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.

Education In Canada

High Quality Public Education in Canada

Canada’s public education system consists of schools from Kindergarten to Grade 12.   All public schools in Canada are provincially accredited, follow a standard curriculum, employ only government certified teachers and are publicly funded. While the education system in each province contains many similarities, each has its own Study Canada curriculum and guidelines to reflect the culture and history of its region.

Over 95% of Canadians choose public school education for their children.

Canada spends more on education (per capita) than any other country in the G8. Canadian public high school students consistently rank near the top in the world on standardized tests. Canadian high school graduation diplomas are recognized throughout the world.

Canada’s public schools have been accepting international students since the 1980’s and have well-developed infrastructure and support including ESL (English as a Second Language) instruction and carefully supervised homestay programs. Almost all public schools are co-educational and accept international students for high school graduation programs or for shorter stays of weeks, months or a year or two. Many elementary schools also accept young students for short term and full-year programs.

Most school boards offer non-religious education although in a few provinces some religious schools are also publicly funded.

Affordability & High Standard of Living

International students and their parents choose Canada as a study destination because tuition fees are competitively priced yet provide for a high standard of living. The standard of living in Canada is among the highest in the world.

“The United Nations ranked Canada fourth on its Human Development Index for 2007-08. The country’s standard of living, health care system, educational attainment, housing, cultural and recreational facilities, level of public safety and tourist opportunities are all of an exceptionally high quality.” (Source: Human Development Report 2007-08, Human Development Index 11/2007)

Education System in Pakistan

Primary Education

In Pakistan, the education system adopted from colonial authorities has been described as one of the most underdeveloped in the world. Barely 60% of children complete grades 1 to 5 at primary school, despite three years of play group, nursery and kindergarten pre-school to prepare them.

Middle Education

Middle school follows with grades 6 to 8. Single-sex education is still preferred in rural areas. Subjects include Urdu, English, arts, Islamic studies, maths, science, social studies, and computer science where equipment is available.

Secondary Education

Senior school covers grades 9 to 12 with annual examinations. On completion of grade 10, pupils may qualify for a secondary school certificate. If they wish to, they may proceed further to grade 12, following which they sit a final examination for their higher secondary school certificate. During this time, they opt for one of several streams that include pre-medical, pre-engineering, humanities / social sciences and commerce.

Vocational Education

Vocational education is controlled by the Pakistani Technical Education and Vocational Training Authority. This body strives to re-engineer the process in line with national priorities, while raising tutoring and examination standards too.

Tertiary Education

Around 8% of Pakistanis have tertiary qualifications although the government would like to increase this to 20% by 2020. Entry is via a Pakistan Educationhigher secondary school certificate that provides access to bachelor degrees in disciplines such as architecture, engineering, dentistry, medicine, pharmacy and nursing.

A pass requires just 2 years of study, and an honors degree 4. For the initial period the curriculum is a mixture of compulsory subjects and specializations. After that, students specialize completely. Thereafter, they may continue with more advanced study as they wish. Some institutions like Lahore Pakistan University are ancient. Others are modern.

Education System in China

Primary Education

In China, primary school education is compulsory and it lasts 6 years. Children start schools at age six (seven in some areas). The language of instruction is Mandarin Chinese with the exception of the primary schools that mainly admit ethnic minority students. A typical school year is comprised of two semesters and runs from the month of September to July. Students attend classes five days a week and primary school education currently includes nine compulsory courses, which include Chinese, Mathematics, Social Studies, Nature, Physical Education, Ideology and Morality, Music, Fine Art, and Labor Studies. Foreign Language is normally offered as an elective course. In order to graduate, all students are required to pass graduation examinations in the subjects of Chinese and Mathematics. The examinations are normally designed and administered by schools with guidance from local educational authorities. Students move on to 3-year junior (lower) secondary schools (chuzhong 初中) after graduating from primary schools.

Middle Education

Junior (lower) secondary education lasts three years following the completion of primary school. In order for students to obtain a certificate of graduation, students are required to pass graduation examinations and meet minimum physical education standards. The graduation examinations are designed and administered by individual schools according to guidelines set by the provincial educational bureaus or by local educational authorities. Students are typically examined in the following subjects for graduation: Chinese, Mathematics, Chemistry, Physics, Foreign Language, and Politics. Completion of junior (lower) secondary education also marks the end of a 9-year (6+3) compulsory education program.

