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Ministry of Higher Education for tertiary education

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.

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.

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

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

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.

Grounds for special education In the statistics on special education in comprehensive schools, the grounds for acceptance or transfer to special education were in 2001 to 2010 as follows

ntensified support In the statistics on special education in comprehensive schools and in the statistics on pre-primary and comprehensive school education, intensified support refers to support to pupils on which a learning plan for intensified support has been drawn up. Intensified support is provided to pupils who need for their learning or school attendance regular support or simultaneously several forms of support (e.g. remedial teaching, part-time special education, school assistant or interpretation services) The support arranged for the pupil is recorded in the learning plan that is drawn up based on pedagogical assessment in co-operation with the pupil and his or her guardian.

Part-time special education n the statistics on special education in comprehensive schools, part-time special education refers to teaching pupils can have beside other teaching if they have difficulties in learning or school attendance. Pupils can receive part-time special education also during intensified or special support

Reason for part-time special education In the statistics on special education in comprehensive schools, the reasons for part-time special education were in the academic years 2001/2002 to 2009/2010 as follows: 1) Speech disorder 2) Reading or writing disorder or difficulty 3) Learning difficulty in mathematics 4) Learning difficulty in foreign languages 5) Difficulties in adjustment or emotional disorder, or 6) Other learning difficulties. The reason for part-time special education was determined by the primary reason for needing special education.

Place of provision of special education In the statistics on special education, the places of provision of special education were in 2001 to 2010 as follows: 1. All teaching is provided in a general education group: pupils are fully integrated into groups attending general education. 2. Teaching is partially provided in a general education group: pupils study partly in special classes or groups and partly in groups attending general education. 3. Special groups, special classes: pupils study in special groups or classes. From 2011 onwards, the concept "place of implementation of special education" corresponds to the concept "place of provision of special education".

Place of implementation of special education In the statistics on special education in comprehensive schools, for pupils with a decision on special support the places of implementation of teaching are from 2011 as follows: 1. All teaching is provided in a general education group. 2. 51 to 99 per cent of teaching is provided in a general education group. 3. 21 to 50 per cent of teaching is provided in a general education group. 4. 1 to 20 per cent of teaching is provided in a general education group. 5. All teaching is provided in special groups or classes. In 2001 to 2010, the concept "place of provision of special education" corresponds to the concept "place of implementation of special education".

Special education In the statistics on special education in comprehensive schools and in the statistics on pre-primary and comprehensive school education, special education refers to teaching arranged from 1995 to 2010 for those accepted and transferred to special education and starting from 2011 that arranged for pupils receiving special support because of disability, illness, delayed development, emotional disturbance or some other comparable special reason. Part-time special education is also special education that pupils can have besides other teaching if they have difficulties in learning or school attendance.

Before the decision on special support, the pupil and his or her guardian are heard and a pedagogical survey is made, including an assessment of the need for special support. The decision is checked at least after the second grade and before the transition to the seventh grade. An individual plan on the arrangement of teaching is made for special support pupils. Support to learning and school attendance can be divided into general, intensified and special support. If general support is not enough, intensified support is provided. If intensified support is not enough, special support is provided. Comprehensive school pupils accepted and transferred to special education in previous years (1995-2010) are considered equal to special support pupils.

Comprehensive school education is general knowledge education provided for entire age cohorts. All children permanently resident in Finland must attend compulsory education. Compulsory education starts in the year of the child's seventh birthday.

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.”

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

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.

"Streaming…advantages those who are already high attainers, disadvantaging those who are placed in middle or lower groups who are deprived of working with those who are more advanced."

Bottom stream pupils are more likely to have behaviour problems, to be from poor backgrounds and to have less educated mothers, the researchers have shown in the past.

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

"a school for life based on the living word"

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.

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

Sponsored Academy

Traditional Academies

Converter Academy:

voluntarily converted to academy status

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)

academies are required to adhere to the National Admissions Code

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

Effective Ways to Use Authentic Materials with ESL/EFL StudentsBy Charles Kelly, Lawrence Kelly, Mark Offner and Bruce VorlandAuthentic Materials and Cultural Content in EFL ClassroomsBy Ferit KilickayaUsing Creative Thinking to Find New Uses for RealiaBy Simon Mumford

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Using Humour in the Second Language ClassroomBy Paul-Emile Chiasson

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75 ESL Teaching IdeasBy Hall Houston

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On average, sedentary people take only 2,000 to 3,000 steps a day. Adding 2,000 steps will help you maintain your current weight and stop gaining weight; adding more than that will help you lose weight

Add 10 percent to the amount of daily calories you think you’re eating, then adjust your eating habits accordingly. If you think you’re consuming 1,700 calories a day and don’t understand why you’re not losing weight, add another 170 calories to your guesstimate.

Eat five or six small meals or snacks a day instead of three large meals

Walk for 45 minutes a day

Find an online weight-loss buddy

Bring the color blue into your life more often

Clean your closet of the “fat” clothes

Downsize your dinner plates

The researchers compared non-disabled children with infants who had:  a developmental delay at age 9 months (in relation to hand-eye coordination, for example, or early communication gestures)  a longstanding limiting illness (such as type 1 diabetes or asthma)  special educational needs at age 7 (stemming from learning difficulties or impairments such as hearing loss).  They were able to analyse assessments of MCS children's behaviour at ages 3, 5 and 7 as parents had been asked about conduct problems, hyperactivity, emotional difficulties and whether their sons and daughters got on with children of the same age.   This enabled the researchers not only to record the emergence of any problems but establish whether the behaviour of disabled and non-disabled children had followed the same trajectory.   They also took into consideration family background factors known to be associated with child behaviour, such as income poverty, parental discipline and the closeness of the parent-child relationship.  

