Virtual Education Wiki - User contributions [en]

Slovenia

2012-07-30T11:58:55Z

Jyri: /* Experts situated in Slovenia */

== Experts situated in Slovenia ==

None.

== Slovenia in a nutshell ==

''Slovenia'', officially the '''Republic of Slovenia''' (Slovene: '''Republika Slovenija'''), is a country in southern Central Europe bordering [[Italy]] to the west, the Adriatic Sea to the southwest, [[Croatia]] to the south and east, [[Hungary]] to the northeast, and [[Austria]] to the north. The capital of Slovenia is Ljubljana.

[[Image:Slovenia.gif|right|thumb|250px|Source : http://www.cia.gov]]
At various points in Slovenia's history, the country has been part of many other countries and empires.

The population of Slovenia is just over 2 million (estimated 2,009,245 as of July 2007).

The capital is Ljubljana.

The Slovenian head of state is the president, who is elected by popular vote every five years. The executive branch is headed by the prime minister and the council of ministers or cabinet, who are elected by the National Assembly.

The bicameral Parliament of Slovenia consists of the National Assembly (Državni zbor), and the National Council (Državni svet). The National Assembly has 90 members, 88 of which are elected by all the citizens in a system of proportional representation, while two are elected by the indigenous Hungarian and Italian minorities. Elections take place every four years. The National Assembly is the supreme representative and legislative institution, exercising legislative and electoral powers as well as control over the Executive and the Judiciary. The National Council has 40 members, appointed to represent social, economic, professional and local interest groups. Among its best-known powers is the authority of the "postponing veto" - it can demand that the Parliament re-discusses a certain piece of legislation (a mechanism similar to that in the [[UK]]).

For further details of government see the English web site at http://www.gov.si/

The traditional regions of Slovenia are based on the former four Habsburg crown lands (Carniola, Carinthia, Styria, and the Littoral) and are as follows:

* Upper Carniola (Gorenjska)
* Lower Styria (Štajerska)
* Prekmurje (Prekmurje)
* Carinthia (Koroška)
* Inner Carniola (Notranjska)
* Lower Carniola (Dolenjska)
* Goriška (Goriška)
* Slovenian Istria (Slovenska Istra)

Goriška and Slovenian Istria together are known as the Littoral region (Slovene: Primorska).

White Carniola (Slovene: Bela krajina), otherwise part of Lower Carniola, is considered a separate region of Slovenia, as are Zasavje and Posavje, the former being a part of Upper Carniola, Lower Carniola and Styria; and the latter part of Lower Carniola and Styria.

Confusingly, there are also statistical regions which are different. Finally, the government is preparing a plan for ''new'' administrative regions, between 12 and 14 in number.

Slovenia is divided into 210 local municipalities, eleven of which have urban status.

Slovenia is the economic front-runner of the countries that joined the European Union in 2004 and was the first new member which adopted the euro on 1 January 2007. It has a high-income developed economy which enjoys the second highest (after Cyprus) GDP per capita ($28,010 = estimate for 2008) of the new EU countries which is 93% of the EU average.

Despite economic success, Slovenia faces some challenges. Big portions of the economy remains in state hands and foreign direct investment (FDI) in Slovenia is one of the lowest in the EU per capita. Taxes are relatively high, the labour market is seen as inflexible, and industries are losing sales to China, India, and elsewhere. During the 2000s, privatizations were seen in the banking, telecommunications, and public utility sectors. Restrictions on foreign investment are being dismantled, and foreign direct investment (FDI) is expected to increase.

Slovenia's main ethnic group is Slovene (83%). Nationalities from the former Yugoslavia (Serbian, Croatian, Bosnian, Macedonian, Montenegrin) form 5.3%, and the Hungarian, Albanian, Roma, Italian and other minorities form 2.8% of the population. Ethnic affiliation of 8.9% was either undeclared or unknown.

The official language is Slovene, which is a member of the South Slavic language group. Hungarian and Italian enjoy the status of official languages in the ethnically mixed regions along the Hungarian and Italian borders.

By religion, Slovenes are traditionally largely Roman Catholic (57.8% according to the 2002 Census).

==Education in Slovenia==

Slovenia has two ministries dealing with education:

* [[Ministry of Education and Sport]]
* [[Ministry of Higher Education, Science and Technology]]

There is a rather old (1999) OECD review of education policy for Slovenia at http://www.oecd.org/dataoecd/60/57/2664577.pdf

The Slovenian education system consists of:

# pre-school education
# basic education (single structure of primary and lower secondary education)
# upper) secondary education: vocational and technical education, secondary general education
# higher vocational education
# higher education

Thee are also some specific parts of the system such as adult education, music and dance education, special needs education and programmes in ethnically and linguistically mixed areas.

In numbers terms there are:

* 301 kindergarten
* 454 primary schools
* 162 secondary schools of which 37 have dormitories (boarding facilities)
* 58 music schools

Currently there are three public universities in Slovenia:

* [[University of Ljubljana]]
* University of Maribor
* University of Primorska

In addition, there is the private University of Nova Gorica.

