Education in Chile

Education in Chile is considered to be inequitable amongst the population.

The Ministry of Education is responsible for pre-primary, primary, and secondary schooling in Chile. The pre-primary level is two years of non-compulsory education for children four to five years of age.Primary and secondary education are compulsory. Primary education is from ages 6 to 13, and secondary education is from ages 14 to 17. In 2000, 99 percent of school-age children were studying at primary schools, and 90 at secondary schools.

School Categories

In terms of financing, there are the following kinds of schools:

Municipal: State-subsidized schools run by municipalities, which may also contribute monetarily to the schools. The majority of the population studies at these schools (64% at the primary level).
Particular Subvencionado: Private with a government subsidy. At the primary level, 29% of the population attends this kind of school.
Particular: Private. At the primary level, 7% of the population attends this kind of school.
Corporate Schools: Schools run by corporations and which receive the same state subsidy that the municipal schools receive.
After graduation from high school, students may choose to go to college, to work, or to study at a professional institute or technical center. In Chile, a university education is much less common and much more prestigious than in the U.S.

Prueba Selección Universitaria (PSU) is the national exam that students must take in their last year of high school, if they want to enter college.

Chilean public universities are more competitive than private ones, although the private colleges may have additional entrance examinations. Some students opt to enter a pre-university program to prepare for the exam.

At the university level, students are divided by faculty and then by year. University students study for four to seven years; those studying for four or five years usually get the equivalent of a bachelor's degree. Degrees in engineering, medicine and law are given after six or seven years of college.

Chilean Government-Sponsored Programs

There are a number of Chilean Government-sponsored programs which support English-language learning, scholarships, and testing for Chilean citizens. In no particular order of importance or funding, following are at least five notable programs:

CORFO: The overall mission of this agency is to encourage and support entrepreneurship and innovation. Of one of the many legs this organization supports includes offering adult professionals in selected and approved industries two- or four-months of intensive English courses.
SIMCE: This yearly administered testing to children throughout the country, measures their skills in various topics. Recently, English-language acquisition was added to the skill list of the nation-wide SIMCE testing.
ENGLISH OPENS DOORS (Inglés Abre Puertas): This multi-faceted, Chilean Ministry of Education-sponsored program, has morphed since its inception in year 2002, but has included inviting English-speaking volunteers into the country to assist English acquisition into the public school system (kinder through 12th grade).
SENCE: The Chilean government provides income tax credits to employers that pay for employees that participate in language courses from companies that meet the SENSE requirements as set forth by the Chilean governmental standards and regulations.
BECAS CHILE: Educational scholarships provided to advanced Chilean university-level students that intend to study abroad in those countries where English will be the primary language of instruction for any variety of career studies.

Hong Kong Education System

Kindergartens

In Hong Kong, kindergartens and kindergarten-cum-child care centres (hereafter collectively referred to as "KG") provide services for children from three to six years old. The aim of kindergarten education in Hong Kong is to nurture children to attain all-round development in the domains of ethics, intellect, physique, social skills and aesthetics; to develop good habits so as to prepare them for life; and to stimulate children’s interest in learning and cultivate in them positive learning attitudes, in order to lay the foundation for their future learning.

Primary Education

The Government aims to provide a balanced and diverse school education that meet the different need of our students; help them build up knowledge, values and skills for further studies and personal growth; and enhance students' biliterate (i.e. English and Chinese) and trilingual (i.e. English, Putonghua and Cantonese) abilities.

Primary schooling starts at the age of around six and there are 6 years of schooling at the primary level. There are three modes of operation in the primary schools, namely AM, PM and whole-day. Encouraged by the Government, most primary schools are adopting whole-day operation. Chinese is the language of instruction in most schools with English taught as a second language.

Since the curriculum reform at the basic education level in the 2001/02 school year, there has been enhanced learning and teaching in classrooms. Students are now enjoying a wide range of learning activities and there are improvements in students’ generic skills, values and attitudes. They are becoming independent learners. Schools continue to adapt the central curriculum to meet students’ needs. By building on their strengths and experiences, schools can strengthen their curricula to help students better develop their lifelong learning capabilities and nurture their whole-person development.

Secondary Education

There are three main types of local secondary schools – government schools which are operated by the Government; aided schools which are fully subvented by the Government but run by voluntary bodies; and private schools, some of which receive financial assistance from the Government. Government and aided schools deliver a curriculum recommended by the Government. They offer free and secondary education.

Besides, there are some international schools which offer non-local curricula and serve primarily non-Chinese speaking students and foreign nationals.

To cope with the challenges of the 21st Century and the demands of the rapidly developing knowledge-based society, the Government has implemented the 3-year new senior secondary (NSS) curriculum at Secondary 4 in September 2009.

This flexible, coherent and diversified curriculum aims at catering for students’ varied interests, needs and abilities, as well as nurturing students’ whole-person development and lifelong learning capabilities. The first cohort of NSS students graduated in the summer of 2012.

All students can now benefit from 6 years of secondary education. At the end of Secondary 6, students take one public examination - the Hong Kong Diploma of Secondary Education (HKDSE) Examination, which replaces the former Hong Kong Certificate of Education Examination and Hong Kong Advanced Level Examination. The first HKDSE examination was held smoothly in 2012. The HKDSE qualification has gained extensive recognition locally and worldwide, in international benchmarking studies such as the NARIC (National Recognition Information Center) report and the Tariff System of the Universities and Colleges Admissions Service (UCAS) in the United Kingdom. As of June 2014, some 170 overseas tertiary institutions, including renowned universities such as Oxford and Yale, have accepted the new qualification for admission purpose, and more are being added.

Post-secondary Education

The Government strives to provide multiple study pathways for secondary school leavers, with multiple entry and exit points. Some of them will study bachelor’s degree programmes direct after completing HKDSE. Some will choose to study sub-degree programmes. Upon graduation, they can pursue study in top-up degree programmes (i.e. “2 + 2” arrangement) and obtain their undergraduate qualifications.

At present, there are 20 local degree-awarding institutions (9 publicly-funded and 11 self-financing ones) in Hong Kong. Apart from undergraduate programmes offered, students can also choose a wide diversity of sub-degree programmes, various continuing and vocational programmes that best suit their interests and ability.

We adopt a two-pronged strategy of promoting the parallel development of the publicly-funded sector and the self-financing sector in developing post-secondary education in Hong Kong. In academic year 2013/14, over one-third of the relevant age cohort will have the opportunity to pursue degree-level education. Taking sub-degree places into account, nearly 70% of young people will have access to post-secondary education.

There is also a wide array of taught and research postgraduate programmes for students who have graduated from their undergraduate studies to choose from.

Vocational Education

Vocational education plays a pivotal role in broadening the learning opportunities for school leavers and in-service personnel as well as nurturing the requisite human capital in support of Hong Kong’s development. The Government have been attaching great importance to vocational education.

The Vocational Training Council (VTC) provides through its 13 member institutions around 250 000 training places each year, offering people of different education levels with pre-employment and in-service vocational education and training programmes.

Various post-secondary education institutions also offer more than 250 higher diploma programmes, of which at least 60% of the curriculum is devoted to specialized content in specific disciplines, professions or vocational skills.

