1.
Summa Cum Laude Festival
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The Summa Cum Laude Festival is an international youth music festival for choirs, bands and orchestras, held annually in Vienna, Austria during July. It takes place in the two main classical concert venues, the Golden Hall of the Musikverein and the Konzerthaus. The Festival was established in 2007, hosted by VIA MUSICA, the following year in 2008, the Summa Cum Laude Festival expanded to include both the Summa Cum Laude Competition as well as the Summa Cum Laude Celebration. Performing groups may elect to compete with their peers in the SCL Competition or they may opt to participate in the non-competitive SCL Celebration, the opening ceremony is held in St. Stephens Cathedral, Vienna. Workshops and seminars take place in the University of Music and Performing Arts, the competition itself and the Celebration are held in the Golden Hall of the Musikverein and/or in the Great Hall of the Konzerthaus. The closing ceremony is held in the Hofburg Palace in Vienna
2.
Leisure Suit Larry: Magna Cum Laude
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Leisure Suit Larry, Magna Cum Laude is a 2004 video game, part of the Leisure Suit Larry series. The game introduces a new character, Larry Lovage, as Larry Laffers nephew. This is the 7th game in the series and it was the only High Voltage Software game ever released to receive an AO rating. Like many other current games, Magna Cum Laude has an exploration mode where Larry can walk about campus and interact with students. In this mode, Larry can search for money or tokens, strike poses to impress girls. At several locations on campus a minigame can be entered, usually by activating an object or a person, the player must win most of the minigames in order to advance. Minigames started by a conversation usually increase the affection of one of the girls, the game originally received an Adults Only rating from the ESRB and was subsequently edited to receive a more commercial Mature rating in the United States and Canada. In Europe, the game was released unedited on all three systems and featured a disclaimer on the packaging highlighting that it was uncut, the unedited version was eventually released in North America under the title Leisure Suit Larry, Magna Cum Laude—Uncut and Uncensored. Both versions were refused classification by the OFLC and effectively banned in Australia, the main protagonist, Larry Lovage, is a student at Walnut Log Community College whose purpose is to get on a dating TV show called Swingles. Uma Yasmine, the hostess of the show wont allow Larry in the show until he will prove his seductive wits by obtaining tokens of affection, sixteen college girls will conveniently be at his disposal. His aging uncle, Larry Laffer, from the games, provides brief advice. Larry also must outsmart a sorority house and a fraternity house, known as Dio, a brief subplot involves the colleges arena football team going against a rival team known as the Maiming Maggots. However, the team name is a running gag because it is obscured by objects. The final scene shows the name is actually the Flaming Fantasticks after the Swingles van leaves the school. In 2003, Sierra Entertainment announced that the Leisure Suit Larry franchise was being revived with a game, called Leisure Suit Larry. This is the first game in which Al Lowe is not involved in any way, as game was created by game developer High Voltage Software. On his website, Lowe talks about how he was in talk with Sierra about working with them on the game, but they stopped contacting him, as they went into downsizing. Later he received a letter from a writer on the game, the new Larry game does not star Larry Laffer, but a new character, his nephew, Larry Lovage
3.
Latin
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Latin is a classical language belonging to the Italic branch of the Indo-European languages. The Latin alphabet is derived from the Etruscan and Greek alphabets, Latin was originally spoken in Latium, in the Italian Peninsula. Through the power of the Roman Republic, it became the dominant language, Vulgar Latin developed into the Romance languages, such as Italian, Portuguese, Spanish, French, and Romanian. Latin, Italian and French have contributed many words to the English language, Latin and Ancient Greek roots are used in theology, biology, and medicine. By the late Roman Republic, Old Latin had been standardised into Classical Latin, Vulgar Latin was the colloquial form spoken during the same time and attested in inscriptions and the works of comic playwrights like Plautus and Terence. Late Latin is the language from the 3rd century. Later, Early Modern Latin and Modern Latin evolved, Latin was used as the language of international communication, scholarship, and science until well into the 18th century, when it began to be supplanted by vernaculars. Ecclesiastical Latin remains the language of the Holy See and the Roman Rite of the Catholic Church. Today, many students, scholars and members of the Catholic clergy speak Latin fluently and it is taught in primary, secondary and postsecondary educational institutions around the world. The language has been passed down through various forms, some inscriptions have been published in an internationally agreed, monumental, multivolume series, the Corpus Inscriptionum Latinarum. Authors and publishers vary, but the format is about the same, volumes detailing inscriptions with a critical apparatus stating the provenance, the reading and interpretation of these inscriptions is the subject matter of the field of epigraphy. The works of several hundred ancient authors who wrote in Latin have survived in whole or in part and they are in part the subject matter of the field of classics. The Cat in the Hat, and a book of fairy tales, additional resources include phrasebooks and resources for rendering everyday phrases and concepts into Latin, such as Meissners Latin Phrasebook. The Latin influence in English has been significant at all stages of its insular development. From the 16th to the 18th centuries, English writers cobbled together huge numbers of new words from Latin and Greek words, dubbed inkhorn terms, as if they had spilled from a pot of ink. Many of these words were used once by the author and then forgotten, many of the most common polysyllabic English words are of Latin origin through the medium of Old French. Romance words make respectively 59%, 20% and 14% of English, German and those figures can rise dramatically when only non-compound and non-derived words are included. Accordingly, Romance words make roughly 35% of the vocabulary of Dutch, Roman engineering had the same effect on scientific terminology as a whole
4.
Academic degree
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An academic degree is a qualification awarded on successful completion of a course of study in higher education, normally at a college or university. These institutions commonly offer degrees at various levels, typically including bachelors, master’s and doctorates, often alongside other academic certificates, and professional degrees. The most common degree is the bachelors degree, although in some countries lower qualifications are titled degrees while in others a higher-level first degree is more usual. The degrees awarded by European universities—the bachelor’s degree, the licentiate, the degree. The doctorate appeared in medieval Europe as a license to teach at a medieval university and its roots can be traced to the early church when the term doctor referred to the Apostles, church fathers and other Christian authorities who taught and interpreted the Bible. The right to grant a licentia docendi was originally reserved to the church required the applicant to pass a test, to take oath of allegiance. The Third Council of the Lateran of 1179 guaranteed the access – now largely free of charge – of all able applicants, at the university, doctoral training was a form of apprenticeship to a guild. The traditional term of study before new teachers were admitted to the guild of Master of Arts, originally the terms master and doctor were synonymous, but over time the doctorate came to be regarded as a higher qualification than the master degree. The earliest doctoral degrees reflected the historical separation of all higher University study into three fields. Over time, the D. D. has gradually become less common outside theology, Studies outside theology, law, and medicine were then called philosophy, due to the Renaissance conviction that real knowledge could be derived from empirical observation. The degree title of Doctor of Philosophy is of a later time. Studies in what once was called philosophy are now classified as sciences and humanities, Master of Arts were eligible to enter study under the higher faculties of Law, Medicine or Theology, and earn first a bachelors and then master or doctors degrees in these subjects. Thus a degree was only a step on the way to becoming a qualified master – hence the English word graduate. The naming of degrees eventually became linked with the subjects studied, scholars in the faculties of arts or grammar became known as master, but those in theology, medicine, and law were known as doctor. As study in the arts or in grammar was a prerequisite to study in subjects such as theology, medicine and law. The practice of using the doctor for PhDs developed within German universities. The French terminology is tied closely to the meanings of the terms. The baccalauréat is conferred upon French students who have completed their secondary education
5.
United States
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Forty-eight of the fifty states and the federal district are contiguous and located in North America between Canada and Mexico. The state of Alaska is in the northwest corner of North America, bordered by Canada to the east, the state of Hawaii is an archipelago in the mid-Pacific Ocean. The U. S. territories are scattered about the Pacific Ocean, the geography, climate and wildlife of the country are extremely diverse. At 3.8 million square miles and with over 324 million people, the United States is the worlds third- or fourth-largest country by area, third-largest by land area. It is one of the worlds most ethnically diverse and multicultural nations, paleo-Indians migrated from Asia to the North American mainland at least 15,000 years ago. European colonization began in the 16th century, the United States emerged from 13 British colonies along the East Coast. Numerous disputes between Great Britain and the following the Seven Years War led to the American Revolution. On July 4,1776, during the course of the American Revolutionary War, the war ended in 1783 with recognition of the independence of the United States by Great Britain, representing the first successful war of independence against a European power. The current constitution was adopted in 1788, after the Articles of Confederation, the first ten amendments, collectively named the Bill of Rights, were ratified in 1791 and designed to guarantee many fundamental civil liberties. During the second half of the 19th century, the American Civil War led to the end of slavery in the country. By the end of century, the United States extended into the Pacific Ocean. The Spanish–American War and World War I confirmed the status as a global military power. The end of the Cold War and the dissolution of the Soviet Union in 1991 left the United States as the sole superpower. The U. S. is a member of the United Nations, World Bank, International Monetary Fund, Organization of American States. The United States is a developed country, with the worlds largest economy by nominal GDP. It ranks highly in several measures of performance, including average wage, human development, per capita GDP. While the U. S. economy is considered post-industrial, characterized by the dominance of services and knowledge economy, the United States is a prominent political and cultural force internationally, and a leader in scientific research and technological innovations. In 1507, the German cartographer Martin Waldseemüller produced a map on which he named the lands of the Western Hemisphere America after the Italian explorer and cartographer Amerigo Vespucci
6.
