to suggest that quality preschool programmes are lacking in these countries. But such schemes are not available or affordable to all strands of society, while minimum quality standards vary widely
  • Many high-income countries rank poorly, despite wealth being a major factor in a country’s ability to deliver preschool services
  • For emerging countries seeking to improve their innovative potential, they need to ensure that as many children as possible have a strong start in life. This is a crucial first step as they seek to transform their economies from low to high value-add activities.
  • Public sector spending cuts pose a major threat to preschools, especially among recent adopters
  • especially true within countries where preschool provision is not yet a societal norm,
  • increased government investment in early childhood development, if directed well, can result in annual returns ranging from 8% to 17%, which largely accrue to wider society. Such returns come from the reduced need for later remedial education and spending, as well as lower crime and less welfare reliance in later life, among other things.
  • Among wealthier countries that are making considerable steps towards quality universal provision, many have yet to enforce even a minimum level of preschool as a legal right for children.
  • Affordability of preschool is typically worst in those countries where availability is most limited. As simple economics would suggest, those countries with the lowest availability of preschool are also the ones where it is most expensive. This hits lower-income countries hard. In China, the least affordable country in this Index, preschools in Beijing charge monthly fees up to six times as much as a top university. In general, as preschool provision becomes more widely available in a country, it also tends to become more affordable.
  • Ensuring a high standard of teacher training and education, setting clear curriculum guidelines, and ensuring parental involvement are some of the main drivers of preschool education quality
  • Other factors can help too: reducing student-teacher ratios in classes; ensuring good health and safety measures; and creating clear links between preschool and primary school, to name just a few.
izz aty

The History of Special Education in the United States - 0 views

www.specialednews.com/ation-in-the-united-states.htm

special education american special ed american education IDEA EHA

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  • in the early part of the 20th Century. Parents formed advocacy groups to help bring the educational needs of children with disabilities to the public eye. These groups gained momentum mid-century.
  • Education for All Handicapped Children Act (EHA) and the Individuals with Disabilities Education Act (IDEA)
  • In 1965, Lyndon B. Johnson signed the Elementary and Secondary Education Act, which provided funding for primary education, and is seen by advocacy groups as expanding access to public education for children with disabilities.
  • ...7 more annotations...
  • Despite these two important events, by the 1970’s, only a relatively small number of children with disabilities were being educated in public schools
  • in 1975, two federal laws would change this
  • In 1961, President John F. Kennedy created the President’s Panel on Mental Retardation. The panel’s recommendations included federal aid to states.
  • EHA establishes a right to public education for all children regardless of disability
  • IDEA requires schools provide individualized or special education for children with qualifying disabilities. Under the IDEA, states who accept public funds for education must provide special education to qualifying children with disabilities.
  • IDEA sets forth specific guidelines regarding Free Appropriate Public Education. Among these is the idea that education must be tailored to meet the needs of the individual child with a disability. This education must be of benefit to the child and should prepare the child for further education (i.e., college) or to live and work independently. The IDEA also requires that education occur in the least restrictive environment and requires schools to take a child’s disability into account when enforcing discipline.
  • Although not all children with disabilities are covered by the IDEA and EHA, these two acts have been instrumental in ensuring a free public education to millions of children with disabilities each year since passage
izz aty

Developing Countries and Problems They Face :: Papers - 0 views

www.123helpme.com/view.asp

developing country

shared by izz aty on 11 Oct 14 - No Cached
  • 70% of the population in Third World countries do not have access to any organised health care.
  • four adults in ten who can read and write and less than one in four children go to secondary school
  • Work can give us identity, security and the means to meet many of our other basic needs
  • ...9 more annotations...
  • world unemployment stands at around 500 millions, 300 millions of there are in the less-developed countries.
  • many LDCs suffer from wars
  • also force many people to leave their homes and become refugees in other safer countries
  • Wars destroy crops, homes, schools and Hospitals etc. causing even more poverty.
  • neighbouring countries may have been developing, but a sudden influx of refugees with no money or food can make that country poor again.
  • Natural disasters
  • a lot of natural disasters, such as floods, earthquakes, and droughts. Disasters like there destroy homes and crops, causing people to become poor again
  • All LDCs have had to borrow money from the banks of rich countries. They have to pay interest on these loans and this money could have been spent on development
  • because the interest is so high, in that case the LDCs will get poorer and MDCs will get richer
  • izz aty on 11 Oct 14
     