Secondary Education

After the completion of junior (lower) secondary school, students can choose to enter either general (academic) senior secondary school or vocational senior secondary school. General (academic) senior secondary school lasts 3 years and vocational senior secondary school lasts 3 or 4 years. Senior secondary school is known as (gaozhong 高中) and vocational senior secondary school is known as (zhongzhuan 中专) in China. Students wishing to continue their study in the general (academic) track must pass the entrance examinations for general senior secondary schools, which is also known as (zhongkao 中考) in China. Designed and administered by provincial educational authorities, the entrance examination includes the same subjects as the junior secondary graduation examination. At the end of their final school year, graduates of senior secondary schools seeking admission to post-secondary education are required to take the National Higher Education Entrance Examination, also called National College Entrance Examination (NCEE), commonly known as (gaokao 高考) in China.

Vocational Education

Vocational education programs are offered at both the secondary and post-secondary levels. Vocational senior secondary schools provide subject and occupation specific education and training. Vocational senior secondary education is highly employment oriented and graduates normally enter the workforce. However, it does offer some access to further education, particularly in the technical/vocational specialties. Since the year 2000, the Ministry of Education (MOE) has allowed graduates of vocational secondary schools to take the NCEE and be admitted into higher education programs.

Higher technical/vocational education is available at the zhuanke (专科) level, which require two or three years of full-time post-secondary study. It is possible for graduates of higher vocational education programs at the zhuanke level to obtain a "benke 本科" degree (Bachelor’s degree) certificate through an upgrading program, but in a limited number of fields. Vocational higher education institutions are currently administered at the provincial level.

Tertiary Education

Higher education is provided by institutions of various types including general and technical universities, specialized institutions, professional universities, military institutions, medical schools and colleges, independent colleges, and adult higher education institutions of various types. Entry to university depends primarily on how well the students perform in the entrance examinations. Students with outstanding academic performance in their secondary schools can also possibly be granted an exemption from the entrance examination and be recommended directly to the university of their choice through a method called (baosong 保送). In addition, some private institutions are exempted from the NCEE (gaokao) and accept all students who can afford the tuition fees. Prestigious universities (key institutions) maintain higher admission standards, and therefore require higher NCEE (gaokao) scores than other institutions. Entry to higher education in China is highly competitive.

Australian education system

The Australian education system provides primary, secondary and tertiary education.

School education (Primary and Secondary)

School education is similar across all of Australia with only minor variations between states and territories. School education (primary and secondary) is compulsory between the ages of six and sixteen (Year 1 to Year 9 or 10). School education is 13 years and divided into:

Primary school - Runs for seven or eight years, starting at Kindergarten/Preparatory through to Year 6 or 7.
Secondary school - Runs for three or four years, from Years 7 to 10 or 8 to 10.
Senior secondary school - Runs for two years, Years 11 and 12.

Tertiary education

Tertiary education includes both higher education (including universities) and vocational education and training (VET).

Language of instruction

English is the official language of Australia and the main language of instruction in the education system. Many schools offer bilingual programs or programs in other languages.

Australian Qualifications Framework

The Australian education system is distinguished from many other countries by the Australian Qualifications Framework (AQF). (opens in a new window) The AQF was established in 1995 and is a national policy that covers qualifications from the tertiary education sector (higher education and vocational education and training) in addition to the school-leaving certificate; the Senior Secondary Certificate of Education.

The AQF has 10 levels and links school, vocational and university education qualifications into one national system. This allows you to move easily from one level of study to the next, and from one institution to another, as long as you satisfy student visa requirements. It allows for choice and flexibility in career planning. All qualifications in the AQF help prepare you for both further study and your working life.

If you are studying an AQF qualification, you can be sure that your institution is Government-authorised and nationally accredited, and that your degree or other AQF qualification will be genuine.

Our institutions are linked across the country and across the world, which makes it easy to move throughout the education system between courses or institutions and formal agreement and recognition frameworks mean every step of the path will contribute to your future no matter what your study or career goals.

Education System in Bangladesh

Primary Education

The Bangladeshi education system is unusually complex in that primary, middle, senior and tertiary education are oriented towards general, madresh (religious) or technical / vocational preferences Even private schools and universities are heavily subsidized – in fact the constitution decrees that children between ages 6 and 10 shall pay nothing. To complicate things further, local education is controlled by a hierarchy of school boards. The first phase, fully free primary school lasts for 5 years, typically between ages 6 and 10.

Middle Education

Pupils aged approximately 11 years of age enter junior secondary school. This is a critical phase in their young lives, for here they must confirm an educational choice that may dictate their futures irrevocably.

Secondary Education

Those who choose to complete the last 2 of their 10 school grades at general secondary schools may specialize in humanities, science or commerce to mention but a few. At the end of this they may write a secondary school certificate examination supervised by no less than 7 school boards. Alternatively, they may elect to follow the madrash religious education route that culminates in a different series of similar level tests.

Vocational Education

Other students switch across to vocational training institutes or technical training centers administered by the ministry of education and the ministry of labor and employment respectively. Choices here are between longer-term professional certification and shorter term job-specific orientation.