Graduate school
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A graduate school is a school that awards advanced academic degrees with the general requirement that students must have earned a previous undergraduate degree with a high grade point average. The distinction between schools and professional schools is not absolute, as various professional schools offer graduate degrees. Also, some graduate degrees train students for a specific profession, many universities award graduate degrees, a graduate school is not necessarily a separate institution. Those attending graduate schools are called students, or often in British English as postgraduate students and, colloquially, postgraduates. Degrees awarded to students include masters degrees, doctoral degrees. Producing original research is a significant component of graduate studies in the humanities, sciences and this research typically leads to the writing and defense of a thesis or dissertation. In graduate programs that are oriented towards professional training, the degrees may consist solely of coursework, the term graduate school is primarily North American. Unlike in undergraduate programs, however, it is common for graduate students to take coursework outside their specific field of study at graduate or graduate entry level. Some institutions designate separate graduate versus undergraduate staff and denote other divisions, Graduate degrees in Brazil are called postgraduate degrees, and can be taken only after an undergraduate education has been concluded. Lato sensu graduate degrees, degrees that represent a specialization in a certain area, sometimes it can be used to describe a specialization level between a masters degree and a MBA. However, since there are no norms to regulate this, both names are used indiscriminately most of the time, stricto sensu graduate degrees, degrees for those who wish to pursue an academic career. Usually serves as qualification for those seeking a differential on the job market. Most doctoral programs in Brazil require a degree, meaning that a Lato Sensu Degree is usually insufficient to start a doctoral program. Doctors / PhD, 3–4 years for completion, usually used as a stepping stone for academic life. In Canada, the Schools and Faculties of Graduate Studies are represented by the Canadian Association of Graduate Studies or Association canadienne pour les études supérieures and its mandate is to promote, advance, and foster excellence in graduate education and university research in Canada. In addition to a conference, the association prepares briefs on issues related to graduate studies including supervision, funding. Admission to a masters program generally requires a degree in a related field, with sufficiently high grades usually ranging from B+ and higher. Some schools require samples of the writing as well as a research proposal
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Master's degree
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A masters degree normally requires previous study at the bachelors level, either as a separate degree or as part of an integrated course. The original meaning of the degree was thus that someone who had been admitted to the rank of master in one university should be admitted to the same rank in other universities. This gradually became formalised as the licentia docendi, initially, the Bachelor of Arts was awarded for the study of the trivium and the Master of Arts for the study of the quadrivium. The nineteenth century saw an expansion in the variety of masters degrees offered. By 1861 this had been adopted throughout Scotland as well as by Cambridge and Durham in England, when the Philadelphia College of Surgeons was established in 1870, it too conferred the Master of Surgery, the same as that in Europe. In the United States, the first masters degrees were awarded at Harvard University soon after its foundation, at Harvard the 1700 regulations required that candidates for the masters degree had to pass a public examination, but by 1835 this was awarded Oxbridge-style 3 years after the BA. In Scotland, Edinburgh maintained separate BA and MA degrees until the mid nineteenth century, in Scotland all the statutes of the Universities which enforced conditions on the grant of degrees were a dead letter. Probably the most important masters degree introduced in the 19th century was the Master of Science, at the University of Michigan this was introduced in two forms in 1858, in course, first awarded in 1859, and on examination, first awarded in 1862. The in course MS was last awarded in 1876, in Britain, however, the degree took a while longer to arrive. The same two degrees, again omitting the masters, were awarded at Edinburgh, despite the MA being the undergraduate degree for Arts in Scotland. In 1862, a Royal Commission suggested that Durham should award masters degrees in theology and science and this scheme would appear to have then been quietly dropped, with Oxford going on to award BAs and MAs in science. The Master of Science degree was introduced in Britain in 1878 at Durham. At the Victoria University both the MA and MSc followed the lead of Durhams MA in requiring an examination for those with an ordinary bachelors degree. The Bologna declaration in 1999 started the Bologna Process, leading to the creation of the European Higher Education Area, as the process continued, descriptors were introduced for all three levels in 2004, and ECTS credit guidelines were developed. This led to questions as to the status of the masters degrees. In 1903, the London Daily News criticised the practice of Oxford and Cambridge, calling their MAs the most stupendous of academic frauds, in 1900, Dartmouth College introduced the Master of Commercial Science, first awarded in 1902. This was the first masters degree in business, the forerunner of the modern MBA, the idea quickly crossed the Atlantic, with Manchester establishing a Faculty of Commerce, awarding Bachelor and Master of Commerce degrees, in 1903. Over the first half of the century the masters degrees for honours graduates vanished as honours degrees became the standard undergraduate qualification in the UK
8.
Doctorate
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There are a variety of doctoral degrees, with the most common being the Doctor of Philosophy, which is awarded in many different fields, ranging from the humanities to the scientific disciplines. The term doctor derives from the Latin docere meaning to teach, the doctorate appeared in medieval Europe as a license to teach Latin at a university. Its roots can be traced to the church in which the term doctor referred to the Apostles, church fathers. The right to grant a licentia docendi was originally reserved to the Catholic church, the Third Council of the Lateran of 1179 guaranteed the access—at that time largely free of charge—of all able applicants. This right remained a bone of contention between the authorities and universities that were slowly distancing themselves from the Church. The right was granted by the pope to the University of Paris in 1213 where it became a universal license to teach, according to Keith Allan Noble, the first doctoral degree was awarded in medieval Paris around 1150. The so-called professional, vocational, or technical curriculum of the Middle Ages included only theology, law, the doctorate of philosophy developed in Germany in the 17th century. The term philosophy does not refer solely to the field or academic discipline of philosophy, but is used in a sense in accordance with its original Greek meaning. In most of Europe, all fields were traditionally known as philosophy, the doctorate of philosophy adheres to this historic convention, even though the degrees are not always for the study of philosophy. D. University doctoral training was a form of apprenticeship to a guild, the traditional term of study before new teachers were admitted to the guild of Masters of Arts was seven years, matching the apprenticeship term for other occupations. Originally the terms master and doctor were synonymous, but over time the doctorate came to be regarded as a higher qualification than the masters degree, University degrees, including doctorates, were originally restricted to men. The use and meaning of the doctorate has changed over time, for instance, until the early 20th century few academic staff or professors in English-speaking universities held doctorates, except for very senior scholars and those in holy orders. After that time the German practice of requiring lecturers to have completed a research doctorate spread, universities shift to research-oriented education increased the doctorates importance. Today, a doctorate or its equivalent is generally a prerequisite for an academic career. Professional doctorates developed in the United States from the 19th century onward, the first professional doctorate to be offered in the United States was the M. D. The MD became the standard first degree in medicine during the 19th century, the MD, as the standard qualifying degree in medicine, gave that profession the ability to set and raise standards for entry into professional practice. The modern research degree, in the shape of the German-style Ph. D. was first awarded in the U. S. in 1861, in the UK, research doctorates initially took the form of higher doctorates, introduced from 1882 onwards. The PhD spread to the UK from the US via Canada, following the MD, the next professional doctorate, the Juris Doctor, was established by Chicago University in 1902
9.
Diploma
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In some countries, e. g. the United Kingdom and Australia, the word diploma also refers to an academic award. Historically, it can refer to a charter or official document, thus diplomatic, diplomat. Alternatively, this document can simply be referred to as a certificate or graduation certificate. The certificate that a Nobel laureate receives is also called a diploma, the term diploma is also used in some historical contexts, to refer to documents signed by a King affirming a grant or tenure of specified land and its conditions. It is typically completed with 12 to 18 months of full-time study, when accepted for credit as part of a bachelors degree, it is usually deemed to be equivalent to the first year of the degree. An Advanced Diploma, which is equivalent to an Australian Associate Degree, a Graduate Diploma, which is undertaken after completing a bachelors degree. This can be in a other than that covered by said degree. It can also be a coursework-only qualification undertaken as additional study in a specialisation within ones degree area, the Vocational Graduate Diploma was a short lived AQF qualification equivalent to the Graduate Diploma, intended to be delivered exclusively in the VET sector. On January 1,2015, all such qualifications being offered lost the word Vocational from their title, in Ontario, Canada, diplomas are awarded by colleges of applied arts and technology whereas bachelor degrees are awarded by universities. In Canada, depending on the legislation, there may also be a difference between a college and a university. In Greece, diplomas can be awarded by educational institutes as a proof of an educational level. In Hong Kong, advanced diploma, higher diploma, and associate degree are below the standard of the bachelors degree. Certificate and diploma are below the standard of advanced diploma, higher diploma, Postgraduate Certificates and Postgraduate Diplomas are taken after the bachelors degree, and are more vocational oriented than a masters degree. In India, a diploma is an academic award usually earned in professional/vocational courses, e. g. Diploma in Nursing Engineering, Pharmacy, Design. Also, a diploma is concentrated for the area of study, for example, a Diploma in Engineering of Electronics Engineering may be in Advanced Communication Systems or Integrated Circuits or Industrial Electronics. On successful completion of Parts I and II Technician Examination of Institution of Mechanical Engineers, similarly Diploma in Engineering of Civil Engineering is rated differently than Bachelor of Technology in Civil Engineering but is equivalent to Bachelor of Science in Geology. Another example of a diploma concentrated for the area of study is Diploma in Engineering of Civil Engineering, on successful completion of Parts I and II Technician Examination of Institution of Civil Engineers, it is equivalent to Diploma in Civil Engineering as per a government of India circular. Successful completion of the Diploma Studies allows articulation into the year of Bachelor of Engineering/Bachelor of Technology programs
10.