    (clearly not well-proofread, but some points are worth considering I think)
izz aty

Center on International Education Benchmarking » Finland Overview - 0 views

www.ncee.org/...finland-overview

finnish special ed finnish education education finland scandinavian education nordic nordic special ed

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  • Right after the Second World War, Finland was largely a land of woodcutters and agriculturalists.  Finland’s education system and student achievement at that time were unremarkable.
  • In the early 1990s, Finland was forced to completely re-think its economic strategy. An overheated economy combined with the collapse of the Soviet Union, a major trading partner, to produce a precipitous decline in GDP and an unemployment rate of 20%, higher than in the Great Depression.  Following this cataclysm, Finland applied for entrance into the European Union and began to move away from its traditional export strategies.
  • The government decided to funnel resources into the development of the telecommunications sector, hoping to reinvent Finland as a global telecommunications capital.
  • ...20 more annotations...
  • By 2003, 22 of every 1000 Finnish workers were involved in the research and development sector, a figure almost three times higher than the OECD average, and more than four times higher than in Finland in 1991.   The Finnish economy had undergone a major transformation.
  • The education system was able to respond to the workforce needs created by the events of the early 90s because of a series of extensive reforms that had begun in 1972, which had changed the face of teaching and learning in Finland.
  • began with creation of a unified comprehensive education structure and national curriculum guidelines.
  • Accompanying the restructuring of schools was a restructuring of teacher education, with responsibility for teacher training moving to Finland’s universities, where Finland’s other most valued professional had long been trained. Other measures were also aimed at improving the quality of the Finnish teaching force. 
  • The Finnish story is not unlike that of Singapore, in that eventual success was the result of a long, slow and rather steady process, not the result of a single development, policy, program or administration.  Each step in the development of the modern Finnish education system built sensibly on those that went before.
  • These reforms and others, described in more detail in other sections on Finland on this site, made Finland’s economic survival in the 1990s possible.
  • if there is a key to the success of the Finnish system, it is the quality of their teachers and the trust that the Finnish people have vested in them.  Some would argue that this, in some sense, makes the Finnish case irrelevant to the decisions to be made by other countries, because they lack the culture in which such a high value is placed on teachers and teaching. 
  • when one examines the specific policies that the Finns have adopted with respect to the recruitment, selection, training, supervision and support of teachers, and the way in which the intense focus on teacher quality is matched to the Finnish approach to accountability, curriculum, instruction and school management, then one begins to see that teacher quality in Finland is not the result of an unmatchable culture, but rather of a specific highly integrated system of policies and structures that other nations can emulate to produce a culture that is no less supportive of teachers and no less likely to result in superior student performance.
  • USEFUL LINKS Finnish Ministry of Education and Culture The Finnish National Board of Education thisisFINLAND: Education & Research Articles World Education Services Education Links – Finland The CIA World Factbook: Finland
  • Every four years, the government prepares a development plan for education and research, using that plan as a vehicle to make sure that the Finnish system is constantly adapting to the changing needs, including the economic needs, of the country.
  • Though Finland’s population is very homogenous (more than 98% are descended from Finnish stock), that is changing and the Finns know that their education system will have to change to adapt to these changing demographics.
  • Lower-skilled work is also being exported to other parts of Europe and a greater proportion of Finnish jobs will require ever-more-sophisticated skills, another factor that is accounted for in Finnish education planning.
  • The government’s stated priorities going forward include reducing class sizes, enhancing remediation and special needs teaching, improving teachers’ working conditions, establishing new opportunities for teachers to develop their professional skills, and overhauling adult education and training
  • it took decades for the Finns to build the system whose fruits they are now enjoying.
  • OECD. (2014). Education at a Glance 2014 – Country Note: Finland.
  • Finnish National Board of Education. (2012). International comparisons of some features of the Finnish education and training system 2011.
  • Ministry of Education and Culture, Finland. (2012). Education and Research 2011-2016: A development plan.
  • OECD. (2011). “The Children Must Play: What the U.S. Could Learn from Finland” in The New Republic. (PDF)
  • Abrams, S. (2011). “Finland: Slow and Steady Reform for Consistently High Results,” in Strong Performers, Successful Reformers in Education: Lessons from PISA for the United States. (PDF)
  • The World Bank. (2006). Policy Development and Reform Principles of Basic and Secondary Education in Finland since 1968. Education Working Paper Series. (PDF)
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