The Programme for International Student Assessment, coordinated by the OECD, currently ranks Slovenia's education as the 12th best in the world, being significantly higher than the OECD average.

=== Schools ===
(sourced from http://en.wikipedia.org/wiki/Education_in_Slovenia)

==== Pre-school education ====

Pre-school education, offered by pre-school institutions, is not compulsory. It includes children between the ages of 1 and 6. The curriculum is divided in two cycles (from 1 to 3 and from 3 to 6). The new curriculum promotes different types of programme such as: day, half-day and short programmes. There is also the possibility of childminders, pre-school education at home or occasional care of children in their homes.

The Curriculum for Pre-school Institutions defines six areas of activities: movement, language, art, nature, society and mathematics. The goals set in individual fields of activities provide the framework for the selection of contents and activities by teachers.

==== Primary school ====

Children first enter primary schooling at about age 6 and finish at about age 14. Each group of children born in the same year forms one grade or class in primary school which takes nine years or grades. Each year is divided in three semesters and each of them is around three months long. Once or twice per term, children have holidays: Autumn, Christmas, winter and May first holidays; each holiday is approximately one week long. In summer, school ends on 24 June (except in the last ninth grade, where it ends one week earlier), followed by a holiday of more than two months. The next school year starts on 1 September.

'''1st period'''

1st Period is a beginning of schooling for every child. From first to forth grade children stay in one classroom and have one class or form teacher who teaches them all subjects except PE, music, and art. In the beginning of first year there is always one special pedagogue in classroom and he or she helps the master teacher to lead little ones in the new system. They start with reading, writing and counting. In second grade they begin to learn more and more stuffs. They have native language (Slovenian, Hungarian or Italian language), mathematics, natural and sociology science, music, physical education and art. In forth grade they begin to learn their first foreign language, which is usually English. They have only descriptive marks and the real marks come in around second grade (this is school dependent: in some places real marks come in not earlier than in fourth grade).

'''2nd period'''

The 2nd Period of primary schooling starts in fifth grade when children begin switching classrooms. They still have a master teacher, which is never the same as in past four years. He or she usually teaches them one or two subjects and all others are taught by different specialized teachers. Main subjects which they need to attend are maths, native language, first foreign language, PE, music and art. Later they start physics, chemistry, geography, history, biology, technics and housekeeping. In seventh grade they must choose three new subjects from around 40 subjects which are offered (usually different foreign languages, astronomy, fine art, computer science etc.).

'''State tests'''

On the end of the third, sixth and ninth grade pupil must write special state tests in maths, native language and first foreign language (except in last year the school minister defines the last one) . Those exams are then checked and first two do not mean anything (they only measure the average or how smart children really are). But exam in ninth grade must be written at the best because they count your end points and add up them with points that you reached in the end of last year in all subjects that you attended to. That is very important for pupils because then they continue with higher school. And if they have not achieved so much points as their wanted school has define they will not be accept.

'''Marks and grades'''

In primary school marks start with 1 (insufficient) and is the only not failure mark. The second one is 2 (sufficient), next is 3 (good), then 4 (very good) and the best is 5 (excellent). For first positive mark you need to achieve little more than 50 percent, next range is around 65 percent, then 75 and for the best mark you need to know 90 percent of everything.

'''The National Education Institute of the Republic of Slovenia (ZRSŠ)'''

The National Education Institute of the Republic of Slovenia (Zavod Republike Slovenije za Šolstvo - ZRSŠ) is the main public organisation in Slovenia which encourages development in the field of education in Slovenia up to pre-university - covering all kindergartens, elementary schools, secondary schools, music schools, and student boarding schools. It appears to have some similarity with [[Becta]] in the [[UK]].

=== Secondary school ===

''No information on the relevant Wikipedia page.'' The following is sourced from the Slovenian government report [http://www.mss.gov.si/index.php?id=83&L=1 Education in Slovenia]

Secondary education follows the compulsory general basic education. Secondary schools include vocational and technical schools preparing students predominantly for labour and general secondary schools (gimnazije) preparing students predominantly for further studies. Programmes in secondary education vary in content, duration and goals.

'''General secondary education'''

General secondary school preparing students for further studies is called gimnazija. Gimnazija programmes are divided into two groups: general and professionally oriented (technical gimnazija). It lasts four years. It ends with an external examination called the matura examination. Those gimnazija students who for various reasons do not wish to continue their education have a possibility to enter the labour market by attending a vocational course and gaining a qualification in the selected occupation.

The aim of vocational courses is to provide a bridge between general and vocational education and to make it possible for graduates from general, classical, and technical gimnazije to obtain initial vocational qualifications at the level of corresponding secondary vocational and technical schools. Educational aims are the same as for vocational and technical education. The course leads to a vocational qualification needed on the labour market or for further studies at higher vocational and professional colleges.