Juris Doctor
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The Juris Doctor degree, also known as the Doctor of Jurisprudence degree, is a graduate-entry professional degree in law and one of several Doctor of Law degrees. It is earned by completing law school in Australia, Canada and the United States and it has the academic standing of a second-entry, professional baccalaureate degree in Canada, a masters degree in Australia and a professional doctorate in the United States. The degree was first awarded in the United States in the early 20th century and was created as a version of the old European doctor of law degree. Originating from the 19th century Harvard movement for the study of law. It involves a program in most jurisdictions. To be authorized to practice law in the courts of a state in the United States. Lawyers must, however, be admitted to the bar of the court before they are authorized to practice in that court. Admission to the bar of a district court includes admission to the bar of the related bankruptcy court. In the United States, the doctorate in law may be conferred in Latin or in English, as Juris Doctor and at some law schools Doctor of Law. Juris Doctor literally means Teacher of Law, while the Latin for Doctor of Jurisprudence—Jurisprudentiae Doctor—literally means Teacher of Legal Knowledge, the J. D. is not to be confused with Doctor of Laws or Legum Doctor. In institutions where the latter can be earned, e. g. D, the LL. D. is invariably an honorary degree in the United States. The first university in Europe, the University of Bologna, was founded as a school of law by four famous legal scholars in the 11th century who were students of the school in that city. This served as the model for law schools of the Middle Ages. While Bologna granted only doctorates, preparatory degrees were introduced in Paris, the nature of the J. D. can be better understood by a review of the context of the history of legal education in England. The teaching of law at Cambridge and Oxford Universities was mainly for philosophical or scholarly purposes, the universities taught only civil and canon law but not the common law that applied in most jurisdictions. The original method of education at the Inns of Court was a mix of moot court-like practice and lecture, by the fifteenth century, the Inns functioned like a university akin to the University of Oxford and the University of Cambridge, though very specialized in purpose. With the frequent absence of parties to suits during the Crusades, the importance of the role grew tremendously. The apprenticeship program for solicitors thus emerged, structured and governed by the rules as the apprenticeship programs for the trades
11.
Education in the United States
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Education in the United States is provided by public, private, and home schools. Funding comes from the state, local, and federal government, private schools are generally free to determine their own curriculum and staffing policies, with voluntary accreditation available through independent regional accreditation authorities. About 87% of school-age children attend schools, about 10% attend private schools. Education is compulsory over an age range starting between five and eight and ending somewhere between ages sixteen and eighteen, depending on the state and this requirement can be satisfied in public schools, state-certified private schools, or an approved home school program. In most schools, education is divided into three levels, elementary school, middle or junior school, and high school. Children are usually divided by age groups into grades, ranging from kindergarten and first grade for the youngest children, there are also a large number and wide variety of publicly and privately administered institutions of higher education throughout the country. Post-secondary education, divided into college, as the first tertiary degree, the United States spends more per student on education than any other country. In 2014, the Pearson/Economist Intelligence Unit rated US education as 14th best in the world, just behind Russia. In 2015 the Programme for International Student Assessment rated U. S. high school students #40 globally in Math and #24 in Science and Reading. ”King, Jr. acknowledged the results in conceding U. S. students were well behind their peers. According to a report published by the U. S. News & World Report, of the top ten colleges and universities in the world, government-supported and free public schools for all began to be established after the American Revolution. Between 1750 and 1870 parochial schools appeared as ad hoc efforts by parishes, historically, many parochial elementary schools were developed which were open to all children in the parish, mainly Catholics, but also Lutherans, Calvinists and Orthodox Jews. Nonsectarian Common schools designed by Horace Mann were opened, which taught the three Rs and also history and geography, States passed laws to make schooling compulsory between 1852 and 1917. They also used federal funding designated by the Morrill Land-Grant Colleges Acts of 1862 and 1890 to set up land grant colleges specializing in agriculture, by 1870, every state had free elementary schools, albeit only in urban centers. His movement spread to many other Southern states to small colleges for Colored or Negro students entitled A. & M. or A. & T. some of which later developed into state universities. By 1910,72 percent of children attended school, private schools spread during this time, as well as colleges and — in the rural centers — land grant colleges also. Between 1910 and 1940 the high school movement resulted in increasing public high school enrollment. By 1930,100 percent of children attended school, during World War II, enrollment in high schools and colleges plunged as many high school and college students dropped out to take war jobs. The 1954 Supreme Court case Brown v, in 1965, the far-reaching Elementary and Secondary Education Act, passed as a part of President Lyndon B
12.
Education in the Palestinian territories
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Education in the Palestinian territories refers to the educational system in Gaza and the West Bank administered by the Palestinian Ministry of Education and Higher Education. Enrollment rates amongst Palestinians are relatively high by regional and global standards, according to a youth survey in 2003, 60% between the ages 10–24 indicated that education was their first priority. Youth literacy rate is 98. 2%, while the literacy rate is 91. 1% Enrollment ratios for higher education were 46. 2% in 2007. There are three types of schools from perspective of gender in the Palestinian territories, boys’ schools, girls’ schools, in the Palestinian territories education system, compulsory basic education includes Grades 1 to 10 and this is divided into the preparatory stage and the empowerment stage. Secondary education covers Grades 11 and 12, in tertiary education, there are 11 universities and 11 technical colleges, all of which mainly offer four-year courses. Additionally, there are 19 community colleges that mainly offer two-year diploma courses in technical and commercial specializations, the first refugee camp schools for were established by the Red Cross in 1949. First UNRWA elementary six-year schools befun in 1959-60 school year, UNRWA schools offer Grades 1 to 10 and do not provide secondary education. However, students in Grades 4 to 12 are to repeat by the ministry regulations, there is no remedial teaching for the students nominated to repeat during their repeated year. The Ministry of Education and Higher Education was first established and took responsibility in 1994. In 1996, the MOEHE was divided two separate ministries, the Ministry of Education and the Ministry of Higher Education, and these two ministries were merged again to become the MOEHE in 2002. The MOEHE has a responsibility for the education sector from pre-primary to higher education. The MOEHE works as the liaison on training issues with the education directorates, the MOEHE is also in charge of managing governmental educational institutions and supervising private educational institutions and institutions run by UNRWA. Education in Palestinian territories is centralized in regard to its curriculum, textbooks, instructions, however, insufficient investment in upgrading education has led to crowding and deterioration in the learning environment. Schools have lost their base from fees, and faced difficulties in securing basic school supplies. The limited services for students with needs, facing psychological trauma, has also become evident. The inequity in resource allocation between the West Bank and the Gaza Strip has become serious as well, a formal sector plan was not developed until five years after the creation of the MOEHE but this does not mean that planning was ignored until then. A formal five-year plan was first discussed in 1998, and it more than a year to prepare. Goal 1 to 3 is for pre-school, general, non-formal, higher education, and vocational education, pre-primary education is for children, usually starting at 4 years and up to the age of 6 years
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Education in Indonesia
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Education in Indonesia falls under the responsibility of the Ministry of Education and Culture and the Ministry of Religious Affairs. In Indonesia, all citizens must undertake twelve years of education which consists of six years at elementary level. Islamic schools are under the responsibility of the Ministry of Religious Affairs, the Constitution also notes that there are two types of education in Indonesia, formal and non-formal. Formal education is divided into three levels, primary, secondary and tertiary education. Schools in Indonesia are run either by the government or private sectors, in Indonesia there are approximately 170,000 primary schools,40,000 junior-secondary schools and 26,000 high schools. 84 percent of schools are under the Ministry of National Education. Private schools only comprise 7% of the schools number. Education system in the era of Hindu-Buddhist civilisation is called karsyan, Karsyan is a place of hermitage. The emergence of Islamic state in Indonesia is noted by the acculturation of both Islamic tradition and Hindu-Buddhist tradition, at this time period, pondok pesantren, a type of Islamic boarding school was introduced and several of them were established. The location of pesantren is mostly faraway from the crowd of the city. Elementary education was introduced by the Dutch in Indonesia during the colonial era, in 1870, with the growth of Dutch Ethical Policy formulated by Conrad Theodor van Deventer, some of these Dutch-founded schools opened the doors for pribumi. They were called Sekolah Rakjat, the embryo of what is called Sekolah Dasar today, the budget for public schooling was raised in steps from ca.300,000 guilders in 1864, to roughly 3 million guilders by the early 1890s. Most often however the development were starved of funding, because many Dutch politicians feared expanding education would eventually lead to anti-colonial sentiment. Funding for education only count for 6% of the expenditure of the colonial budget in the 1920s. The number government and private schools for native had increased to 3,108. However spending sharply declined after the depression in 1930. The Dutch introduced a system of education for the local population of Indonesia. The Schools for the European were modeled after the system in Netherlands itself
14.