International schools

Apart from local schools, the Government aims to develop a vibrant international school sector in mainly meeting the demand for school places from overseas families living in Hong Kong and families coming to Hong Kong for work or investment.

Thai Education System

Understand the different levels and the grading system in Thai schools...
Since 2001 Thailand's educational system is divided into three levels:

Level 1: first three years of school
KG1 to KG3 – 3 years to 5 years old
Level 2: Primary or elementary school (Prathomsuksa or Prathom)
P1 to P6 – 6 years to 11 years old
Level 3: Secondary school (Mattayomsuksa or Mattayom)
M1 to M6 – 12 years to 18 years old
Level 1 is optional, but Thai children are required to complete levels P1 to M3.

At the end of each year, students must take a test in order to move on to the next level. If the student cannot pass the test, they may have to repeat the last completed year or may be given an option of attending a summer school programme at the end of which the student will be retested. Students cannot continue to the next level until they pass the test. However, it is not common for students to be held back as, typically, the student can take the test again with the assistance of a teacher. This can be repeated until the student passes the required exam.

After completing the final obligatory year, M3, students who wish to continue their education must take the Ordinary National Educational Test (O-NET). At the end of M6 they take the Advanced National Educational Test (A-NET) in order to graduate. Graduating from M6 is the equivalent to graduating after taking A levels, the International Baccalaureate or the Standardised Achievement Test (SAT) in the US.

In order to attend a university after graduating from M6, students must pass the Central University Admission System (CUAS). This system is based on the scores of the O-NET and the A-NET as well as the Grade Point Average from M4.

The Grading System
Thailand uses a number grading system in primary and secondary schools.

Highest: 4
Lowest: 1
Many English programmes and some individual teachers still use the A, B, C, D and F gading system with F being the failing grade.

Grading at the university level is based on a credit points system. Each subject is graded individually and the points are tabulated.

The Education System in Singapore

The education system in Singapore aims to support the development of children’s strengths and social skills. All in all, Singapore’s students produce very good academic results and often pursue excellent careers. Still, the government is constantly working on reforms of the education system in Singapore, in order to remain flexible and guarantee a high quality of education.

An Overview of Singapore’s Educational System

Singapore has 365 schools altogether, including primary schools, secondary schools, junior colleges, and mixed-level schools. There are different paths which lead to a university degree or a job. However, the first steps into the education system in Singapore usually start with pre-school. Singaporean children attend pre-school up to the age of six, getting prepared for primary school.

After six years of primary school, children move on to secondary school. The education system in Singapore allows students to choose a path at this point. They can decide whether they wish to attend a normal secondary school, a specialized school, an integrated program, or some other institution which offers a similar education. Post-secondary education takes between one and three years and offers a choice of schools, including junior colleges, polytechnics, and institutes of technical education.

Pre-School Education

Pre-school education is an essential aspect of the education system in Singapore. It consists of one year of nursery and two years of kindergarten (although some institutions admit children at a much younger age). At pre-school, children learn to develop basic language and writing skills, as well as social skills, creativity, and physical activities. At the same time, they will learn two languages (usually English and either Chinese, Malay, or Tamil).

Local kindergartens adhere to the school year as is observed all throughout Singapore. They usually offer three or four hours of schooling per day. Make sure to apply for your kid’s admission early on. Registration exercises usually take place in March for enrolment in the following year. You can contact childcare centers or kindergartens individually to learn more about their programs or admission requirements. Keep in mind that there is a slight difference between childcare centers and kindergartens. While the former are licensed by the Ministry of Social and Family Development (MSF), the latter are registered with the Ministry of Education (MOE).

If you want to make sure that your child receives the best pre-school education the education system in Singapore has to offer, check if the kindergarten or childcare center of your choice is accredited according to the Singapore Pre-School Accreditation Framework (SPARK). The Ministry of Education has a list of accredited pre-schools. You should also check with your doctor in Singapore about which vaccinations your child needs to be accepted.

Primary Education in Singapore

From the age of seven onwards, children attend a primary school, consisting of a four-year foundation course and a two-year orientation stage. The goal of this stage of the education system in Singapore is to teach children basic math skills, give them a good grasp of the English language, and to improve their knowledge of their mother tongue.

Primary schools vary greatly in terms of the educational program and extracurricular activities they offer. It is important to take a second look at your kid’s interests and see if the school of your choice matches these interests. Some schools focus on sports, others on arts, or social clubs.

Schools with a Special Focus

The education system in Singapore has a very high quality, but may leave some children who have special needs in the dust. This is why some schools put a special focus on children who feel out of place at a regular primary school. Most schools have experienced teachers who are capable of taking care of children with minor learning disabilities. However, designated schools offer special facilities for physically or mentally handicapped children. That way, kids who do not benefit from mainstream education receive a viable alternative.

Education in Bhutan

Primary Education

Education in Bhutan in the mountainous region between China and India is a voluntary affair, because many of the people live in far-flung places where they follow traditional lives. In larger settlements where primary schools exist, children are taught for seven years, mainly in English.

Secondary Education

Even fewer children complete a further four years of secondary education, which follows a general academic curriculum without opportunities for specialization. More wealthy parents have the choice of sending children to private schools instead, often in foreign countries.

Tertiary Education

Bhutan EducationThere is a single higher-level junior college, and two teacher training colleges. The sole tertiary institution is the University of Bhutan, founded by royal decree in 2003 and illustrated here.


Its faculties offer diplomas and degree courses in science & technology, business studies, traditional medicine, language & culture, education, health sciences, natural resources, and management. Students whose needs are not catered for will study elsewhere abroad.

Education in Turkey

Education System

Turkish education system is under the supervision and control of the state, namely the Ministry of National Education. According to the Constitution of the Republic of Turkey, everyone has the right to receive education. Education is compulsory from ages 6 to 14 and free in state schools. The country's primary schools currently have a 98 percent participation rate.
The academic year in Turkish education institutions generally begins in the mid-September or early October and continues to May or early June. There is also a two-week winter break in February.

Stages of the Education System

Pre-School Education: Optional kindergarten education, up to 6 years of age.
Primary Education: Compulsory and free basic education for eight years (5 years elementary + 3 years secondary), 6-14 years of age.
Secondary Education: 4 years of High School (Lise), or Vocational High School education, 15-17/18 years of age. Some schools might have an additional year of language study. High schools are mostly owned by the government and provide free education.
Higher Education: 4 years of University, or 2 years at Higher Vocational Schools. Some schools have an additional year of language study. Under normal circumstances, Master's study lasts 2 years; PhD 3-5 years. This category includes all educational institutions which will provide post-secondary education. They are under the supervision of Higher Educational Council (YOK).

