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.