'''Secondary vocational and technical education'''

The planning, programming and provision of vocational education are a joint responsibility of social partners (employers and trade unions) and the state. Common aims and goals of secondary vocational and technical education were defined in a common curricular document. This document stresses attainment targets in interdisciplinary fields and interest activities.

Short-term vocational programmes should last a year and a half for students and apprentices that have completed their basic education, and two and a half years for those without completed basic education. They finish with a final examination. The certificate of the final examination enables students to enter the labour market or to enter the first year at any other (upper) secondary vocational school.

Pupils who have successfully completed elementary school can enrol in 3-year secondary vocational programmes. Vocational education programmes are offered in the dual, that is the apprenticeship, system and/or in the school-based system.

The core curriculum is common to all programmes and includes a minimal scope of theoretical and practical knowledge and skills specified by occupational standards and required for a certain vocational qualification, regardless of the type of educational provision.

Practical training in the framework of the dual system is offered by employers. Programmes also specify the part of practical training that can be provided by schools and/or inter-company centres as practical instruction.

The certificate of the final examination enables students to enter the labour market or to continue education in two-year vocational-technical programmes, leading to a qualification at the level of a secondary technical school. Vocational-technical programmes are developed as upgrade of vocational education. The aims of vocational-technical programmes are the same as those of technical education programmes and lead to educational qualifications at the level of secondary technical school, also called a technical qualification, in a specific field.

On the other hand, graduates who find a job immediately after completing a three-year vocational programme can re-enter education after at least three years of employment to obtain a qualification at the level of a secondary technical school by passing examinations. By passing an examination for master craftsman, foreman or shop manager, they demonstrate a higher level of competence in their occupation. If they additionally pass examinations in the general subjects of the poklicna matura examination, they can continue their studies in higher vocational education.

Technical education is designed primarily as preparation for vocational and professional colleges, although it also leads to jobs with a broad profile. Secondary technical programmes last four years, which end with the poklicna matura examination.

==Schools in Slovenia==

As of 2010/2011 there are 787 elementary schools with 159 508 pupils in Slovenia and 129 secondary schools with 82 267 students.

== Further and higher education ==
(sourced from the Slovenian government report [http://www.mss.gov.si/index.php?id=83&L=1 Education in Slovenia]

Higher education includes academic university studies and professionally oriented studies.

In 2004, amendments to the Higher Education Act were adopted. The Act provides for a three-level study structure. The first level relates to the undergraduate studies and the second and third levels to postgraduate studies. The duration of study programmes is limited in years (three to four years) and credit points (180 to 240 credit points). Study programmes must be in line with the EU study programmes. The second level maintains the master's studies. It encompasses from 60 to 120 credit points and takes one or two years to complete. The third level is the doctoral studies and lasts three years. Higher education is the responsibility of the Ministry of Higher Education, Science and Technology

=== Universities in Slovenia ===
(sourced, with care and cross-checks, from http://en.wikipedia.org/wiki/List_of_universities_in_Slovenia)

The universities are as follows:

* [[University of Ljubljana]], Ljubljana - the first and the largest university in Slovenia; with 64,000 enrolled graduate and postgraduate students, it is among the largest universities in the world - see [http://www.uni-lj.si/en/ English web site]
* University of Maribor, Maribor - see [http://www.uni-mb.si/podrocje.aspx?id=0&langid=1033 minimal English web site]
* University of Primorska, Koper - see [http://www.upr.si/en/ minimal English web site]
* University of Nova Gorica, Nova Gorica - the one private university - see [http://www.ung.si/en/ English web site]

Note that none except the [http://en.wikipedia.org/wiki/University_of_Ljubljana University of Ljubljana] have satisfactory Wikipedia entries (at present).

The University of Nova Gorica is listed by Wikipedia both as a public and a private university. The dilemma appears to that it is a private but non-profit university, supported by the [http://www.p-ng.si/fer/en/ Edvard Rusjan Foundation].

=== Polytechnics in Slovenia ===

The wikipedia page [http://en.wikipedia.org/wiki/List_of_universities_in_Slovenia List of universities in Slovenia] gives a long list of 25 non-university but apparently post-secondary private institutions of which the last four are "approved" - but by whom is not clear.

# European Faculty of Law, Nova Gorica
# GEA College of Entrepreneurship, Ljubljana
# Faculty of Postgraduate National and European studies, Kranj
# # Faculty of Information Studies, Novo mesto
# Faculty of Applied Social Studies, Nova Gorica
# Ljubljana Graduate School of the Humanities, Ljubljana
# Bled Higher School of Management, Bled
# International School for Business and Social Studies, Celje
# Jožef Stefan International Postgraduate School, Ljubljana
# College of Visual Arts, Ljubljana
# Celje Higher School of Commerce, Celje
# Doba Higher School of Business, Maribor
# Ljubljana School of Design, Ljubljana
# Ljubljana School of Accounting, Ljubljana
# Higher School of Applied Sciences, Ljubljana
# Higher School of Technology and Systems, Novo mesto
# Polymer Technology College, Slovenj Gradec
# Business and Management College Novo mesto, Novo mesto
# Environmental Protection College, Velenje
# College of Nursing Jesenice, Jesenice
# Higher School of Health Care, Novo mesto
# Academy of Dance, Ljubljana
# European Study Center Maribor, Maribor
# Faculty of Media, Ljubljana
# Higher School of Economy, Celje