Types of High Schools

Public High Schools (“Normal Liseler” or “Duz Liseler”): Any student who successfully completes 8 years of basic education can go onto these schools. Graduates of public high schools, if successful in the nationwide University Entrance Examination (ÖSS), can go onto higher education institutions. Graduates are awarded with the Lise Diploması.
Vocational High Schools (Meslek Liseleri): Some of these schools may take an additional year to complete. Graduates can automatically go on to higher vocational schools (Meslek Yüksek Okulları - 2 Year Vocational Colleges) in their respective fields of study if they wish. Alternatively, if successful in the university entrance examination, they can go onto 4-year schools in their respective fields.
Anatolian High Schools (Anadolu Liseleri): One year of English study followed by 3 years of regular high school education, additional hours for English. Math and Science lessons at these schools are sometimes taught in English. Lessons at some Anatolian high schools are taught in either German or French.
Super High Schools (Super Liseler): The difference between these and normal high schools is one extra year of English study. They differ from Anatolian high schools in that the language of instruction for math and science courses is always Turkish and less hours are given to English lessons.
Science High Schools (Fen Liseleri): These are special public schools for students who have exceptional aptitude in the sciences. These very competitive high schools train students specifically for higher education in the sciences, technical and medical fields. There is also Anatolian Science High Schools (Anadolu Fen Liseleri), where the medium of instruction for math and sciences is sometimes in English.
Private High Schools (Ozel Liseler): Most private high schools charge very high tuition fees and are very competitive.

Types of Higher Education Institutions

State Universities (Devlet Universiteleri): The university system in Turkey is governed by the Higher Educational Council (YOK). Turkey has 104 state and 62 private universities (a total of 166 institutions of higher learning), 5 of which are located in the Turkish Republic of Northern Cyprus. Apart from the public and private universities, 8 foundation higher vocational schools serve the job market.

Generally, undergraduate education takes 4 years at universities, but some fields such as medicine (6 years), dentistry (5 years), and veterinary science (5 years) take longer. Turkish high school graduates go directly into fields of study such as medicine, law, dentistry and so on. No tuition fee is charged at public schools (devlet universitesi); students pay only a small basic fee. Students need to pass a nationwide University Entrance Exam (OSS) to enter a university. The graduates of 4-year programs are awarded with the Bachelor’s Degree (Lisans Diplomasi).

The medium of instruction at some state universities is English, German or French. Therefore, all correspondence with the university staff and applications to the faculties can be done in English, German or French. However, instruction language at state universities is mostly Turkish. When entering the exam of the university, the knowledge of Turkish is not necessary. Those who pass the exams, and have only a little knowledge of Turkish, are considered to take one year of language foundation to gain proficiency in the Turkish language.

Graduate-level programs consist of master and doctoral programs, coordinated by institutes in universities. Medical specialty programs are carried out within the faculties of medicine and the training hospitals owned by the Ministry of Health and the Social Security Institute (SGK).

Higher Vocational Schools (Meslek Yuksek Okulları): They offer 2 years of undergraduate study after high school and are very much like the community colleges in the USA. The only difference is that students cannot easily transfer to 4-year schools in the USA due to fewer places at the 4-year schools. Two year graduates must take the national Vertical Transfer Test (Dikey Gecis Sinavi) and have a high GPA to be able to apply to 4-year schools. The graduates of 2-year programs are awarded with the Associate’s or Pre-Bachelor’s Degree (On Lisans Diplomasi).

Private or Foundation Universities (Ozel / Vakif Universiteleri): In Turkey, private foundations obtained the right in 1984 to establish and develop universities. They were established with the fundamental aim of creating a centre of excellence in higher education and research. Private universities take more active initiatives to form and to select international and global educational and research networks.

The medium of instruction in most private universities is English. Almost all have one year of English study for those whose level of English is not found to be proficient upon entrance.

Private universities charge tuition fee ranging from USD 6,000-20,000. Although private institutions, they offer considerable financial aid; more than 40% of all students receive some sort of financial aid.

Education System in Mexico

Primary Education

“Primeria” education, in its current form became compulsory in 2009, and runs from grade one through grade six, for students aged 6 – 12 years. The Secretariat of Public Education (SEP) officially determines primary school a part of ‘Basic Education’, making it free of charge, with one year of mandatory pre-school education. SEP standardizes curriculum content for public and private schools, which includes Spanish, mathematics, natural sciences, history, geography, art, and physical education. The National Institute for Assessment of Education monitors standards and provides quality control.

Middle Education

Secondary Education in Mexico is organized into two stages: Lower-Secondary Education (Educación Secundaria Básica), grades 7-9, and Upper-Secondary Education (Educación Media Superior), grades 10-12. Lower secondary school, or “Educacio Secundaria”, is compulsory and lasts for three years (grades 7 – 9). Education at state schools is free, and students may follow either an academic track (educación secundaria general) or a technical track (educación secundaria técnica). Students who enroll in the academic track generally continue their education at the upper secondary level. Lower-secondary programs, not leading to further study, are designated as nivel medio básico, nivel medio elemental or nivel medio terminal (basic lower secondary education). These are non-academic programs with a strong emphasis on vocational, commercial and artistic training.

Secondary Education

The “Preparatoria”, or upper secondary education (Educación Media Superior), is the second stage of secondary school in Mexico. Upper Secondary education consists of grades 10 – 12 and admission depends on institutional policies. Many upper secondary schools are affiliated with large public universities, while others are SEP or state-controlled colegios, private schools, preparatory schools or private schools. Two degree tracks are offered: Academic University- Preparatory and Professional Technical Education. The Academic track provides students with a general academic curriculum for the first two years of study, followed by more specialized study in the final year. Foreign Language is compulsory and students are awarded the Bachillerato certificate and certifocado de estudios (transcript) upon completion. The General Baccalaureate system is administered by the Secretariat for Tertiary Education and Scientific Research (SESIC). In the professional track, Professional Technical Institutions provide technical preparation that prepares students to work immediately following completion. The track leads to the Título de técnico professional (Title of professional technician), and consists of general education classes and professional classes in their chosen field.

Vocational Education

Vocational Education is offered at Professional Technical Institutions following the completion of lower secondary school (Educacion Secundaria Básica). The Technical Baccalaureate system is administered by the Secretariat for Technological Education and Research. Students graduate with the qualification of professional technician, technical professional, or base level technician, depending on the type of institution they attend and the program they undertake. Upper-secondary technical / technological instruction usually consists of dual academic-vocational programs called bachillerato tecnológico / technological upper-secondary education (also called bachillerato técnico / technical upper-secondary education). Successful students earn a technical qualification, usually título de técnico / title of technician in the vocational stream, and may seek undergraduate admissions in an appropriate field of study. The conferred título de técnico is registered with the Secretaría de Educación Pública / Secretariat of Public Education which issues a cédula / registration card serving as licensing in Mexico. The cédula indicates that the credential is at the técnico / upper-secondary technician level.