Education in the Dominican Republic
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In the Dominican Republic, education is free and compulsory at the elementary level, and free but non-mandatory at the secondary level. It is divided into four stages, preschool education, primary education, secondary education, literacy rates and school participation in the Dominican Republic has risen over the past years. Through these efforts, women have reported fast upward movement in social class partially due to increased education, there have been numerous efforts to evaluate teachers, students, and facilities through examinations. Teachers in the Dominican Republic rate higher in multiple aspects than other countries in Latin America, however, the school conditions vary based on whether the school is private, polytechnic, or public non-polytechnic, with decreasing quality facilities respectively. A very similar trend has been found in student performance, despite advances in the education system, there are still issues in regards to gender inequality, participation in the education system, and involvement of outside organizations. Literacy is defined by the NCES as having the ability to use printed and written information to function in society, to achieve one’s goals, according to the CIA World Factbook,91. 8% of the population over the age of 15 is considered literate. Literacy for females is listed at 92. 3% while literacy for males is listed at 91. 2%, compared to the world, these numbers are higher than the average. For males, worldwide literacy is at 89. 9% and for females world literacy is at 82. 2%, the CIA world factbook also shows data on the school life expectancy of students in the Dominican Republic. For males, this life expectancy is at 13 years old which is lower than the female school life expectancy of 14 years old. The Dominican Republic National Education Profile reflects this showing higher levels of completion for both primary as well as secondary schools, a report by the United States Agency for International Development, ranks the Dominican Republic 143rd in quality of primary education and 137th in quality of the education system. This ranking is out of 144 countries worldwide, in 1980, the percent of the Dominican Republics GDP that went towards education was 2%. This value dropped to 0. 88% in 1990, the education spending has since gone back up to around 2. 4% of the GDP. The school year in Dominican Republic begins in mid-August and classes are held from Monday to Friday, the school year consists of two terms, which are separated by Christmas holidays in winter season, and an eight-week-long summer break. The year structure is summarized in the table below, the pre-primary stage of education in the Dominican Republic includes children under 6 years of age. There are three cycles of the pre-primary stage, the first cycle is for children ages 0-2 years old, the second cycle is for children 2-4 years old, and the third cycle is for children 4-6 years old. The Dominican Republic provides the last year of education for families. The earlier years are not paid for by the Dominican Republic and are not compulsory. The Primary school stage of the Dominican Republic education system is eight years long and is designated for children ages 6-14, Primary education is compulsory and universal in the Dominican Republic
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Education in the Philippines
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Education in the Philippines is managed and regulated by the Department of Education, Commission on Higher Education and Technical Education and Skills Development Authority. From 1945 to 2011, basic education took ten years to years of elementary education. As of 2016, the implementation of Grade 11 has started, meanwhile, higher education requires even as little as two years or much longer to complete in universities and colleges, and much shorter in technical and vocational schools. University of the Philippines serves as the national university and widely regarded as the top higher education institution in the Philippines. There is also a number of state universities and colleges and privately run ones. The school year runs from June to March, although it may also end in April. Republic Act 7797 states that a year may not exceed two hundred and twenty school days, and that it may only start classes between the first Monday of June and last day of August. However, after independence, the educational system has constantly undergone reform. Some communities utilised a system known as baybayin, whose use was wide and varied. Formal education was brought to the Philippines by the Spaniards, which was conducted mostly by religious orders, upon learning the local languages and writing systems, they began teaching Christianity, the Spanish language, and Spanish culture. These religious orders opened the first schools and universities as early as the 16th century, Spanish missionaries established schools immediately after reaching the islands. The Augustinians opened a school in Cebu in 1565. The Franciscans, took to the task of improving literacy in 1577, the Jesuits followed in 1581, as well as the Dominicans in 1587, setting up a school in Bataan. The church and the school cooperated to ensure that Christian villages had schools for students to attend, Schools for boys and for girls were then opened. Colegios were opened for boys, ostensibly the equivalent to present day senior high schools, the Universidad de San Ignacio, founded in Manila by the Jesuits in 1589 was the first colegio. Eventually, it was incorporated into the University of Santo Tomas, College of Medicine, girls had two types of schools - the beaterio, a school meant to prepare them for the convent, and another, meant to prepare them for secular womanhood. The Spanish also introduced printing presses to produce books in Spanish and Tagalog, the first book printed in the Philippines dates back to 1590. It was a Chinese language version of Doctrina Christiana, Spanish and Tagalog versions, in both Latin script and the locally used baybayin script, were later printed in 1593
16.
Education in Canada
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Education in Canada is for the most part provided publicly, funded and overseen by federal, provincial, and local governments. Education is within provincial jurisdiction and the curriculum is overseen by the province, Education in Canada is generally divided into primary education, followed by secondary education and post-secondary. Within the provinces under the ministry of education, there are district school boards administering the educational programs, in some provinces early leaving exemptions can be granted under certain circumstances at 14. Canada generally has 190 school days in the year, officially starting from September to the end of June, in British Columbia secondary schools, there are 172 school days during a school year. In Alberta, high school students get an additional four weeks off to accommodate for exam break, classes typically end on the 15th of those two months. Elementary, secondary, and post-secondary education in Canada is a provincial responsibility, some educational fields are supported at various levels by federal departments. Vocational training can be subsidized by the Learning branch of Human Resources, in many places, publicly funded high school courses are offered to the adult population. Nonetheless, more than 51% of Canadians have a college degree, the majority of schools, at 67%, are co-educational. Canada spends about 5. 4% of its GDP on education, the country invests heavily in tertiary education. Recent reports suggest that from 2006 the tuition fees of Canadian universities have increased by 40 percent, although these classes are offered, most appear to be limited by the area or region in which students reside. Furthermore, subjects that typically get assessed assume greater importance than non-assessed subjects or facets of the curriculum, the students in the Canadian school system receive a variety of classes that are offered to them. The system is set up to meet the needs of the individual student. The Constitution of Canada provides constitutional protections for some types of publicly funded religious-based and language-based school systems, the provision did originally apply to Ontario, Quebec, Saskatchewan, Alberta, and Newfoundland and Labrador, since these provinces did have pre-existing separate schools. This constitutional provision was repealed in Quebec by an amendment in 1997. The constitutional provision continues to apply to Ontario, Saskatchewan and Alberta, there is a similar federal statutory provision which applies to the Northwest Territories. In practice, this means that there are publicly funded English schools in Quebec, and publicly funded French schools in the other provinces. Quebec students must attend a French school up until the end of school unless one of their parents qualifies as a rights-holder under s.23 of the Charter. Most education programs in Canada begin in kindergarten or grade one and go to grade twelve, except in Quebec, after completion of a secondary school diploma, students may go on to post-secondary studies
17.
Commonwealth of Nations
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The Commonwealth of Nations, also known as simply the Commonwealth, is an intergovernmental organisation of 52 member states that are mostly former territories of the British Empire. The Commonwealth dates back to the century with the decolonisation of the British Empire through increased self-governance of its territories. It was formally constituted by the London Declaration in 1949, which established the states as free. The symbol of free association is Queen Elizabeth II who is the Head of the Commonwealth. The Queen is also the monarch of 16 members of the Commonwealth, the other Commonwealth members have different heads of state,31 members are republics and five are monarchies with a different monarch. Member states have no obligation to one another. Instead, they are united by language, history, culture and their values of democracy, free speech, human rights. These values are enshrined in the Commonwealth Charter and promoted by the quadrennial Commonwealth Games, the Commonwealth covers more than 29,958,050 km2, 20% of the worlds land area, and spans all six inhabited continents. She declared, So, it marks the beginning of that free association of independent states which is now known as the Commonwealth of Nations. As long ago as 1884, however, Lord Rosebery, while visiting Australia, had described the changing British Empire—as some of its colonies became more independent—as a Commonwealth of Nations. Conferences of British and colonial prime ministers occurred periodically from the first one in 1887, the Commonwealth developed from the imperial conferences. Newfoundland never did, as on 16 February 1934, with the consent of its parliament, Newfoundland later joined Canada as its 10th province in 1949. Australia and New Zealand ratified the Statute in 1942 and 1947 respectively, after World War II ended, the British Empire was gradually dismantled. Most of its components have become independent countries, whether Commonwealth realms or republics, there remain the 14 British overseas territories still held by the United Kingdom. In April 1949, following the London Declaration, the word British was dropped from the title of the Commonwealth to reflect its changing nature, burma and Aden are the only states that were British colonies at the time of the war not to have joined the Commonwealth upon independence. Hoped for success was reinforced by such achievements as climbing Mount Everest in 1953, breaking the four minute mile in 1954, however, the humiliation of the Suez Crisis of 1956 badly hurt morale of Britain and the Commonwealth as a whole. More broadly, there was the loss of a role of the British Empire. That role was no longer militarily or financially feasible, as Britains withdrawal from Greece in 1947 painfully demonstrated, Britain itself was now just one part of the NATO military alliance in which the Commonwealth had no role apart from Canada
18.
Tertiary education in Australia
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Tertiary education in Australia consists of both government and private institutions. A higher education provider is a body that is established or recognised by or under the law of the Australian Government, there are 43 universities in Australia,40 public universities, two international universities, and one private specialty university. The flagship Australian universities are Go8 universities, Australia ranked 4th by OECD in international PhD students destination after US, UK and France. Decision-making, regulation and governance for education are shared among the Australian Government, the state and territory governments. Some aspects of education are the responsibility of states and territories. In particular, most universities are established or recognised under state, States and territories are also responsible for accrediting non-self-accrediting higher education providers. The Australian Government has the responsibility for public funding of higher education. The Higher Education Support Act 2003 sets out the details of Australian Government funding, the Australian National University, the Australian Film, Television and Radio School and the Australian Maritime College are established under Commonwealth legislation. The Australian Catholic University is established under corporations law and it has establishment Acts in New South Wales and Victoria. Many private providers are also established under corporations law, as self-accrediting institutions, Australias universities have a reasonably high level of autonomy to operate within the legislative requirements associated with their Australian Government funding. Australian universities are represented through the national universities lobbying body Universities Australia, Eight universities in the list have formed a group in recognition of their recognized status and history, known as the Group of Eight or Go8. Other university networks have formed among those of less prominence. Academic standing and achievements vary across these groups and student entry standards also vary with the Go8 universities having the highest standing in both categories, the various state-administered institutes of technical and further education across the country are the major providers of vocational education and training in Australia. TAFE institutions generally offer short courses, Certificates I, II, III, and IV, diplomas and they also sometimes offer higher education courses, especially in Victoria. In addition to TAFE institutes there are many registered training organisations which are privately operated, in Victoria alone there are approximately 1100. Many of them receive government funding to programs to apprentices or trainees, to disadvantaged groups. These qualifications are regularly reviewed and updated and they are also required to have relevant vocational competencies, at least to the level being delivered or assessed. However, as Australian universities largely regulate their own courses, the usage of AQF is for vocational education
19.