There is an even longer list (in Slovenian) at http://www.mvzt.gov.si/si/delovna_podrocja/znanost_in_visoko_solstvo/visoko_solstvo/dejavnost_visokega_solstva/seznam_visokosolskih_zavodov/#c379

=== Colleges in Slovenia ===

The first vocational colleges were established in 1996/97. Programmes are markedly practice-oriented and tightly connected with the world of work. Post-secondary vocational education lasts for two years ending with a diploma examination. A post-secondary vocational diploma enables students to start work in specific occupations. Since the 1998/99 academic year, vocational college graduates have been able to enrol in the second year of professionally oriented higher education programmes if the higher education institution providing this type of study allows such arrangements.

=== Adult Education ===

Adult education is characterised by impressive programme diversity. Schools and higher education institutions, basically providing youth education, also offer formal education courses for adults, adapting the organisation and programmes to their needs.

Non-formal education programmes are designed for various target groups, for example, employed people seeking to improve their employment opportunities or gain promotion, individuals wishing to enhance the quality of their life, individuals pursuing a hobby, the unemployed, marginal groups, ethnic groups, and foreigners. Access to most non-formal education courses is unrestricted.

A new act introducing a certification system was passed in 2000. It enables the assessment and verification of vocation-related knowledge, skills and experience acquired out of school. It thus makes it possible for individuals to obtain a vocational qualification in ways other than through formal schooling. Candidates undergo a knowledge assessment procedure by a special commission to obtain a state-approved certificate attesting their competence in performing certain vocational tasks. Vocational qualifications obtained in this way can be used by their holders to find a job or, in further training, demonstrating that part of an education programme has already been mastered.

== Education reform ==

The Slovenian school system has seen a number of changes in recent years which are intended to ensure that as many people as possible realise their right to education, thus achieving a higher educational level. The framework has been established (9-year basic education, higher vocational education), and the basic premises are known; however, the programme of reform continues in terms of implementation at the levels of secondary and higher vocational education (the introduction of the credit system, connecting subjects, integration of theory and practice, open curriculum).

The share of financial resources for education in 1992 amounted to 4.76% of GDP, and since 1998 it has been around 6%, which is the average for the OECD countries.

=== Schools ===

According to the latest data, Slovenia meets the 2010 targets of having no more than 10% of early school leavers (5.1%), of cutting the percentage of low-achieving pupils in literacy to below 17% (16.5%), of at least 85% of young people completing upper secondary education (90.2%)

=== Post-secondary ===

=== Higher education ===

In 2004, amendments to the Higher Education Act were adopted. The Act provides for a three-level study structure.

The first level relates to the undergraduate studies and the second and third levels to postgraduate studies. The duration of study programmes is limited in years (three to four years) and credit points (180 to 240 credit points). Study programmes must be in line with the guidelines on EU study programmes.

The second level maintains the master's studies. It encompasses from 60 to 120 credit points and takes one or two years to complete.

The third level is the doctoral studies and lasts three years. Higher education is the responsibility of the Ministry of Higher Education, Science and Technology

In the first half of 2008, Slovenia took over the European Presidency for six months. A meeting of the Board of the Bologna Follow-Up Group was held in Ljubljana in January 2008, the first event in the Presidency calendar involving the [[Ministry of Higher Education, Science and Technology]] to take place in Slovenia.

Slovenia will organised and chaired a meeting of the Bologna Follow-Up Group (13 and 14 March 2008 in Brdo), as well as two meetings of its Board (16 January in Ljubljana, 9 June in Bled). In addition, Slovenia organised, in collaboration with Bosnia-Herzegovina, a special meeting of the Follow-Up Group, in Sarejevo in June. This meeting was devoted entirely to discussions on the European higher education area after 2010.

== Administration and finance ==

=== Schools ===

The education system in Slovenia is almost fully financed from the state budget; a small share of the finance is also contributed by local authorities. Public expenditure on education includes expenditure on basic compulsory, secondary and tertiary institutions, as well as the running costs of pre-school education, post-graduate studies and expenditures related to boarding at some secondary schools and in university students’ accommodation. Included are both state schools and accredited private schools and, to the extent determined by law, also other private schools.

The state budget provides finances for salaries of school employees, material costs and asset maintenance, buildings and equipment; advisory work, awards, competitions, students’ insurance, subsidies and similar. Finances are distributed in accordance with regulations (standards and criteria for staff, equipment and organisation) set by the Minister of Education in consultation with the relevant council of experts and trade unions.