Tertiary Education

Mexico EducationThe Mexican higher education system largely follows the American model. A huge growth in demand has led to the expansion of program and degree options, as well as a swell in enrollment. Much of the growth has occurred at private institutions, where minimal fees are maintained. Higher Education (Educación superior) is offered at various types of institutions, including Public Universities, Technological Institutions and Universities, Teacher Training Institutes, and Private Institutions; the six official types of institutions in Mexico are public autonomous universities, public state institutions, institutions dependent on the federal government, private independent (libre) institutions, private institutions with official validity, and institutions without official validity. Each Mexican state has a public university and a teachers’ training college, for which a university diploma is awarded upon graduation. Institutions are recognized by the Comités Interinstitucionales para la Evaluación de la Educación Superior (CIEES) and/or accredited organizations recognized by the Consejo para la Acreditación de la Educación Superior (COPAES); the Subsecretaría de Educación Superior (SES) oversees curriculum. Undergraduate education can from 2 to 6 years. Similar to the U.S. System, Associate Degrees - Técnico Superior Universitario (University Higher Technician) or Profesional Asociado (Professional Associate), are two years in length. These programs are offered at Technological Universities. Other shortened programs (fewer than 4 years) include a certificado or diploma/higher university technician in a specialized field. These degrees can sometimes be applied to further higher education. The Licenciado (Licentiate) and Titulo Profesional (Professional Title) last 4 to 6 years. Common 5-year programs include accounting, economics, engineering, law, and architecture. Graduate Level work is offered at the level of Especialista (Specialist), Maestría (Master’s degree), and Doctorado (Doctorate). Especialista (Specialist) is usually a 1-year program with the licentiate degree required for admission. The licentiate degree can also grant access to the Maestría (Master’s degree), which lasts between 1 and 2 years. A thesis is usually required for graduation. The Doctorado (Doctorate), like in the U.S., is a degree based on coursework, research, and a thesis or dissertation. The degree requires at least 2 years of study beyond a Master’s degree.

EDUCATION IN SWEDEN

From the age of six, every child has equal access to free education in Sweden. The Swedish school system is regulated through the Education Act, which ensures a safe and friendly environment for students. The act mandates nine years of school attendance for all children from the year they turn seven.

Pre-school

In Sweden, förskola (pre-school) is provided by municipalities for children ages one to five. The amount of municipal subsidy for pre-school depends on the child’s age and whether the parents work, study, are unemployed or on parental leave for other children.

Swedish pre-school emphasises the importance of play in a child’s development, with a curriculum aiming to ensure children’s individual needs and interests. Gender-aware education is increasingly common, striving to provide children with the same opportunities in life regardless of gender.

A year before the first year

All children are guaranteed a place in a one-year förskoleklass (‘pre-school year’) starting in the fall term of the year they turn six until they start compulsory schooling.

This year is designed to stimulate each child’s development and learning, and provide a platform for their future schooling. Although förskoleklass is non-compulsory, almost all children in Sweden attend it.

Compulsory schooling

Swedish compulsory schooling consists of three stages: lågstadiet (years 1–3), followed by mellanstadiet (years 4–6) and then högstadiet (years 7–9). Children between ages 6 and 13 are also offered out-of-school care before and after school hours.

Compulsory education also includes sameskolor (Sami schools) for children of the indigenous Sami people.

Upper secondary school

Gymnasium (upper secondary school or high school, years 10–12) is optional. There are 18 regular national programmes of 3 years to choose from, 6 of which are preparatory for higher education such as university, and 12 of which are vocational.

While entrance requirements vary between programmes, all of them demand students to have passing grades in Swedish, English and mathematics from their final year of compulsory schooling.

In 2014, 13 per cent of Swedish 9-year students did not have the grades to qualify for a national programme; however, instead of national programmes, these students have five so-called introductory programmes to choose from. From these introductory programmes, students can then move on to a national programme.

There are also upper secondary schools for people with intellectual disabilities as well as programme variations targeting for example athletes.

In 2014, roughly 88 per cent of upper secondary students received a leaving qualification (diploma).

Benchmarking internationally

The quality of Swedish education has been keenly debated over the past decade, following declining results among Swedish students in international comparisons. Sweden has moved to improve perfomances and to raise the status of the teaching profession for long-term benefits.

International studies such as Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) have indicated a deteriorating performance among Swedish children in recent years.

Most recently, the Organisation for Economic Co-operation and Development (OECD), which is behind the PISA assessment, followed up on the trends in May 2015 with a detailed review of Sweden’s educational quality.

The study, done on the request of the Swedish Government, confirms that Sweden needs to improve the quality of education and in particular raise the performance level of students in reading, math and science. This can be seen in light of Sweden investing a larger share of its GDP on education (6.8 per cent) compared with the OECD average (5.6 per cent) in 2014.

Recent reforms

The relevance of the PISA studies has been questioned by educators and policy makers both in Sweden and abroad. Critics of the standardised tests argue that the studies are too focused on math and science, and altogether exclude areas of education that stimulate personal growth, morality and creativity.

Nevertheless, while the discussion between critics and defenders of PISA continues, the Swedish Government is looking for ways to improve the education system. It has looked particularly at neighbours Finland but also at South Korea, where teachers’ salaries are higher, and at the Netherlands, where class sizes are typically smaller.

Several reforms have been implemented over the last few years, aimed at improving student results and raising the status of the teaching profession:

New education act

The new Swedish Education Act of 2011 contains basic principles and provisions for compulsory and further education, pre-school, pre-school year, out-of-school care and adult education. It promotes greater oversight, freedom of choice, and student safety and security.

New curricula

New consolidated curricula for compulsory schools for all students, Sami schools, special schools and upper secondary schools came into force 1 July 2011. The curricula contain new general goals, guide­lines and syllabuses. The pre-school curriculum includes clearer goals for children’s linguistic and communicative develop­ment and for science and technology. Mandatory national subject tests are held in years 3, 6 and 9 of compulsory school to assess student prog­ress. There are also new qualification requirements for areas including upper secondary school studies.

New grading system

The old Swedish system with four grades from Pass with Special Distinction (MVG) down to Did Not Pass (IG) was replaced by a new grading scale with six grades from A to F in 2011. A to E are passing grades, with F as a failing grade. Grades are assigned starting in year 6. The new grading system is very similar to the European Credit Transfer and Accumulation System (ECTS), the standard grading system for higher education in Europé.

Teacher certification

As of 1 December 2013, professional certification is required for school and pre-school teachers on permanent contracts. The decision, a milestone in Swedish education policy, aims to raise the status of the teaching profession, support professional development and thus increase quality in education.

Finnish education system

Education system

Equal opportunities to high-quality education

The main objective of Finnish education policy is to offer all citizens equal opportunities to receive education. The structure of the education system reflects these principles. The system is highly permeable, that is, there are no dead-ends preventing progression to higher levels of education.

The focus in education is on learning rather than testing. There are no national tests for pupils in basic education in Finland. Instead, teachers are responsible for assessment in their respective subjects on the basis of the objectives included in the curriculum.

The only national examination, the matriculation examination, is held at the end of general upper secondary education. Commonly admission to higher education is based on the results in the matriculation examination and entrance tests.

Governance has been based on the principle of decentralisation since the early 1990s. Education providers are responsible for practical teaching arrangements as well as the effectiveness and quality of the education provided. Local authorities also determine how much autonomy is passed on to schools. For example budget management, acquisitions and recruitment are often the responsibility of the schools.

Polytechnics and universities enjoy extensive autonomy. The operations of both polytechnics and universities are built on the freedom of education and research. They organise their own administration, decide on student admission and design the contents of degree programmes.