Tertiary Education

Bangladesh EducationStudents who stay either course have choices once again. These include writing their higher secondary education certificate after 2 more years at a technical / poly technical institute where they hone their practical skills further.  Alternatively, they may enter one of many private or state-funded universities for 5 years of undergraduate study.

Dhaka University was founded in 1921 as a statement of national identity. Many believe that without this oxford of the east the nation could hardly be independent and self-governing today.

Educational System of Sri Lanka

Present school system : Today, there are 10,390 government schools. The curriculum offered is approved by the Ministry of Education.

Schooling is compulsory for children from 5 + to 13 years of age. Education is state funded and offered free of charge at all levels, including the university level. The government also provides free textbooks to schoolchildren. Literacy rates and educational attainment levels rose steadily after Sri Lanka became an independent nation in 1948 and today the youth literacy rate stands at 97%. The government gives high priority to improving the national education system and access to education. The medium of language could be Sinhala, Tamil or English. English is taught as a second language. Students sit the G.C.E O/L at the end of 11 years of formal education and G.C.E. A/L examinations at the end of 13 years.

The education structure is divided into five parts: primary, junior secondary, senior secondary, collegiate and tertiary.

In addition to the Government Schools there are 33 non-fee-levying Assisted Private Schools and 33 fee- levying autonomous Private Schools. These schools offer the local syllabus as well as the British system. There is another category of English medium International Schools approved and registered by the Board of Investment, Sri Lanka. Some international schools offer the curriculum for the IB Diploma while others coach students for the Edexcel G.C.E Ordinary Level (O/L) Advanced Subsidiary (A/S) and Advanced Level (A2) examinations. A few schools offer the curriculum for the Cambridge Examinations as well.

Sri Lankan G.C.E (A/L) is comparable to the UK qualification of GCE standard on a subject-for-subject basis.

Tertiary Level : Sri Lanka has 15 universities, all of which are public institutions. Other institutions of higher education include medical schools, engineering schools, schools of law, and technical and vocational training schools and National Colleges of Education.

Universities : Admission at undergraduate level to these public universities are based solely on the results of the G.C.E.(A/L) Examination and the Z-score, which considers the difficulty level of the subjects..  Due to restricted facilities admissions have become extremely competitive.  Only 6% of the students who sit the examination are admitted to the universities. Combined with the fact that those who take the British examinations are not permitted to apply for admission, an increasing number of students are looking for opportunities abroad for continuing their higher studies.

First stage : Certificate, Diploma, and Bachelor’s Degree.
Certificates and diplomas are conferred after one or two years. A Bachelor’s Degree is earned after three years as a General Degree or after 4 years as a Special Degree.  A degree in Medicine is awarded after 5 years of study with an additional year of internship, which is compulsory.

Typical degrees : BA/BSc – (General degree) – 3 years, BA/BSc – (Special degree) and Bachelor of Commerce degrees – 4 years, MBBS 5 years, LLB-3years

Second stage : Master’s Degree, M Phil, Postgraduate Diploma.
A Master’s Degree is obtained after two years of study beyond the Bachelor’s Degree and has a dissertation in addition to papers on theory. The M.Phil /PhD syllabus consists mainly of research and may go on for 3 years after the Masters degree. Postgraduate Diplomas, unless stated otherwise, generally require one year of study. Typical degrees: MA/MSc/MBA – 2 years, PhD – 3 years after a Masters degree.

Institutes recognized by the Ministry of Education as degree granting authorities as of April /07
15 national Universities
University of Colombo                                  
University of Peradeniya
University of Sri Jayewardenepura
University of Kelaniya
University of Moratuwa
University of Jaffna
University of Ruhuna
Open University of Sri Lanka
Eastern University of Sri Lanka
Rajarata University of Sri Lanka
Wayamba University of Sri Lanka
South Eastern University of Sri Lanka
Uva Wellassa University
University of the Visual & Performing Arts
Sabaragamuwa University of Sri Lanka

7 Post Graduate Institutes
Post Graduate Institute of Agriculture                        
Postgraduate Institute of  Medicine
Postgraduate Institute of Pali & Buddhist Studies
Postgraduate Institute of Management
Postgraduate Institute of Archeology
Postgraduate Institute of Science
Postgraduate Institute of English

In addition there are 9 Higher Educational Institutes and 7 Other Degree Awarding Institutes.

Vocational and Technical Schools :  These offer one to two year diploma programs and are under the Technical and Vocational Commission. Admission requirements differs according to the program.

National Colleges of Education : A 3 year diploma for teacher training is offered at these schools and the entry requirement is 3 passes at the G.C.E.

Vocational Training : There are also a large number of training institutes run by the Government as well as the private sector for vocational training, catering to the needs of those who leave the school system at different levels.