=== Post-secondary ===

== Quality assurance ==

=== Schools ===

Evaluation of the education system is regulated by school legislation, mainly by the Organisation and Financing of Education Act. By law, the development of specific areas of education is the responsibility of relevant national councils of experts: the Council of Experts for General Education, the Council of Experts for Vocational Education and the Council of Experts for Adult Education. In accordance with the school legislation, public institutions: the National Education Institute, the Institute for Vocational Education and Training and the Slovenian Institute for Adult Education; must provide expertise to the councils of experts. The same public institutions are also required to monitor the development of pre-tertiary education across the board.

=== Post-secondary ===

== Information society ==

The strategy for the development of the Information Society in Slovenia is described in the report [http://www.mvzt.gov.si/fileadmin/mvzt.gov.si/pageuploads/pdf/informacijska_druzba/61405-EN_Strategija_razvoja_informacijske_druzbe_v_RS_si2010.pdf si2010], written in 2007. Section 7.3 is on E-Education (with 7.2 on E-Content). We paraphrase it here.

'''Vision'''

ESTABLISH AN EFFICIENT AND FULLY COMPUTERIZED NATIONAL EDUCATION
SYSTEM WHICH WILL ENABLE MODERN WAYS OF PASSING ON AND ACQUIRING
KNOWLEDGE SUPPORTED BY MODERN INFORMATION & COMMUNICATIONS
TECHNOLOGY.

'''Strategic goals'''

* provide the entire population of the Republic of Slovenia with fast, easy-to-use, friendly and user-tailored access to knowledge;
* establish a central Internet portal where content is made available to all interested participants willing to partake of e-education technology;
* establish an (organizational) education system supported by information & communications technology for all interested participants;
* adapt the regulations and perfect the initiatives for provision and use of e-education services and products between natural persons and legal entities;
* perfect the public-private partnership initiatives for R&D activities in the fields of eeducation and mutual exchange of knowledge between these entities.

'''Scope of activity'''

* supporting the political and professional community in introducing information & communications technology into existing learning and teaching processes;
* reorganizing existing institutions in charge of coordinating the operation and computerization of higher education institutions on the national level and of the development/supply of information & communications technology intended for preparation/supply of e-content;
* constant spreading of the use of information & communications technology and ready-made solutions in professional environments;
* increasing the accessibility, efficiency and success of learning and teaching on all levels of the Slovenian society;
* raising awareness about knowledge as an essential virtue for the growth, development and success of individuals and Slovenian society as a whole, with the aim of active participation in lifelong learning;
* increasing the educational structure and improving the skills of the entire Slovenian population, increasing employability, improving the quality and number of jobs, and accelerating development of quality products and services created through the application of local knowledge;
* enabling educational institutions and companies to provide the highest quality eeducation services while taking into consideration their status as a public/private institution;
* encouraging all (key) participants for a wide application of information & communications technology in teaching and learning;
* establishing a central Internet portal where content is made available to all interested participants willing to partake of e-education technology.

== ICT in education initiatives ==

It is not expected that any are yet even in [[NELI]] status.

There is a fascinating document [http://www.svr.gov.si/fileadmin/srs.gov.si/pageuploads/Trajnostni_razvoj/Scenariji_razvoja_Slovenije_do_leta_2035_koncno_01.pdf Development Scenarios for Slovenia to 2035] looking at "Trends and opportunities in the times of climate change" which has a cryptic reference to e-learning.

=== Virtual initiatives in schools ===

=== Virtual initiatives in post-secondary education ===

=== Virtual initiatives in higher education ===

'''University of Maribor''' - this has a Center for E-Education and Lifelong Learning.

'''Euro-Mediterranean University:'''

The preparatory meeting of the International Academic Council of Center EMUNI was held in Ljubljana on March 10, 2008. Participants were the representatives of partner higher education and research institutions from [[Egypt]], [[Greece]], [[Hungary]], [[Malta]], [[Morocco]], '''Slovenia''', [[Spain]], and [[Turkey]]. Furthermore, the project is supported also by the Slovenian Government.

The participants supported the idea of establishing the [[Euro-Mediterranean University]] and emphasized that the University should perform programs that are important for Euro-Mediterranean region and should bring together the best professors, experts and students from the region. The participants agreed that such an institution can provide a significant contribution to the cooperation among higher education institutions in order to create a centre of excellence in the fields such as internal relations, environment, economy, security, humanities and culture, as well as to the achievement of mutual understanding between the countries in the Euro Mediterranean region.