Most education and training is publically funded. There are no tuition fees at any level of education. In basic education also school materials, school meals and commuting are provided free of charge. In upper secondary education students pay for their books and transport. In addition, there is a well-developed system of study grants and loans. Financial aid can be awarded for full-time study in upper secondary education and in higher education.

Norway education system

The Education System

Compulsory schooling in Norway is ten years and children start school at the age of six. Primary and lower secondary education in Norway is founded on the principle of a unified school system that provides equal and adapted education for all on the basis of a single national curriculum.

Universal schooling for children was introduced in Norway 250 years ago. From 1889, seven years of compulsory education were provided, 1969 this was increased to nine years and in 1997 to 10 years.

The collective objectives and principles for teaching in primary and lower secondary schools are laid down in the national curriculum. The curriculum for primary and lower secondary education includes:

• Core curriculum for primary and lower secondary, upper secondary and adult education
• Principles and guidelines for primary and lower secondary education
• Curricula for individual subjects

The subject curricula lay down a common learning content for all pupils, which increases in scope throughout the school and is greatest at the lower secondary stage. This common learning content is enlarged on and supplemented to adapt it to local conditions and to the needs of individual pupils.

The Sami curriculum

The culture and traditions of the Sami community are part of the common Norwegian and Nordic culture that both the national curriculum and the special Sami curriculum require all pupils to be acquainted with. In areas defined as Sami districts and according to specific criteria elsewhere in Norway, this teaching is given in accordance with the special Sami curriculum.

For Sami pupils, this teaching is intended to build a sense of security in relation to the pupils’ own culture and to develop Sami language and identity, as well as equipping Sami pupils to take an active part in the community and enabling them to acquire education at all levels. State support is provided for the development of textbooks written in the Sami language. The Sami College has a special responsibility for training Sami teachers. The University of Tromsø has responsibility for Sami language and Sami studies. 

Day-care facilities for school children

From 1 January 1999, all municipalities in Norway have been legally obliged to provide day-care facilities before and after school hours for children attending the first four grades.

Day-care facilities for school children must provide facilities for play and for participation in cultural and recreational activities appropriate for the age, level of physical ability and interests of the children. Such day-care facilities must also provide satisfactory development conditions for children with physical disabilities.

Who is responsible for education in Norway?

The Norwegian parliament (the Storting) and the Government define the goals and decide the budgetary frameworks for education. The Ministry of Education and Research is Norway’s highest public administrative agency for educational matters, and is responsible for implementing national educational policy. A common standard is ensured through legislation and through national curricula.

The National Education Office represents the central government at the regional level. In cooperation with municipal and county authorities, the National Education Office ensures that appropriate schooling is provided for young people in compliance with all regulations concerning the school, and also ensures the provision of adequate adult education facilities.

The municipalities are responsible for running primary and lower secondary schools, while county authorities have responsibility for upper secondary schools. Within the framework of statutes and national curricula, municipalities, schools and teachers are able to decide what learning materials to use and what teaching methods to adopt.

Each school has a head teacher as well as various boards and committees.

FUG acts as a service and information body for parent contacts, Parents’ Council Working Committees and Municipal Parents’ Councils.

Brazil Education

The Federal Government of Brazil regulates this country’s educational system through the Ministry of Education. The government provides each area with funding and educational guidelines, and the individual states are responsible for implementing and enforcing these. Brazil is equipped with public and private sector schools.

The private sector schools are of a far superior nature, but are costly, while the public sector schooling is free of charg.

The school career of children is broken up into different, progressive stages:
• Elementary school (Ensino Fundamental) – six to 14 years of age
• High school (Ensino Médio) – 15 to 17 years of age
• Higher education (Ensino Superior) – this occurs after schooling is completed.

School is compulsory for all children between seven and 14 years of age. However, this is seldom enforced, as many children live in rural areas or have to work to make money for their families instead of spending time at school. Public schools often lack plumbing and heating and the structures are dilapidated and neglected. This has led to a high rate of illiteracy and unemployment in Brazil, which has, in turn, led to even less schooling as these ones must then involve their children in the work sector to bring in extra funds. The vicious circle continues.

The number of Brazilian children that make it to high school is dropping at a steady rate. In fact, only about a third of school children ever get to Grade Six. For this reason, the government is taking some definite steps forward to improve the situation of schooling. The foreign debt that saps the government of so much money is being paid off and the available funds reallocated to make allowances for education.

In terms of universities, there is a mixture of publicly- and privately-funded institutions. Publicly-funded universities are completed financially supported by the government and offer a superior education to those that are privately-funded.

A Bachelor degree in Brazil takes between four and six years to complete. As such, it exceeds the level and category of a European Bachelor’s degree, and can be compared (although not completely alike) to the European Master’s degree.

The grading system is usually either based on percentages (from 0% to 100%) or on a scale system, where 0 is the worst and 10 is the best mark. The grading system works as follows:

A: 90% – 100% (Excellent)
B: 80% – 89% (Very good)
C: 70% – 79% (Good)
D: 60% – 69% (Satisfactory)
E: < 60% (Failing grade)

The lowest passing grade is usually 6 or 7 out of 10, which is equivalent to a C or D symbol. However, this grade is up to the university involved, and some drop their pass rate to a 5.

Education System in Indonesia

Primary Education

In Indonesia education is centrally controlled by the ministry of national education. 6 years in primary school and 3 years in junior high school are compulsory. The primary phase follows on after optional pre-school playgroups that may commence in a child’s third year. Most elementary schools are government controlled. Some offer accelerated programs that compress the phase to 5 years. As Islamic education system operates in parallel to this.
Middle Education
Junior high school offers a bridge between the gentler pace of the elementary phase, and the challenges of senior high school that may follow. It also assists educators to determine a possible future direction for their students. The Islamic education system continues to provide an alternative.

Secondary Education

There are two different kinds of Indonesian high schools providing two streams of education for those who choose to optionally enrol. One of these is aimed at those who intend to go on to university. The other is for those who plan to find jobs right away. Other young people choose the Islamic alternative.
Vocational Education
Vocational training is mainly provided by private training colleges and initiatives by donor countries. Unfortunately this continues to occur mainly in the cities. This continues to condemn most of the rural poor to a life of drudgery and manual labor.

Tertiary Education

Indonesia EducationThere are 4 kinds of tertiary education institutions in Indonesia, namely polytechnics, academies, institutes and universities. Some of these are state controlled, some are religiously affiliated and some are privately funded.

The oldest is the University of Indonesia founded in 1947. It enjoys a prestigious local reputation and was ranked among the top 50 in Asia in May 2011.

Education system in Portugal

Educational departments in Portugal

The Ministry of Education (primary and secondary education) and the Ministry of Science, Technology and Higher Education (higher education) are jointly responsible for the entire Portuguese education system, and are supported by the Ministry of Labour and Social Solidarity in providing pre-school education.

In Portugal, from pre-school to higher education, you can opt either for a state school (generally free) or a private school.

If you opt for a private school, you can confirm whether it is certified by the Ministry of Education (primary and secondary education), the Ministry for Science, Technology and Higher Education (for higher education), or the Ministry of Labour and Social Solidarity / Institute of social Security (for pre-school education).