Education in Bangladesh
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The educational system in Bangladesh is three-tiered and highly subsidised. The government of Bangladesh operates many schools in the primary, secondary and it also subsidises parts of the funding for many private schools. In the tertiary sector, the government also funds more than 15 state universities through the University Grants Commission. Bangladesh conforms fully to the UNs Education For All objectives and the Millennium Development Goals as well as other education-related international declarations, article 17 of the Bangladesh Constitution provides that all children receive free and compulsory education. Students can choose to further their studies in Chartered Accountancy, engineering, technology, agriculture, at all levels of schooling, students can choose to receive their education in English or Bangla. Private schools tend to use of English-based study media while government-sponsored schools use Bangla. Cadet Colleges are important in the system of Bangladesh. A cadet college is a room and board collegiate administered by the Bangladesh, military discipline is compulsory at all cadet colleges. Faujdarhat Cadet College is the first cadet college in Bangladesh, established in 1958 over an area of 185 acres at Faujdarhat in the district of Chittagong, at present there are 12 cadet colleges in Bangladesh, including 3 cadet colleges for girls. The Madrasah Education System focuses on education, teaching all the basics of education in a religious environment. Religious studies are taught in Arabic and the students in some also serve the local area masjids. Students also have to all the courses from the General Education System. Many privately licensed Madrasas take in children and provide them with food, shelter and education. The Technical and Vocational Education System provides courses related to applied and practical areas of science, technology and engineering. Course duration ranges from one month to four years, in the Madrasah Education System there are two systems. One, called the Quomi Madrasah system is owned and funded and is run according to the Deobandi system of Islamic education. The other, called the Alia madrasah system, is privately owned but subsidised by the government, Quomi madrasahs account for 1. 9% of total primary enrolment and 2. 2% of secondary enrolment, aliyah madrasahs account for 8. 4% of primary and 19% of secondary enrolment. The alia system is like the education system, except that Arabic is taught in addition to general education
20.
Education in Colombia
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Education in Colombia includes nursery school, elementary school, high school, technical instruction and university education. When children of Colombia learn how to read and write, they are transferred to the elementary school. There are also a number of private kindergarten facilities. Elementary school comprises 5 years of formal education, children usually enroll into grade 1, at age five. The net primary enrollment attending elementary school in 2001 totaled 89.5 percent, in some rural areas, teachers are poorly qualified and drop rates are high. In urban areas, on the hand, teachers are generally well prepared. Colombia developed the method of teaching known as Escuela Nueva or “New School. ”The method transforms the conventional learning paradigm where the teacher is the only one talking and conveying information in a classroom. The idea is that students are placed in the center of the process in rural communities. By 1988, Unesco declared that Colombia was the country in Latin America. Between 2007 and 2009, the program taught 700,000 children in Colombia, Escuela Nueva has now expanded internationally to 17 countries, including Brazil, the Philippines and India, benefiting more than five million children. Secondary and fourth education is divided in basic secondary and mid secondary, the mid-secondary education offers many different tracks, which all lead to their own Bachiller after a curriculum of two years. Out of the academic curriculum, the students can follow one of the following technical tracks, Industrial track, Commercial track, Pedagogical Track, Agricultural Track. The Bachiller is required to continue into academic or professional higher Education, nonetheless, technical and professional institutions of higher Education can also welcome students with a qualification in Arts and business. This qualification is granted by the SENA after a two years curriculum, university education is divided into under-graduate degrees and post-graduate degrees and is regulated by the 30th law of 1992. Most of the university degrees are 5 years long, technical formation usually lasts 3 years. Post-graduate education includes specializations, masters and PhD programs, Education for Employment and Human Development is regulated by law 1064 of 2006 and the 2888 decree of 2007. It provides a degree of education, skills and talents to improve the level of subsistence. It includes the education provided by the enterprises to their employees, the Colombian government promotes this kind of education as an alternative to university education, which is not accessible for the majority
21.
Higher education in Hong Kong
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Higher Education in Hong Kong means any education higher than secondary education, including professional, technical, and academic. It is the highest level of education in Hong Kong, regulated under the Hong Kong Law, HKCAAVQ is the abbreviation of Hong Kong Council for Accreditation of Academic and Vocational Qualifications. Programme Area Accreditation means the operator can operate specific programmes at designated subject areas and academic levels during specific period. Prior notice and individual accreditation to HKCAAVQ are not required, honour diploma was an academic award issued by colleges or institutes before they were granted full university status, such as HKBU, LU and SYU. Medical education in Hong Kong Joint University Programmes Admissions System French, the Reform of Higher Education in Hong Kong. In C. B. Teather Higher Education in a Post-binary Era, National Reforms and Institutional Responses London, Academic Capitalisation in the New Millennium, The Marketisation and Corporatisation of Higher Education in Hong Kong. Policy & Politics,29, 299–315 Postiglione, G. A, the Transformation of Academic Autonomy in Hong Kong. So Crisis and Transformation in China’s Hong Kong, shive, G. Educational Expansion and the Labour Force. Postiglione Education and Society in Hong Kong, Toward One Country, Higher Education Governance and Academic Entrepreneurialism in East Asia, The Two Episodes of Hong Kong and Macau. Research Studies in Education 8, 106–124, Higher Education in Hong Kong, A Report by the Universities Grants Committee. Education Bureau University Grants Committee Hong Kong Council for Accreditation of Academic and Vocational Qualifications Dissertations and Theses Collections
22.
Education in India
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Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels, central, state and local. Under various articles of the Indian Constitution, free and compulsory education is provided as a right to children between the ages of 6 and 14. The ratio of public schools to private schools in India is 7,5, India has made progress in terms of increasing the primary education attendance rate and expanding literacy to approximately three-quarters of the population in the 7–10 age group, by 2011. Indias improved education system is often cited as one of the contributors to its economic development. Much of the progress, especially in education and scientific research, has been credited to various public institutions. At the primary and secondary level, India has a private school system complementing the government run schools. Certain post-secondary technical schools are also private, the private education market in India had a revenue of US$450 million in 2008, but is projected to be a US$40 billion market. As per the Annual Status of Education Report 2012,96. 5% of all children between the ages of 6-14 were enrolled in school. This is the annual survey to report enrolment above 96%. Another report from 2013 stated that there were 22, while quantitatively India is inching closer to universal education, the quality of its education has been questioned particularly in its government run school system. Some of the reasons for the poor quality include absence of around 25% of teachers every day, States of India have introduced tests and education assessment system to identify and improve such schools. It is important to clarify that there are private schools in India, they are highly regulated in terms of what they can teach, in what form they can operate. Hence, the differentiation of government schools and private schools can be misguiding, Maharashtra had 73% reservation in 2014, which is the highest percentage of reservations in India. The central and most state boards uniformly follow the 10+2+3 pattern of education, in this pattern, study of 10 years is done in schools and 2 years in Junior colleges, and then 3 years of graduation for a bachelors degree. The first 10 years is further subdivided into 4 years of education,6 years of High School followed by 2 years of Junior colleges. This pattern originated from the recommendation of the Education Commission of 1964–66, the National Council of Educational Research and Training is the apex body located at New Delhi, Capital City of India. It makes the curriculum related matters for school education across India, the NCERT provides support, guidance and technical assistance to a number of schools in India and oversees many aspects of enforcement of education policies. Other curriculum bodies governing school education system are, The state government boards, however, some states like Andhra Pradesh have more than one
23.
Education in Jamaica
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Education in Jamaica is primarily modeled on the British Education System. Early childhood education includes Basic, Infant and privately operated pre-schools, the age cohort is usually 1 –6 years. The Government of Jamaica began its support for the development of childhood education, care. There are 2,595 early childhood institutions, of these,183 are not recognized by the government,401 are day care centers, approximately 100 are infant schools and 5 are special education schools which offer early childhood care. The enrollment rate between 4 and 6 years is 62% - one of the highest rates in the region, the foundational education system Primary education in Jamaica addresses the basic educational needs of students and prepares them for Secondary Education. It includes children between the ages of 5–11 years, since 1999, the National Assessment Program has been utilizing a variety of teaching strategies to ensure that learning experiences are more broad based and student centered. NAP adopts an approach from grades 1-3 and a discrete subject area for grades 4-6. The students make a prioritized list of 5 schools they wish to attend, Some schools have a higher cut off score, generally schools with a history of high academic performance. Primary Education The 6 years of school education in Jamaica is compulsory. Children receive their instruction in English, and remain there between the ages of 6 and 12, Schools may be state-owned, or private preparatory schools. AND PRIMARY SCHOOLS Lower School - Forms 1-3 or grades 7-9, students are exposed to a wide range of subjects, including Spanish and French as 2nd languages. Generally, Integrated Science is generally taught until the 3rd form, Some schools group students based on their academic achievement the year prior. This can greatly impact what subjects some students might be able to later on in school. Upper School - Forms 4 &5 or grades 10-11 In 4th form, most students take at least one foreign language. Generally students are classified, or classify themselves as Arts, Sciences, Industrial Arts and Business students. Grading, Some exams can be taken at either the Basic or General Proficiency levels, exams are graded from Grades 1 to 6. 1 is a pass with distinction,2 a pass with credit,3 is a satisfactory level pass and 4 and below is either a failure, or a basic-level pass. Sixth Form Divided into upper and lower sixth, or grades 12 and 13 Sixth form is an optional and these are the equivalent of the GCE A-Level examinations which were the standard up until 2003
24.
Education in Kenya
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Education in Kenya refers to the education system in Kenya. The CMS missionaries interacted with locals in the town of Mombasa. With the expansion of the railway from Mombasa to Uganda, the expanded their work into Kenyas interior. An attempt to set up a school and mission at Yatta in 1894 was resisted by the Kamba tribe, the missionaries then penetrated into western Kenya and set up schools and missions. The first school in western Kenya was established at Kaimosi in 1902, during the colonial era, the number of Kenyans with exposure to education steadily increased and a good number of them were privileged to proceed abroad for further education. Who attended the University of Hawaii at Manoa, julius Gikonyo Kiano was the first Kenyan to obtain a PhD. He returned to Kenya and was instrumental in establishing a school in Githunguri, the trend steadily rose over the years and by the time of independence in 1963,840,000 African children were attending elementary school. School at Rabai near Mombasa – established 1846 Nairobi School established 1902, european Girls School, now Kenya High School established 1908. Thogoto School, now Thogoto Teachers’ Training College established 1910, Alliance School, now Alliance High School established in 1926. St. Marys School Yala, established in 1927, Highlands High School, now Moi Girls High School – Eldoret established in 1928. Kitale Primary, later Kitale Academy, now Kitale School established 1929 Kisii School, since then, the system of education has undergone transformation twice. Before independence elementary education was based on the system of education. In 1967, Kenya, with Uganda and Tanzania, formed the East African Community, after primary education those who passed very well proceeded to secondary school which ended four years later with the writing of the East African Certificate of Education examination. With the collapse of the East African community in 1977, Kenya continued with the system of education. In 1985 President Daniel arap Moi, introduced the 8–4–4 system of education, with the introduction of the 8–4–4 system CPE became KCPE while KCE became the Kenya Certificate of Secondary Education. Since 1985, public education in Kenya has been based on an 8–4–4 system, with eight years of education followed by four years of secondary school. To date, there has been growth in the advancement of education in the country. The country boasts of a number of public and private universities as well as middle-level colleges
25.