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===

== References ==

*[http://eacea.ec.europa.eu/education/eurydice/documents/eurybase/national_summary_sheets/047_SI_EN.pdf Eurydice - National system overview on education systems in Europe], September 2011
*[http://eacea.ec.europa.eu/education/eurydice/documents/eurybase/eurybase_full_reports/SI_EN.pdf Eurybase, The Information Database on Education Systems in Europe: The Education System in Slovenia, 2008/09]
*[http://www.ukom.gov.si/en/ Government Communication Office]
*[http://www.oecd.org/education/preschoolandschool/48853911.pdf OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes]

 

----

> [[Countries]]

[[Category:Slovenia]] [[Category:Europe]] [[Category:European_Union]] [[Category:Yugosphere]] [[Category:Countries_of_interest]] [[Category:VISCED]]

2012-05-11T09:06:34Z

Jyri:

[[Image:Logo_krasains.jpg‎|right|thumb|250px|]]

Rigas Talmacibas vidusskola (Riga Distance Education Secondary School, RTV) is a private educational institution which was established in 2009. Riga Distance Education Secondary School offers four programmes: two general secondary education programmes, elementary education programme (from grade 7 to 9) and professional development education programme. Riga Distance Education Secondary School and all the programmes are accredited for six years.

The target audience of RTV is any person, at any geographical location, who can motivate himself/herself for the self-education. Students study from compulsory textbooks and video materials, which are specifically made for students of Riga Distance Education Secondary School. Each student can use the opportunity to communicate to the teachers using Skype, but once a month they can attend full-time group tutorials.

== Description ==

RTV was established in 2009. Thanks to the support from the Ministry of Education and Science, academic year 2009/2010 was the first one in Latvia where the acquisition of general secondary education in a form of distance education started. From the academic year 2010/2011, also elementary education is being offered.

RTV is the first distance learning school in the Baltic States that is accredited. All of the programs are accredited for the maximum time - 6 years. RTV was established because there was demand for distance education secondary education in Latvia. The main beneficiaries include people who live abroad, athletes, models, people who have not finished their studies, young mothers, business people, disabled people and students that prefer to study at a distance.

Approximate number of students in RTV is 450. However, the number of students changes every week since enrolment procedures are carried out continuously throughout the year. RTV students are from 22 different countries and cover an age group from 14 to 57 years. More than half of the students are full-time students. They are admitted based on their previous school report and start to study in a grade that they need to study in. A small part of the students are studying only those subjects that they want to improve or they have not completed in their previous school.

Riga Distance Education Secondary School teaching staff includes 29 teachers who give lectures every fourth Saturday. 20 of them also work with students on the Internet. Communication between a student and a teacher is carried out via the school’s e-study environment, Skype, phone, email or any other web-based program that both agree to use. In case a student does not want to contact a teacher directly, it is possible to ask questions via permanent staff of the school.

==Pedagogy==

Most of the teaching is done at homes. For example, teachers and students discuss the answers to various tasks by using Skype if that is needed or respond by sending explanations to particular questions by email. Full-time tutorials are organized according RTV’s lecturing plan. Private tutorials are also available.

[[Image:Rtv_chart.png‎|left|thumb|450px|]]

Academic year is divided into 2 terms. Every term students have to do one term-ending test in every subject (except mathematics, natural sciences, the Russian language and English. In those subjects students have to do 2 tests in the second term). The grades are registered in student’s school report. To make sure that the student is ready for the test, it is possible to do small tests after every chapter. The main tools and methods include: lectures, video lectures, RTV's textbooks and tests, interactive materials in each subject (definitions, explanations, illustrations, tests), private lessons with teachers and Skype lessons.

==Impact==

The students of RTV differ from other school students. Majority are studying because they need this particular education (for university, employment, etc.). Although the students of RTV get less A levels (usually because they are working and are not 100% focused on studies) it does not mean that the results in general are lower. Thanks to students’ own purposefulness they get less F levels (the lowest level) in exams than other vocational secondary schools and other external schools. RTV's certificate is comparable with other physical schools in the Republic of Latvia. School graduates are students of Latvian and other EU universities. Examinations are the same as in any other secondary school in Latvia. This is only time when the students are forced to physically attend the school for approximately 2 weeks (depends on how many exams a student has chosen).

==Organisation and management==

RTV is acknowledged and accredited as a private school within the Latvian education system. Graduates can apply for admission in Latvian universities. Ministry of Education and Science of the Republic of Latvia, Embassy of Latvia in Ireland and United Kingdom support Riga Secondary School of Distance Education existence.

RTV is a private school with private finances. But Ministry of Education and Science of the Republic of Latvia provides the support for salaries of teachers. Private funding from student fees. Support is provided from the state to pay for the salaries of teachers. There are discounts for students from same families. RTV does not charge disabled people. Approximately one student pays 500LVL (about 700 EUR), some pay less, some more, it depends on every individual - how much they still need to do and what they have already done. The charge includes study materials (books, video lectures, tests, etc), taxes, rents, technologies for study process, etc.

==Sustainability and transferability==

RTV has many students in the United Kingdom and Ireland. The future aim is to gain support from Ministry of Education and Science of the Republic of Latvia to allow organizing exams in the Embassy of Latvia in Ireland and the United Kingdom preventing students from these countries flying to Latvia for exams at the end of the school year.