Preschool education in Portugal

Defined as the first stage of basic education in the lifelong learning process.

Pre-school education for children between the ages of three and five is still optional. It is provided by kindergartens, which are run by a variety of State organisations, charitable institutions, private schools and cooperatives, unions and other organisations.

Compulsory schooling: Basic education

Basic education (ensino básico) is compulsory and free for everyone. It is intended for children aged between six and fifteen. Pupils who complete this schooling receive a certificate of basic education.

This level of teaching extends over nine years and comprises three cycles:

The first cycle lasts for four years and is taught by one teacher (who may be assisted by others in specialised areas). Emphasis is placed on the integrated development of studies and activities and the teaching of a foreign language may begin;
The second cycle, lasting two years, covers interdisciplinary areas of basic education;
The third cycle lasts for three years and is structured as a set of disciplines or groups of disciplines, incorporating various elements of vocational training. Classes are taught by a single teacher per subject or multidisciplinary educational field.

Basic education is intended to provide a common general training that:

allows pupils to develop interests, aptitudes and skills and grow as individuals, in accordance with values of social solidarity;
allows pupils to acquire and master basic knowledge, skills, attitudes and values, forming the basis for further general or vocational studies;
encourages the development of values, attitudes and practices that help to instil a sense of civic responsibility and willingness to participate in democracy.

Post-compulsory schooling: Secondary education

Secondary education is a cycle of specific studies and includes various courses intended principally to prepare young people to go on to higher education or to enter the labour market. It spans three years, corresponding to school years 10, 11 and 12.

The options offered by the Portuguese educational system following school year 9 are diversified both in standard education and in other forms of education. They can take the form of scientific-humanities, specialised artistic, technological or vocational training courses, and are provided by secondary schools and vocational schools.

Standard secondary education comprises:

General courses – intended mainly for persons aiming to obtain secondary-level training with a view to continuing their studies in higher education;
Technological courses – intended mainly for persons aiming to obtain intermediate vocational training so they can enter the labour market.

General courses lead to the diploma de ensino secundário (diploma of secondary education). Technological courses lead to a Level three vocational qualification certificate in addition to this diploma.

Year 10 vocational courses are an alternative secondary-level educational and training path for young people aged 15 who have completed their compulsory education and intend to go on to obtain a vocational qualification immediately afterwards. These courses, which last one year, lead to a Level two vocational qualification certificate and are equivalent to school year 10.

Finding a school in Portugal

To find the most suitable school, contact one of the schools in the area where you live or the Direcção Regional de Educação (Regional Education Authority).

The final date for enrolment is normally 15 July (confirm this with the school you choose, as dates may vary).

There is no final date for enrolment for pupils coming from a foreign school during the school year. You should contact the governing bodies of the school for further information.

Any pupils registered in the state school system between pre-school and year 9 whose mother tongue is not Portuguese are entitled to additional one-on-one language support outside their normal classes, should they need it.

Specialised artistic education

Specialised artistic education courses are provided within the secondary education system and are intended to provide artistic training for those hoping to continue their studies and prepare for a career in the visual arts, dance and music, and encourage individual and group artistic activities.

International schools in Portugal

You can find English-speaking international schools in Portugal, especially in primary and secondary education. These schools are mostly found in the Greater Lisbon area and the Algarve. For further information on location of schools see our Portugal International school listings.

Italian Education System

Education in Italy

Free state education is available to children of all nationalities who are resident in Italy.
Children attending the Italian education system can start with the Scuola dell'Infanzia also known as Scuola Materna (nursery school), which is non-compulsory, from the age of three. Every child is entitled to a place.

Scuola Primaria (Primary School)
At age six, children start their formal, compulsory education with the Scuola Primaria also known as Scuola Elementare (Primary School). In order to comply with a European standard for school leaving age, it is possible to enter the Scuola Primaria at any time after the age of five and a half. At Scuola Primaria children learn to read and write and study a wide range of subjects including maths, geography, Italian, English and science. They also have music lessons, computer studies and social studies. Religious instruction is optional. Scuola Primaria lasts for five years. Classes are small with between 10 and 25 pupils. Pupils no longer take a leaving exam at the Scuola Primaria. At the age of eleven they begin their Secondary education.

Scuola Media (Middle School)

Scuola Secondaria di Primo Grado (First Grade Secondary School)
All children aged between eleven and fourteen must attend the Scuola Secondaria di Primo Grado (First Grade Secondary School). Students must attend at least thirty hours of formal lessons per week, although many schools provide additional activities in the afternoons such as computer studies, music lessons and sports activities. Formal lessons cover a broad range of subjects following a National Curriculum set by the Ministero della Pubblica Istruzione, MPI (Ministry of Public Education). At the end of each term, students receive a school report. At the end of the third year, students sit a written exam in the subjects of Italian, mathematics, science and a foreign language. There is an oral examination of the other subjects. Successful students are awarded the Licenza di Scuola Media (Licenza Media). They then move onto the Scuola Secondaria di Secondo Grado (Second Grade Secondary School)

Scuola Superiore(High School) 

Scuola Secondaria di Secondo Grado (Second Grade Secondary School)
There are two types of Scuola Secondaria di Secondo Grado in Italy: the Liceo (like a British grammar school), which is more academic in nature, and an Istituto, which is essentially a vocational school. For the first two years all students use the same state-mandated curriculum of Italian language and literature, science, mathematics, foreign language, religion, geography, history, social studies and physical education. Specialised courses, called 'Indirizzi' begin in the third year.

Types of Italian High Schools:

Liceo Classico (Classical High School):
This lasts for five years and prepares the student for university level studies. Latin, Greek and Italian literature form an important part of the curriculum. During the last three years philosophy and history of art are also studied.

Liceo Scientifico (Scientific High School):
Lasts for five years with an emphasis on physics, chemistry and natural sciences. The student also continues to study Latin and one modern language.

Liceo Artistico (Fine Arts High School):
Studies can last four to five years and prepare for university studies in painting, sculpture or architecture.

Istituto Magistrale (Teacher Training School):
Studies last for five years and prepare future primary school teachers. There is also a three year training course for nursery school teachers, but this diploma does not entitle students to then enrol at a university.

Istituto d'Arte (Artistic Schools):
Studies last three years and prepare for work within an artistic field and leading to an arts qualification (diploma di Maestro d'Arte)

Istituti Tecnici (Technical Institutes):
Studies last five years and prepare for both university studies and for a vocation. There is a majority of students in technical schools that prepare students to work in a technical or administrative capacity in agriculture, industry or commerce.

Istituti Professionali (Professional Institutes):

These studies lead, in three or five years, to achievement of a vocational qualification.

In order to received the Diploma di Scuola Superiore also known as the Diploma di Maturità (Secondary school diploma), students must pass written and oral exams. The first written exam requires an essay, written in Italian, on an aspect of literature, history, society or science. The second written exam requires the student to write a paper relating to their chosen specialisation. The third exam is more general and includes questions regarding contemporary issues and the student's chosen foreign language.

After completing the written exams, students must take an oral exam in front of a board of six teachers. This exams covers aspects of their final year at school. Successful students receive various types of Diploma according to the type of school attended. The Diploma di Scuola Superiore is generally recognised as a university entrance qualification, although some universities have additional entrance requirements.