Education in New Zealand
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The education system in New Zealand is a three-tier model which includes primary and intermediate schools, followed by secondary schools and tertiary education at universities and polytechnics. The Education Index, published as part of the UNs Human Development Index consistently ranks New Zealand among the highest in the world. Prior to the arrival of Europeans, Māori ran schools to pass on tradition knowledge including songs, chants, tribal history, spiritual understanding and these wānanga were usually run by elders called tohunga, respected for their tribal knowledge and teaching was confined to the rangatira class. Reading and writing were unknown, but wood carving was well developed, both children and adults were taught. The main resources were the Christian New Testament and slates, for many years the bible was the only literature used in teaching, and this became a major factor in how Māori viewed the European world. In 1853 missionaries Mr and Mrs Ashwell had been running a school for 50 Māori girls for 3 years at Taupiri in the Waikato, teaching arithmetic, by 1860, 75% of Māori could read in Māori and 33% could write in Māori. Teaching by missionaries and in Native schools was in Māori between 1815 and 1900, the Young Māori Party MPs, especially Sir Maui Pomare and Ngata, advocated the teaching of Māori children using English, as well as teaching hygiene to lower the Māori sickness and death rates. Pomare was knighted after WW1 for his work in improving Māori learning, New Zealand did not establish a state education system until 1877. The absence of an education system meant that the first sizable secondary education providers were Grammar Schools. In some special cases, 15-year-olds can apply for an early leaving exemption from the Ministry of Education, families wishing to home-school their children can apply for exemption. To get an exemption from enrolment at a school, they must satisfy the Secretary of Education that their child will be taught as regularly. A2008 proposal by the New Zealand Government, called Schools Plus, disabled students with special educational needs can stay until the end of the calendar year they turn 21. There are three types of schools in New Zealand, state schools, state-integrated schools, and private schools. State schools educate approximately 84. 9% of students, state-integrated schools educate 11. 3%, there are two additional types of schools, Vote Education schools funded directly out of the education budget, and charter schools which are state funded but privately run. These schools however educate only 0. 1% of all students, between 1995 and 1997, most New Zealand schools moved towards designating school class levels based on the years of schooling of the student cohort. The introduction of NCEA in the early 2000s, computerised enrolment and school roll return guideline changes, before this, a system of Forms, Standards and Juniors or Primers was used. However, one should ask todays students Which year are you in, rather than Which form are you in. as many will confuse form with form class. Auckland Grammar School is one of the last remaining schools to use the old system everyday, there are 13 academic year levels, numbered 1 through to 13
26.
Education in Nigeria
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Education in Nigeria is overseen by the Ministry of Education. Local authorities take responsibility for implementing policy for state-controlled public education, the education system is divided into Kindergarten, primary education, secondary education and tertiary education. Primary education begins at the age of 4 for the majority of Nigerians, students spend six years in primary school and graduate with a school-leaving certificate. Private schools often also offer science, French, and Fine Arts. Primary school students are required to take a Common Entrance Examination to qualify for admission into the Federal and State Government Secondary schools and this scheme is monitored by the Universal Basic Education Commission, UBEC, and has made it free, compulsory and a right of every child. Therefore, the UBEC law section 15 defines UBE as early childhood care, students spend six years in Secondary School, that is 3 years of JSS, and 3 years of SSS. By Senior Secondary School Class 2, students are taking the GCE O’Levels exam, which is not mandatory, the Senior Secondary School ends on the WASSCE. Junior Secondary School is free and compulsory and it leads to the BECE, which opens the gate to Senior Secondary School. SSS curriculum is based on 6 core subjects completed by 2 or 3 elective subjects, after the BECE, students can also join a technical college. The curriculum also lasts 3 years and leads to a trade/craftsmanship certificate, the Federal Republic of Nigeria is made up of thirty-six States and the Federal Capital Territory. There are about two Federal Government Colleges in each state and these schools are funded and managed directly by the Federal Government through the Ministry of Education. Teachers and staff are Federal Government employees, teachers at the Federal Government schools are required to possess a bachelors degree in Education or in a particular subject area, such as, Mathematics, Physics etc. These schools are supposed to be model schools carrying and maintaining the ideals of education for Nigerian students. Admission is based on merit, determined by the National Common Entrance Examination taken by all final year elementary school pupils, tuition and fees are very low, approximately twenty five thousand naira, because funding comes from the Federal Government. State-owned secondary schools are funded by state government and are not comparable to the Federal government colleges. Often these schools are understaffed due to low budgets, lack of incentives and irregularities in payment of staff salaries. Some state-owned secondary schools are regarded as elite colleges because of the high educational standard. These included Kings College, Lagos and Queens College, Lagos, however, the college ranking of these institutions have since dropped because of the arrival of some private institutions
27.
Education in Pakistan
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Article 25-A of Constitution of Pakistan obligates the state to provide free and compulsory quality education to children of the age group 3 to 16 years. The State shall provide free and compulsory education to all children of the age of five to sixteen years in such a manner as may be determined by law. The education system in Pakistan is generally divided into six levels, Preschool, primary, middle, high, intermediate, the literacy rate ranges from 96% in Islamabad to 28% in the Kohlu District. Literacy rates vary regionally, particularly by sex, in tribal areas female literacy is 9. 5%. Moreover, English is fast spreading in Pakistan, with more than 92 million Pakistanis having a command over the English language, on top of that, Pakistan produces about 445,000 university graduates and 10,000 computer science graduates per year. Despite these statistics, Pakistan still has one of the highest illiteracy rates in the world, only 87% of Pakistani children finish primary school education. The standard national system of education is inspired from the British system. Pre-school education is designed for 3–5 years old and usually consists of three stages, Play Group, Nursery and Kindergarten, after pre-school education, students go through junior school from grades 1 to 5. This is followed by middle school from grades 6 to 8, at middle school, single-sex education is usually preferred by the community, but co-education is also common in urban cities. The curriculum is usually subject to the institution, the eight commonly examined disciplines are Urdu, English, mathematics, arts, science, social studies, Islamic studies and sometimes computer studies. Provincial and regional languages such as Punjabi, Sindhi, Pashto and others may be taught in their respective provinces, some institutes give instruction in foreign languages such as Turkish, Arabic, Persian, French and Chinese. The language of instruction depends on the nature of the institution itself, as of 2009, Pakistan faces a net primary school attendance rate for both sexes of 66 percent, a figure below estimated world average of 90 percent. Pakistans poor performance in the sector is mainly caused by the low level of public investment. Public expenditure on education has been 2.2 percent of GNP in recent years, in addition, the allocation of government funds is skewed towards higher education, allowing the upper income class to reap majority of the benefits of public subsidy on education. Lower education institutes such as primary schools suffer under conditions as the lower income classes are unable to enjoy subsidies. As a result, Pakistan has one of the lowest rates of literacy in the world, Secondary education in Pakistan begins from grade 9 and lasts for four years. After end of each of the years, students are required to pass a national examination administered by a regional Board of Intermediate. Upon completion of grade 9, students are expected to take a standardised test in each of the first parts of their academic subjects and they again give these tests of the second parts of the same courses at the end of grade 10
28.
Education in Singapore
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For both private and state schools, there are variations in the extent of autonomy in their curriculum, scope of government aid and funding, tuition burden on the students, and admission policy. Exemptions are allowed for homeschooling or full-time religious institutions, but parents must apply for exemption from the Ministry of Education, the main language of instruction in Singapore is English, which was officially designated the first language within the local education system in 1987. English is the first language learned by half the children by the time they reach preschool age, certain schools, such as secondary schools under the Special Assistance Plan, encourage a richer use of the mother tongue and may occasionally teach subjects in Mandarin Chinese. A few schools have been experimenting with curricula that integrates language subjects with mathematics, Singapores education system has been described as world-leading and in 2010 was among those picked out for commendation by the Conservative former UK Education Secretary Michael Gove. Sir Thomas Stamford Raffles founded the Singapore Institution in 1823, thereby starting education in Singapore under the British rule, later, there were three main types of schools appeared in Singapore, Malay schools, Chinese and Tamil schools and English schools. Malay schools were provided free for all students by the British, while English schools, Chinese and Tamil schools largely taught their respective mother tongues. Students from Chinese schools in particular were extremely attuned to developments in China, during World War Two, many students in Singapore dropped out of school, causing a huge backlog of students after the war. In 1947, the Ten Years Programme for Education Policy in the Colony of Singapore was formulated and this called for a universal education system that would prepare for self-governance. Apart from being a necessity, education also helped to integrate the new nation together. The bilingualism policy in schools was introduced in 1960, making English the official language for both national integration and utilitarian purposes. Universal education for children of all races and background started to take shape, however, the quality of schools set up during this time varied considerably. The first Junior College was opened in 1969, in the 1980s, Singapores economy started to prosper, and the focus of Singapores education system shifted from quantity to quality. The Gifted Education Programme was also set up to cater to more academically inclined students, in 1997, the Singapore education system started to change into an ability-driven one after then Prime Minister Goh Chok Tong outlined his Thinking Schools, Learning Nations vision. Under this policy, more emphasis was given to education, creative thinking. Schools became more diverse and were greater autonomy in deciding their own curriculum. Differences between the various academic streams became blurred, the Ministry of Education also officially acknowledged that excellence will not be measured solely in terms of academics, a mountain range of excellence – with many peaks. The school year is divided into two semesters, the first begins in the beginning of January and ends in May, the second begins in July and ends in November. Kindergartens in Singapore provide up to three years of pre-school for children three to six
29.