== Further information ==

[http://www.talmacibasvsk.lv/?LUbOv0sv6n9ap Rigas Talmacibas Vidusskola] (in English)

[[Category:Virtual schools|Rigas Talmacibas Vidusskola]]
[[Category:Virtual schools in Europe|Rigas Talmacibas Vidusskola]]
[[Category:VISCED|Rigas Talmacibas Vidusskola]]

Rigas Talmacibas Vidusskola

2012-05-11T09:06:08Z

Jyri:

Rigas Talmacibas Vidusskola

2012-05-10T13:06:52Z

Jyri:

[[Image:Logo_krasains.jpg‎|right|thumb|250px|]]

Rigas Talmacibas vidusskola (Riga Distance Education Secondary School) is a private educational institution which was established in 2009. Riga Distance Education Secondary School offers four programmes: two general secondary education programmes, elementary education programme (from grade 7 to 9) and professional development education programme. Riga Distance Education Secondary School and all the programmes are accredited for six years.

The target audience of Riga Distance Education Secondary School is any person, at any geographical location, who can motivate himself/herself for the self-education. Students study from compulsory textbooks and video materials, which are specifically made for students of Riga Distance Education Secondary School. Each student can use the opportunity to communicate to the teachers using Skype, but once a month they can attend full-time group tutorials.

== Description ==

RTV was established in 2009. Thanks to the support from the Ministry of Education and Science, academic year 2009/2010 was the first one in Latvia where the acquisition of general secondary education in a form of distance education started. From the academic year 2010/2011, also elementary education is being offered.

RTV is the first distance learning school in the Baltic States that is accredited. All of the programs are accredited for the maximum time - 6 years. RTV was established because there was demand for distance education secondary education in Latvia. The main beneficiaries include people who live abroad, athletes, models, people who have not finished their studies, young mothers, business people, disabled people and students that prefer to study at a distance.

Approximate number of students in RTV is 450. However, the number of students changes every week since enrolment procedures are carried out continuously throughout the year. RTV students are from 22 different countries and cover an age group from 14 to 57 years. More than half of the students are full-time students. They are admitted based on their previous school report and start to study in a grade that they need to study in. A small part of the students are studying only those subjects that they want to improve or they have not completed in their previous school.

Riga Distance Education Secondary School teaching staff includes 29 teachers who give lectures every fourth Saturday. 20 of them also work with students on the Internet. Communication between a student and a teacher is carried out via the school’s e-study environment, Skype, phone, email or any other web-based program that both agree to use. In case a student does not want to contact a teacher directly, it is possible to ask questions via permanent staff of the school.

==Pedagogy==

Most of the teaching is done at their homes. For example, teachers and students discuss the answers to various tasks by using Skype if that is needed or respond by sending explanations to particular questions by email. Full-time tutorials are organized according RTV’s lecturing plan. Private tutorials are also available.

[[Image:Rtv_chart.png‎|left|thumb|450px|]]

Academic year is divided into 2 terms. Every term students have to do one term-ending test in every subject (except mathematics, natural sciences, the Russian language and English. In those subjects students have to do 2 tests in the second term). The grades are registered in student’s school report. To make sure that the student is ready for the test, it is possible to do small tests after every chapter. The main tools and methods include: lectures, video lectures, RTV's textbooks and tests, interactive materials in each subject (definitions, explanations, illustrations, tests), private lessons with teachers and Skype lessons.

==Impact==

==Organisation and management==

==Sustainability and transferability==

== Further information ==

[http://www.talmacibasvsk.lv/?LUbOv0sv6n9ap Rigas Talmacibas Vidusskola] (in English)

[[Category:Virtual schools|Rigas Talmacibas Vidusskola]]
[[Category:Virtual schools in Europe|Rigas Talmacibas Vidusskola]]
[[Category:VISCED|Rigas Talmacibas Vidusskola]]

Rigas Talmacibas Vidusskola

2012-05-10T13:06:08Z

Jyri: /* Pedagogy */

File:Rtv chart.png

2012-05-10T13:04:56Z

Jyri:

Rigas Talmacibas Vidusskola

2012-05-10T12:28:42Z

Jyri:

[[Image:Logo_krasains.jpg‎|right|thumb|250px|]]

Rigas Talmacibas vidusskola (Riga Distance Education Secondary School) is a private educational institution which was established in 2009. Riga Distance Education Secondary School offers four programmes: two general secondary education programmes, elementary education programme (from grade 7 to 9) and professional development education programme. Riga Distance Education Secondary School and all the programmes are accredited for six years.

The target audience of Riga Distance Education Secondary School is any person, at any geographical location, who can motivate himself/herself for the self-education. Students study from compulsory textbooks and video materials, which are specifically made for students of Riga Distance Education Secondary School. Each student can use the opportunity to communicate to the teachers using Skype, but once a month they can attend full-time group tutorials.

== Description ==

RTV was established in 2009. Thanks to the support from the Ministry of Education and Science, academic year 2009/2010 was the first one in Latvia where the acquisition of general secondary education in a form of distance education started. From the academic year 2010/2011, also elementary education is being offered.