University is available to all students if they have completed five years of secondary school and received an upper secondary school diploma. It is possible for students who have attended vocational schools to attend university. If a student attended a four-year secondary school program, an additional year of schooling is necessary to qualify for university.

Those attending university after completing their Diploma di Scuola Superiore go for three years (four years for teaching qualifications) to achieve their Laurea (Bachelor's Degree).

Vocational education is called the Formazione Professionale. The first part of this lasts for three years, after which they are awarded the Qualifica Professionale. The second part, which lasts for a further two years, leads to the Licenza professionale also known as the Maturità professionale.

Education in South Africa

According to the Bill of Rights of South Africa's Constitution, all South Africans have the right to a basic education, including adult basic education and access to further education. The state has an obligation, through reasonable measures, to progressively make this education available and accessible.
South Africa has one of the highest rates of public investment in education in the world. At about 7% of gross domestic product (GDP) and 20% of total state expenditure, the government spends more on education than on any other sector.
Government spending on basic education during 2015/16 is estimated at R203 468 billion.
Over the next three years, roughly R640 billion will go towards basic education.
Three bands of education
Structure and responsibilities
School statistics
Higher education and training
Spending and challenges
Action Plan to 2014

Three bands of education

South Africa's National Qualifications Framework (NQF) recognises three broad bands of education: General Education and Training, Further Education and Training, and Higher Education and Training.
School life spans 13 years or grades, from grade 0, otherwise known as grade R or "reception year", through to grade 12 or "matric" – the year of matriculation. General Education and Training runs from grade 0 to grade 9.
Under the South African Schools Act of 1996, education is compulsory for all South Africans from the age of seven (grade 1) to age 15, or the completion of grade 9.
General Education and Training also includes Adult Basic Education and Training (ABET), which is available to adults who want to finish their basic education.
Further Education and Training takes place from grades 10 to 12, and also includes career-oriented education and training offered in other Further Education and Training institutions – technical colleges, community colleges and private colleges. Diplomas and certificates are qualifications recognised at this level.
The matric pass rate, which was as low as 40% in the late 1990s, has improved considerably. A total of 511 152 candidates sat the matriculation exams in 2012, 73.9% of whom passed. This is an increase of 13.3% since 2009 (60.6%).

Structure and responsibilities

Since 2009, the national Department of Education has been split into two ministries: Basic Education, and Higher Education and Training. Each ministry is responsible for its level of education across the country as a whole, while each of the nine provinces has its own education department.
South African Communist Party secretary-general Blade Nzimande is the minister of Higher Education and Training, while former Gauteng Education MEC Angie Motshekga oversees the Ministry of Basic Education.
The Ministry of Basic Education focuses on primary and secondary education, as well as early childhood development centres.
The Ministry of Higher Education and Training is responsible for tertiary education up to doctorate level, technical and vocational training, as well as adult basic education and training.
It also oversees public and private FET colleges, which cater for out-of-school youth and adults. The government aims to have 1-million students enrolled at colleges by 2014.
The split also saw the sector education and training authorities (Setas) move from the Department of Labour to Higher Education, aiming to foster a more co-operative approach to skills development.
The central government provides a national framework for school policy, but administrative responsibility lies with the provinces. Power is further devolved to grassroots level via elected school governing bodies, which have a significant say in the running of their schools.
Private schools and higher education institutions have a fair amount of autonomy, but are expected to fall in line with certain government non-negotiables – no child may be excluded from a school on grounds of his or her race or religion, for example.
The Umalusi Council, which is appointed by the minister of Higher Education, sets and monitors standards for general and further education and training, while the Council of Higher Education keeps an eye on higher education and training, including accreditation and quality assurance.

School statistics

South Africa relies on the matric pass rate as a significant marker of what's going on in its schools. The matric pass rate, which was as low as 40% in the late 1990s, has improved considerably. South Africa's 2014 matric students achieved a pass rate of 75.8%. There was an increase in achievements by distinction in subjects such as History: increased from 3.3% to 4.1%, Mathematical Literacy: from 1.8% to 2.4% and Physical Science: 3.0% to 3.3%.
The 2015 statistics from the Department of Basic Education show that the National Senior Certificate (NSC) examination was written by 550 127 full-time learners and 138 533 part-time students, in public and independent schools. In South Africa, the average ratio of learners to teachers is 30.4 to one, which includes educators paid for by school governing bodies. Without those extra posts, the ratio would be 32.3 to one. In general, public schools generally have larger classes than those in independent schools.
See a selection of reports to date from the Department of Basic Education's report, including education statistics for 2014

Higher education and training

Higher Education and Training, or tertiary education, includes education for undergraduate and postgraduate degrees, certificates and diplomas, up to the level of the doctoral degree.
A matric endorsement is required for the study of university degrees, with a minimum of three subjects passed at the higher, rather than standard, grade, although some universities set additional academic requirements. A standard school-leaving South African senior certificate is sufficient for technical qualifications and diplomas.
South Africa has a vibrant higher education sector, with 23 state-funded tertiary institutions: 11 universities, six universities of technology, and six comprehensive institutions. There are also new institutes of higher education, the Northern Cape National Institute for Higher Education, and the Mpumalanga National Institute for Higher Education.
Many of South Africa's universities are world-class academic institutions, at the cutting edge of research in certain spheres. Although subsidised by the state, the universities are autonomous, reporting to their own councils rather than government.
See South Africa's universities
According to figures from the Council of Higher Education, 892 936 students (726 882 undergraduates and 138 610 postgraduates) were enrolled in South Africa's public higher-education institutions in 2010. Staff employed by these institutions numbered 127 969, with 46 579 of those academic staff.
In 2010, the public higher education institutions produced 153 741 qualifications at all levels, with 74 612 qualifications in the human and social sciences; 41 724 in business and commerce; and 37 405 qualifications in science and technology.
Higher education is also offered at private institutions, of which there are 88 registered and 27 provisionally registered with the Department of Higher Education to confer specific degrees and diplomas.
See the Register of Higher Education Institutions [PDF]
Since 2009, the Department of Higher Education and Training has also been responsible for Further Education and Training (FET), which covers training provided from Grades 10 to 12, including career-oriented education and training offered in technical colleges, community colleges and private colleges. There are currently around 450 registered FET colleges in South Africa.
See the latest Register of Private FET colleges [PDF], which includes colleges' approved qualifications and contact details.
The National Student Financial Aid Scheme (NSFAS) was established in 1999 to make higher education possible for financially disadvantaged students through loans and concessions, such as not charging interest on student loans until 12 months after a student has graduated.
See the National Student Financial Aid Scheme website.