Education in Sri Lanka
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Education in Sri Lanka has a long history that dates back two millennia. The Constitution of Sri Lanka provides for education as a fundamental right, Sri Lankas population had an adult literacy rate of 92. 63% in 2015, which is above average by world and regional standards. Education plays a part in the life and culture of the country. Sri Lankas modern educational system was brought about by its integration into the British Empire in the 19th century, primary school to higher education are primarily funded and overseen by three governmental ministries. These divisions have led to a degree of mismanagement and inefficiency over the years. Education in Sri Lanka has a history of over 2300 years, since then an education system evolved based around the Buddhist temples and pirivenas, the latter primarily intended for clergy and higher education. With the outset of the expansion on the island, first in the coastal provinces and then interior. The Anglican Churchs monopoly of Government Schools and in education ended following the Colebrooke Commission set up by the British administration, a standard system of government schools were begun by the British based on the recommendations of the Colebrooke Commission in 1836. This is regarded as the beginning of the schooling system in the island. It started with the establishment of the Royal College in Colombo and lead to the formation of several single sex schools constructed during the colonial period, some of these schools were affiliated to the Anglican Church. These included S. Thomas College in Mount Lavinia and Trinity College in Kandy, the education in vernacular schools was largely free due to government grants to cover the cost of teaching and local philanthropists providing the buildings, equipment and the books. Colebrooke decreed that all government schools be discontinued, the order did not apply to denominational Missionary schools and they continued to function unceasingly. In 1938 the education system in Ceylon was made formally free following the granting of universal franchise in 1931, the Minister of Education, late Hon. Kannangara, and the Executive Committee of Education which included such as H. W. Amarasuriya took the initiative in establishing free education. Under this initiative the government established Madhya Maha Vidyalayas that were scattered around the island to provide education to all, the medium was either Sinhala or Tamil. In 1942 a special committee was appointed to observe the system and, among the suggestions that followed. Make available to all children an education free of charge. Rationalize the school system so that educational provision is adequate, efficient, ensure that every child is provided with instruction in the religion of his/her parents
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Education in South Africa
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Prior to 2009, these two departments were represented in a single Department of Education. The DBE department deals with public schools, private schools, early childhood development centres, the public schools and private schools are collectively known as ordinary schools, and comprise roughly 97% of schools in South Africa. The DHET department deals with education and training colleges, adult basic education and training centres. The nine provinces in South Africa also have their own education departments that are responsible for implementing the policies of the national department, in 2010, the basic education system comprised 12644208 learners,30586 schools, and 439394 teachers. In 2009, the education and training system comprised 837779 students in HE institutions,420475 students in state-controlled FET institutions and 297900 in state-controlled ABET centres. In 2013, the South African government will spend 21% of the budget on education. Some ten percent of the budget is for higher education. 41. 7% of the population has completed an education of high school or higher, whereas 8. 6% of the population aged 20 years. The department of Basic Education is headed by the director-general Bobby Soobrayan, and its policy is made by the minister Angie Motshekga and the deputy minister Enver Surty. The department of Higher Education and Training is headed by the director-general Mary Metcalfe, and its policy is made by the minister Blade Nzimande, both these departments are funded from central government taxes. The department of Basic Education pays a portion of teachers salaries in government schools, government schools may under certain circumstances supplement their funds through parent contributions. The GET is subdivided further into phases called the Foundation Phase, the Intermediate Phase, the administrative structure of most ordinary schools in South Africa do not reflect the division of bands and phases, however. For historical reasons, most schools are either primary schools or secondary schools, some home schools and private schools offer the option to complete an additional year after grade 12, sometimes known as grade 13 or post-matric. The South African governmental school system does not have a grade 13, the DBEs Foundation Phase includes a pre-school grade known as grade R, for reception. Grade R is compulsory, but not all schools offer grade R. Grade R may also be attended at a pre-school facility. Other grades that can be completed at a pre-school centre include grade 00, Grade R is sometimes called Grade 0, particularly in previously white schools, where the usage was once common. According to the DBEs 2010 statistics report, on there are 30 learners per teacher,480 learners per school. The ratio of learners per teacher is roughly the same in all provinces, for example, in Gauteng there are 800 learners per school and 28 teachers per school, whereas in the Eastern Cape there 350 learners per school and 12 teachers per school
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Education in Zimbabwe
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Both are regulated by the Cabinet of Zimbabwe. The education system in Zimbabwe encompasses 13 years of primary and secondary school, the school year is a total of 40 weeks with three terms and a month break in-between each term. The country is currently workings toward the Sustainable Development Goal of providing universal, due to large investments in education since independence Zimbabwe has the highest adult literacy rate in Africa which in 2010 was 92 %. The British South Africa Company arrived in the 1890s to Rhodesia, the Company administration of Rhodesia created Christian missionary schools to serve local communities. Missionary schools provided an education for the population that focused on agricultural production and industrial development including carpentry. N. J. Atkinson claims that in order to control the local population, furthermore, he argues that the eurocentric education system was a structural institution that reinforced the superiority of white settlers even though they were the minority of the population. Missionary schools perpetuated social and economic repression of the population by reducing their chances of earning well-paying jobs or positions of power. Rugare Mapako claims education to Africans offered limited academic and foundational skills in order to promote labor exploitation, limited access to a quality education kept Africans subordinate to white colonists in order to advance British political and economic gains. Funding secondary school was also offered to Europeans rather than Africans. In the 1970s, only 43.5 percent of African children attended school, in 1979, a new Zimbabwe-Rhodesia government called for an education reform that created a three-tier school system. The Education Act of 1979 regulated access to each type of school through a system based on residency. Before the act, Zimbabwes education system was divided between African and European schools, after the shift in policy and leadership the education system split into government schools, community schools and private schools. Government schools were split into three divisions called Group A, B and C. White students historically attended Group A schools that offered highly trained teachers and these schools were located in white suburbs that denied housing opportunities for Africans, reinforcing segregation based on ethnicity and race. Group B schools required a payment and C schools did not require a fee beyond educational materials. Both were only available for African students, Group B and C schools had less resources, funding and qualified faculty compared to Group A schools. The Rhodesian Bush War from 1964 to 1979, a 15-year guerrilla war, the ZANU party, Zimbabwe African National Union, won the national election in 1980 and took over the historic white minority government in Rhodesia. The ZANU party democratized education by promising free and compulsory primary and secondary education to all children in Zimbabwe, the partys claims were backed by the national constitution, which recognizes education as a basic human right
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Malta
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Malta, officially known as the Republic of Malta, is a Southern European island country consisting of an archipelago in the Mediterranean Sea. It lies 80 km south of Italy,284 km east of Tunisia, the country covers just over 316 km2, with a population of just under 450,000, making it one of the worlds smallest and most densely populated countries. The capital of Malta is Valletta, which at 0.8 km2, is the smallest national capital in the European Union, Malta has one national language, which is Maltese, and English as an official language. John, French and British, have ruled the islands, King George VI of the United Kingdom awarded the George Cross to Malta in 1942 for the countrys bravery in the Second World War. The George Cross continues to appear on Maltas national flag, the country became a republic in 1974, and although no longer a Commonwealth realm, remains a member state of the Commonwealth of Nations. Malta was admitted to the United Nations in 1964 and to the European Union in 2004, in 2008, Catholicism is the official religion in Malta. The origin of the term Malta is uncertain, and the modern-day variation derives from the Maltese language, the most common etymology is that the word Malta derives from the Greek word μέλι, meli, honey. The ancient Greeks called the island Μελίτη meaning honey-sweet, possibly due to Maltas unique production of honey, an endemic species of bee lives on the island. The Romans went on to call the island Melita, which can be considered either as a latinisation of the Greek Μελίτη or the adaptation of the Doric Greek pronunciation of the same word Μελίτα. Another conjecture suggests that the word Malta comes from the Phoenician word Maleth a haven or port in reference to Maltas many bays, few other etymological mentions appear in classical literature, with the term Malta appearing in its present form in the Antonine Itinerary. The extinction of the hippos and dwarf elephants has been linked to the earliest arrival of humans on Malta. Prehistoric farming settlements dating to the Early Neolithic period were discovered in areas and also in caves. The Sicani were the tribe known to have inhabited the island at this time and are generally regarded as being closely related to the Iberians. Pottery from the Għar Dalam phase is similar to found in Agrigento. A culture of megalithis temple builders then either supplanted or arose from this early period, the temples have distinctive architecture, typically a complex trefoil design, and were used from 4000 to 2500 BCE. Animal bones and a knife found behind an altar stone suggest that temple rituals included animal sacrifice. Tentative information suggests that the sacrifices were made to the goddess of fertility, the culture apparently disappeared from the Maltese Islands around 2500 BC. Archaeologists speculate that the builders fell victim to famine or disease
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Education in Austria