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

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

a wide variety of providers, with Waldorf Steiner, Montessori, confessional (faith schools) and traditionally-run schools which emphasise the basics and are strong on discipline.

Claes Bromander, vice-chairman of the Swedish Association of Independent Schools and principal of Vaxjo Fria Gymnasiet. "They reinvest most of the profit. Swedish TV has done some research: the 60 biggest providers that are run as companies have a turnover of about 10 billion kroner (£804m)."

The Swedish government has made a determined effort to make the admissions system for its independent "free" schools fair. They operate a "first come, first served" policy, announcing the date for the start of admissions and closing once they have filled up all the places.

Research for the Swedish National Agency for Education shows it has caused increased segregation, with better-educated parents more likely to opt for an independent "free" school place.

Mervyn Benford, a former primary school head from the UK who has spent years in Sweden advising ministers on their inspection system thinks there could be another reason for the "free" schools' higher results. "They are smaller than the municipal schools," he said. "They can give pupils more attention."

All political parties – the Conservative-led coalition in government at present and the opposition Social Democrats – are committed to maintaining the system, although the Social Democrats have called for a freeze on new schools, with pupil numbers falling. "We have to shrink the system," said Maria Sellberg, vice-principal of Norre Real High School, a top-performing public school in Stockholm. "Shrinking such an organisation costs a lot but the number of students [nationally] is decreasing. You squander taxpayers' money on this over-capacity; there is a great bleed-away of taxpayers' money." As the Swedish National Agency for Education put it: "To provide choice, you have to over-provide."

Grundtvig, regarded as the founder of the folk high school, received inspiration for the concept from the English boarding schools, but Grundtvig's focus was not on formal education but on popular education and enlightenment.

give the peasantry and other people from the lower echelons of society a higher educational level through personal development; what Grundtvig called "the living word"

The folk high school movement was an act against a conservative ideal of both education and culture. An act against an ideal of literacy and book-learning, a use of language unknown to common people and a learning ideal where the primary relation was between the individual and the book alone.

Grundtvig fought for a public education as an alternative to the university elite

To Grundtvig the ideal was to give the students a sense of a common best and focusing on life as it really is

One of the main concepts still to be found at the folk high schools today is "lifelong learning". The schools should educate for life. They should shed light on basic questions surrounding life of people both as individuals and as members of society.

The folk high schools should be for those wanting to learn in general and to help people form part of human relations and society

Grundtvig never set down guidelines for the future schools or a detailed description of how they should be run. He declared that the folk high schools should be arranged and developed according to life as it is and the schools should not hold exams because the education and enlightenment was a sufficient reward.

The first folk high school was founded in Rødding, Denmark, in 1844. It began on the initiative of Christen Kold, who was a follower of Grundtvig

The school was inspired by the need to educate those not fortunate enough to have an education and the poor, or peasantry, who could not spare the time or the money to attend a university

The first folk high schools in Sweden were established in 1868. As of 2008, there are about 150 folk high schools throughout the country, most of which are situated in the countryside, often in remote areas

Tuition is free, and the students are eligible for normal financial aid for expenses such as accommodation and other school costs. After graduating, the students are eligible to study at a university.

Aware that autism is a lifelong developmental disability that affects the functioning of the brain, and characterised by impairments in social interaction, problems with verbal and non-verbal communication and restricted, repetitive behaviour, interests and activities,

Concerned that, despite increasing evidence documenting the effectiveness of early interventions in improving the overall functioning of the child and long-term outcomes, children and families in need often have poor access to services and do not receive adequate treatment and care

Deeply concerned at the prevalence and high rate of autism in all societies and regions and its consequent developmental challenges to long-term health care, education and training as well as its tremendous impact on communities and societies

Recalling that children with developmental disorders and their families often face major challenges associated with stigma, isolation and discrimination as well as a lack of access to health care and education facilities

Recalling further that even the basic human rights of children and adults with developmental disorders are often abused, in many cases in flagrant violation of existing UN declarations and treaties

Recognising the public health importance to address mental and developmental disorders and autism in children, based on their prevalence, disability burden, long-term health consequences and the associated human rights violations

Recognising further that attention received by policy makers and public health experts and consequent allocation of resources have so far been inadequate to address the treatment gap for developmental disorders, and stronger concerted efforts are required

Acknowledging efforts undertaken by governments and international global health actors to tackle the problem, including the commemoration of the UN World Autism Awareness Day, which led to increased international public concerns for autism and other developmental disorders

Inspired further by a vision that all individuals with autism and developmental disorders ought to receive adequate and equal opportunities to enjoy health, achieve their optimal developmental potential and quality of life, and participate in society

1.         Adopt this Declaration with the objective of promoting stronger and coordinated actions in the region and globally towards the improvement of access and quality of health care services for individuals with autism and developmental disorders.