Spending and challenges

Compared with most other countries, education gets a very large slice of the public pie – around 20% of total state expenditure. It receives the largest share of government spending.
More money is always needed to address the huge backlogs left by 40 years of apartheid education. Under that system, white South African children received a quality schooling virtually for free, while their black counterparts had only "Bantu education", a keystone of the overall apartheid system.
Although today's government is working to rectify the imbalances in education, the apartheid legacy remains. Illiteracy rates currently stand at around 18% of adults over 15 years old (about 9-million adults are not functionally literate), teachers in township schools are poorly trained.
Despite the challenges, much has been achieved since apartheid legislation was scrapped. For example, in 1993 nearly half of all students in higher education institutions were white, but since 1994, black African enrolments have nearly doubled, growing by 91% (or 4.4% a year) and overall enrolments have grown by 41% (or 2.3% a year).
However, South Africa's student participation rate – that is, the proportion of 18- to 24-year olds in higher education – is a low 16%.
Equity has yet to be achieved: almost 58.5% of whites and around 51% of Indians enter higher education. The rate for coloureds is 14.3%, while blacks are even lower at 12%. The reason for this is generally understood as poor quality primary and secondary schooling, which is a priority for the current government.
The greatest challenges for schooling lie in the poorer, rural provinces such as the Eastern Cape and KwaZulu-Natal. Schools are generally better resourced in the more affluent provinces such as Gauteng and the Western Cape.

Action Plan to 2014

The government's newest strategy for turning education around is known as "Action Plan to 2014: Towards the Realisation of Schooling 2025", which aims to improve learning and the work of teachers.
With a new curriculum at its heart, the focus is on literacy and numeracy. Known as the national Curriculum and Assessment Policy Statement (CAPS), the new curriculum provides very specific guidelines to streamline what is taught in schools with the aim to close the divide between well-resourced and poor schools. Curriculum implementation is supported through the national educational portal, Thutong (Setswana, meaning "place of learning").
Other measures include the introduction of standardised assessments of grade three, six and nine to better track progress; an emphasis on early child development and universal access to Grade R; ensuring learners have access to good quality textbooks; and improving school infrastructure and strengthening school management.
Teacher education and development programmes have also been strengthened, including funding for bursaries for trainee teachers.
The education of the poorest of the poor remains a priority, and includes two notable programmes. One is no-fee schools, institutions that receive all their required funding from the state and so do not have to charge school fees. These have been carefully identified in the country's most poverty-stricken areas.
The other is the National Schools Nutrition Programme, which gives more than 8.8- million schoolchildren a cooked meal five days a week.
Read more about the Action Plan to 2014: Towards the Realisation of Schooling 2025 on the Department of Basic Education's website.

Education System in India

Primary Education

Primary and Middle (lower primary (Standards I to V) and upper primary (Standards VI to VIII)) education is compulsory and free in India. Primary education begins at age 6 with Middle/Upper Primary school education ending at age 14. Schooling is offered at state-run and private schools, however, private schools often have poorer facilities and infrastructure than government schools. The regional language is the medium of instruction for most primary schools and English as a second language generally begins by grade 3.

Secondary Education

Secondary education begins in grade 9 and lasts until grade 12. The secondary stage is broken into two, two year cycles, generally referred to as General/Lower Secondary School, or ‘Standard X’, and Upper/Senior Secondary School, or ‘Standard XII’. Education continues to be free at government schools, although private education is more common at the secondary level. Public examinations are held at the end of both cycles and grant access to grade 11 and university level study respectively. General curriculum for lower secondary school in India consists of three languages (including the regional language, an elective, and English language), Mathematics, Science and Technology, Social Sciences, Work/Pre-Vocational Education, Art, and Physical Education. Secondary schools are affiliated with Central or State boards which administer the Secondary School Certificate at the end of grade 10.

Based upon performance in the first two years of secondary school, and upon the SSC results, students may enter Senior/Upper Secondary School. Upper Secondary School offers the students a chance to select a ‘stream’ or concentration of study, offering science, commerce, and arts/humanities. Education is administered both in schools or two-year junior colleges which are often affiliated with degree granting universities or colleges. Curriculum for the Higher Secondary Certificate Examination is determined by the boards of secondary education of which there are 31. Although the HSCE is the most common Standard XII examination, the All India Senior School Certificate (CBSE), Indian School Certificate, Certificate of Vocational Education (CISCE), Senior Secondary Certification (NIOS), Intermediate Certificate and the Pre-University Certificate are also offered.

Vocational Education

Young people who do not wish to go on to tertiary education, or who fail to complete secondary school often enroll at privately-owned vocational schools that specialize in just one or only a few courses. Unlike in the United States, vocational and technical education is not highly specialized and is rather a broad overview of knowledge applicable to employment. The curriculum offered is composed up of a language course, foundation courses, and electives, of which half of electives are practical in nature. Examinations at the end of vocational education are conducted by the All India and State Boards of Vocational Education.

Tertiary Education

India’s higher education system is highly centralized and undergoing large changes since its inception in 1947. Largely based upon the British system of education, educational policy is ever-developing.

University education is overseen by the University Grants Commission (UGC), which is responsible for the development of higher education, allocating funds, and recognition of institutions in India. The National Accreditation and Assessment Council (NAAC) was established by the UGC to assess universities and college based upon an alphabetical ranking system ranging from A++ to C. The assessment and Accreditation is broadly used for understanding the Quality Status of an institution and indicates that the particular institution meets the standards of quality as set by the NAAC. Participation in the accreditation process of NAAC is voluntary.

The All-India Council of Technical Education (AICTE) was also established to oversee quality control of technical education and regulate establishment of new private professional colleges. All recognized universities are members of the Association of Indian Universities (AIU), which is integral to the dissemination of information and serves as an advisor to the government, UGC, and the institutions themselves.

There are various types of tertiary institutions in India, namely Universities (Central, State, Open), Universities of National Importance, and Deemed universities. Instruction of the majority of students, almost 80%, is completed at affiliated colleges with the curriculum, examinations, and final degree being designed and granted by the university. Constituent and Autonomous colleges also exist; though less common although they do enjoy greater autonomy in regards to curriculum development and assessment.

Admission to undergraduate courses generally requires completion of the Standard XII years of schooling and admittance to university depends almost exclusively upon performance on the examination. Bachelor’s degrees in the fields of arts, science, social studies, and commerce are almost exclusively three year programs. Diploma programs exist and range from 2 – 3 years in length and are provided at polytechnics, usually in a specialized engineering or technological field, and culminating in an Advanced or Post Diploma. Professional Bachelor’s degrees, in the fields of Medicine, Architecture, Law, etc., vary from 4 – 5.5 years depending upon the discipline.

Admission to graduate (Master, Post Graduate Diplomas, MBA, etc.) programs is dependent upon completion of a bachelor’s degree (3 or 4 years, depending upon the subject) with a Second Class pass or higher. Non-university education in Management is popular in India, with many institutions offering Post Graduate Diplomas in Management, lasting 2 years and generally equivalent to an MBA. Doctoral level degrees require a minimum of two or three years and consist of research and a thesis or dissertation.

Beginning in 2015, the Choice Based Credit System (CBCS) was introduced by the UGC in attempts to encourage a more interdisciplinary approach to education and offer more flexibility and choice to students. The reform also introduced a standardized assessment and grading plan based upon a 10 point scale. Since its inception, the system has faced scrutiny by students and administrators, noting that although the system promises choice and flexibility, the infrastructure of the educational system now may be too weak yet to support the overhaul.