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The Republic of Austria has a free and public school system, and nine years of education are mandatory. Schools offer a series of vocational-technical and university preparatory tracks involving one to four years of education beyond the minimum mandatory level. The legal basis for primary and secondary education in Austria is the School Act of 1962, but in 1963 it went back to the way it was. But again In 1999 it finally changed again, the federal Ministry of Education is responsible for funding and supervising primary, secondary, and, since 2000, also tertiary education. Primary and secondary education is administered on the level by the authorities of the respective states. It is mandatory for pupils in Austria to complete nine years of school, four years in elementary school, students who want to do an apprenticeship additionally need to go to a polytechnic institute for a year. After finding a position they have to visit vocation school for three years, this can be done either in block release or day release. On the days you are at school you dont have to go to work, at the end of those three years they have to take an exam, the final apprenticeship examination. Pupils who want to get a degree have to complete four to five years at an institution of education or a vocational school with higher education entrance qualification. Most of these require an entrance exam or demand high marks on your last school certificate. The final exam for one of those higher education institutions is the matriculation. After that you are free to go to university, though some of the branches may require additional exams, roman Catholic schools have a reputation for more discipline and rigor than public institutions, and some are considered elite institutions. Because there is no tradition of university education in Austria. This has been changing slowly in recent years as private universities become more commonplace, before 1774, education in Austria was a task of the church, convent schools were therefore the only educational establishments, and school fees were charged. This is why only the ones who could afford to pay these fees were educated, mandatory primary education was introduced by Empress Maria Theresa of Austria, mandating in 1775 that all children of both sexes from the ages of six to twelve had to attend school. Furthermore, textbooks were unified and teacher education was regulated, even though schooling became compulsory for both girls and boys for a time period of six years, girls were not allowed to attend professional or secondary schools. The Austrian literacy rate became one of the highest in the Habsburg Empire during the beginning of the 19th century due to the general development, the first secondary school for girls was opened in 1868, the first gymnasium for girls was founded in 1892. From 1872 girls were allowed to graduate, yet remained excluded from universities
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Sub auspiciis Praesidentis
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In Austria, the highest possible honor for achievement is the promotio sub auspiciis. In this ceremony, the head of Austria honors the countrys best students with a ring, engraved with the words sub auspiciis praesidentis. This was a reward for their excellent achievements for their country, after World War II, beginning in 1952, the term sub auspiciis was reintroduced with the addition of praesidentis rei publicae. High school lasts four to five years, including both prescriptive and elective subjects and these subjects are individually graded as either, or. To get passed with distinction, all subjects must, on average, have received grades 1.5 or better, in Austria a diploma curriculum is divided into several parts. All parts end with diploma examinations, in order to make it possible to get the promotio sub auspiciis each grade in each of these diplomas has to be best possible. Moreover, the degree has to be completed within the average studying time, the requirements are the same for bachelor and master degrees, all grades have to be best possible. The Austrian doctoral degree depends on a Ph. D. thesis, for the promotio sub auspiciis, both have to be rated with 1 and passed with distinction has to be given. Note that there are no Latin honors like in Germany associated with this degree, in Austria, approximately 20 out of 2500 students graduate as sub auspiciis per year, resulting in just 1042 of such graduations between 1952 and 2012. The Austrian Botanist Eva Schönbeck-Temesy graduated sub auspiciis in 1954 and the Austrian Astrophysicist Lisa Kaltenegger in 2005, bundesgesetz über die Verleihung des Doktorates unter den Auspizien des Bundespräsidenten bmwf. gv. at
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Education in Belgium
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Education in Belgium is regulated and for the most part financed by one of the three communities, Flemish, French and German-speaking. Each community has its own system, with small differences among them. The federal government plays a small role, it decides directly the age for mandatory schooling. Education in Belgium is compulsory between the ages of 6 and 18 or until one graduates from secondary school, in the past there were conflicts between state schools and Catholic schools, and disputes regarding whether the latter should be funded by the government. The 1958 School Pact was an agreement by the three political parties to end these conflicts. The 1981 state reform transferred some matters from the federal Belgian level to the communities, in 1988, the majority of educational matters were transferred. Nowadays, very few general matters are regulated on a national level, the current ministries for education are the Flemish Government, the Government of the French Community and the Government of the German-speaking Community for each community respectively. Brussels, being bilingual French-Dutch, has provided by both the Flemish and French-speaking community. Municipalities with language facilities often have schools provided by two communities as well, in most schools the child can start in school as soon as they reach this age, so class size for the youngest children grows during the year. In the Flemish region, start dates are limited to 6 per year, after a holiday period. The aim of pre-school is to develop, in a way, childrens cognitive skills, their capacity to express themselves and communicate, their creativity. There are no formal lessons or assessments, and everything is taught through a framework of play, although it is not compulsory, more than 90% of all children in the age category attend pre-school. Most pre-schools are attached to a primary school. Preschools and primary schools often share buildings and other facilities, some schools offer special pre-primary education for children with disabilities or other special needs. Primary school consists of six years and the subjects taught are generally the same at all schools, primary schooling is free and age is the only entrance requirement. School usually starts about 8,30 and finishes around 15,30, a lunch time break is usually provided from 12,00 to 13,30. Wednesday afternoon, Saturday and Sunday are free, Flemish schools in Brussels and some municipalities near the language border, must offer French lessons starting from the first or the second year. Most other Flemish schools offer French education in the third cycle, some of the latter schools offer non-mandatory French lessons already in the second cycle
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Education in Brazil
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Education in Brazil is regulated by the Cabinet of Brazil, through the Ministry of Education, which defines the guiding principles for the organization of education programs. Local governments are responsible for establishing state and education programs following the guidelines, the Society of Jesus was, since its beginnings in 1540, a missionary order. Evangelisation was one of the goals of the Jesuits and they were committed to teaching and education, in Europe. The missionary activities, in the cities and in the countryside, were complemented by a commitment to education. This took the form of the opening of schools for boys, first in Europe but rapidly extended to America, the foundation of Catholic missions, schools, and seminaries was another consequence of the Jesuit involvement in education. As the spaces and cultures where the Jesuits were present varied considerably, however, the societys engagement in trade, architecture, science, literature, languages, arts, music and religious debate corresponded to the same main purpose of Christianisation. By the middle of the 16th century the Jesuits were present in West Africa, South America, Ethiopia, India, China and this enlargement of their missionary activities took shape to a large extent within the framework of the Portuguese Empire. By 1700, and reflecting a larger transformation of the Portuguese Empire, pombal seized the Jesuit schools and introduced education reforms all over the empire. In Brazil, the reforms were noted, in 1772, before the establishment of the Science Academy of Lisbon, one of the first learned societies of Brazil and the Portuguese Empire was founded in Rio de Janeiro, the Sociedade Scientifica. In 1797, the first botanic institute was founded in Salvador, a royal letter of November 20,1800 by the King John VI of Portugal established the Aula Prática de Desenho e Figura in Rio de Janeiro. It was the first institution in Brazil systematically dedicated to teaching the arts, during colonial times, the arts were mainly religious or utilitarian and were learnt in a system of apprenticeship. In the 19th century, the Portuguese royal family, headed by D. João VI, arrived in Rio de Janeiro, D. João VI gave impetus to the expansion of European civilization to Brazil. Until the 20th century, it was a rural nation with low social. Its economy was based on the sector, possessing an unskilled and increasingly larger workforce, composed of free people. Among the first law schools founded in Brazil were the ones in Recife, in 1872 there were 9,930,478 inhabitants. According to the census made in this year, among the free inhabitants, 38% were white, 39% mulattoes, 11% black. Only 23. 4% of the men and 13. 4% of the free women could read. In 1889, six decades after independence, only 20% of the population could read
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Federal University of Rio de Janeiro
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The Federal University of Rio de Janeiro or University of Brazil is a public university in the state of Rio de Janeiro, Brazil. UFRJ is the largest federal university in the country and is one of the Brazilian centers of excellence in teaching, in 2015 the Ranking Universitário Folha ranked UFRJ as the second best university in Brazil and the best Federal University in the country. Its history and identity are closely tied to the Brazilian ambitions of forging a modern, competitive, the university is located mainly in Rio de Janeiro, with ramifications spreading to other ten cities. UFRJ is one of the culprits in the formation of the Brazilian intellectual elite, contributing significantly to build not only the history of Rio de Janeiro. The Federal University of Rio de Janeiro is direct descendent of Brazils first higher education courses, created on September 7,1920 by president Epitácio Pessoa through the Law Decree 14343, the institution was initially named University of Rio de Janeiro. Its history, however, is much vaster and parallel to that of the cultural, economic. In its inception, the university was composed by the Escola Politécnica, to these initial units many others were progressively added, such as the Escola Nacional de Belas Artes and the Faculdade Nacional de Filosofia. Due to the tradition of its pioneering courses, the university functioned as the scholar mill upon which most of Brazils subsequent higher education institutions were molded. In 1937, Getúlio Vargass minister of education, Gustavo Capanema, announced a reform of the education system, the change reflected the governments aim of controlling the quality of the national higher education system - mainly by setting a standard by which all other universities would have to conform. International interexchange and partnerships are profuse, leading to reformist tendencies that most of times successfully coexist with the strong traditional ties. The request was deferred, so it is correct to address the university by either names, the university manages an ambitious program for extension courses, consisting mostly in providing full-time education to financially debilitated non-students of varying education backgrounds. In 2010, the institution achieved a good evaluation and a maximum score in the Ministry of Educations General Index of College Courses. Its clear emphasis on research alludes to the motto of one of its most famous and distinguished scientists, In a university. The Federal University of Rio de Janeiro is an autarchy and a public institution linked to the Ministry of Education, the institution is also directed by a vice-rector and six other pro-rectors. The rectors are nominated and chosen by the Ministry of Education from a three-candidate list formed by an election every four years. In general, the MEC respects the decision, choosing the most voted candidate. The current rector is Carlos Antônio Levi da Conceição, with Antônio José Ledo Alves da Cunha as vice-rector, according to its yearly statistical report, the university controls 52 units and supplementary departments, each linked to one of six academic centers. It has a total of 48454 active undergraduate students plus 7333 students in online courses