RTV is the first distance learning school in the Baltic States that is accredited. All of the programs are accredited for the maximum time - 6 years. RTV was established because there was demand for distance education secondary education in Latvia. The main beneficiaries include people who live abroad, athletes, models, people who have not finished their studies, young mothers, business people, disabled people and students that prefer to study at a distance.

Approximate number of students in RTV is 450. However, the number of students changes every week since enrolment procedures are carried out continuously throughout the year. RTV students are from 22 different countries and cover an age group from 14 to 57 years. More than half of the students are full-time students. They are admitted based on their previous school report and start to study in a grade that they need to study in. A small part of the students are studying only those subjects that they want to improve or they have not completed in their previous school.

Riga Distance Education Secondary School teaching staff includes 29 teachers who give lectures every fourth Saturday. 20 of them also work with students on the Internet. Communication between a student and a teacher is carried out via the school’s e-study environment, Skype, phone, email or any other web-based program that both agree to use. In case a student does not want to contact a teacher directly, it is possible to ask questions via permanent staff of the school.

==Pedagogy==

==Impact==

==Organisation and management==

==Sustainability and transferability==

== Further information ==

[http://www.talmacibasvsk.lv/?LUbOv0sv6n9ap Rigas Talmacibas Vidusskola] (in English)

[[Category:Virtual schools|Rigas Talmacibas Vidusskola]]
[[Category:Virtual schools in Europe|Rigas Talmacibas Vidusskola]]
[[Category:VISCED|Rigas Talmacibas Vidusskola]]

2012-04-18T12:27:59Z

Jyri: /* Schools and post-secondary */

Телешкола (Teleschool)

2011-09-21T12:18:33Z

Jyri: New page: {{V_Stub}} Non-commercial partnership Телешкола is fully accredited and licensed distance teaching institution, offering primary and secondary education in the general education ...

{{V_Stub}}

Non-commercial partnership Телешкола is fully accredited and licensed distance teaching institution, offering primary and secondary education in the general education system of the Russian Federation with the right to issue secondary school graduation certificates. Телешкола provides education and develops online educational resources for other institutions since 2000. Currently they offer 14 subjects of the Federal basic curriculum for forms 10-11, various elective courses and specialised educational content for forms 1-4 and 5-9.

Students' success rate at passing graduation exams and receiving certificates of secondary education is 98,7%, whereas during the academic year of 2008/2009 a student at Телешкола received a silver medal for the first time in the Russian Federation while studying fully at a distance.

Телешкола has also contributed to resolving issues such as creating distance learning opportunities to optimize the learning management, compensation mechanisms for deficit of teachers at schools, forming a unified educational information environment for schools, and the empowerment of further education in more than 450 educational institutions in different regions of Russia.

== Further information ==

[http://www.internet-school.ru/ Телешкола]

[[Category:Virtual schools]]
[[Category:Virtual schools in Europe]]
[[Category:VISCED]]

Eastern Europe

2011-09-21T11:26:48Z

Jyri: /* Virtual initiatives in schools */

== Experts situated in Eastern Europe ==



None

== Regional overview ==



''Eastern Europe'' is defined for [[VISCED]] purposes as the countries of the former [[Commonwealth of Independent States]] that are mainly or partially in [[Europe]], as judged by cultural as well as geographic frontiers. Thus in particular the countries of [[Transcaucasia]] are all included but [[Kazakhstan]] is not.

The complete list (including partially recognised countries) is:

# [[Abkhazia]]
# [[Armenia]]
# [[Azerbaijan]]
# [[Belarus]]
# [[Georgia]]
# [[Moldova]]
# [[Nagorno-Karabakh]]
# [[Russia]]
# [[South Ossetia]]
# [[Ukraine]]

For other groupings of some or all of these countries see [[Transcaucasia]] and [[CIS]].

See also the Re.ViCa categories [[:Category:Transcaucasian countries]] and [[:Category:European former CIS]]

== Education in Eastern Europe ==



In Eastern Europe, many countries have achieved universal primary education, literacy rates are high, gender gaps in primary and secondary education are small, and enrollment rates in pre-primary education have increased significantly over the past two decades. In 2008, participation in pre-primary education increased 9% since 1999. However, the regional gross enrollment ratio of 66% indicates that many children are still excluded from pre-primary education in 2008.

Over the past decade, progress towards universal primary education has been uneven across Eastern Europe. While many countries have relatively high primary enrollment rates, in some the numbers of children not enrolled are increasing. Despite demographic changes due to declining fertility rates, the regional primary adjusted net enrolment ratios remained about the same over the decade to stand at an average of 94% in 2008. Almost all countries in the region demonstrate improvements in the numbers of children out of school (at an average 32% compared to 1999).

Despite a significant decline in the size of the secondary school age population in Eastern Europe, the region’s secondary gross enrollment ratio has increased by only 1% since 1999, to reach 88% in 2008. Participation levels remained relatively low in some countries in the region, with gross enrollment ratio at 85% in the Russian Federation, for instance. Secondary school attendance and completion are strongly influenced by poverty, location and gender. Among 23 to 27-year-olds in Armenia, those from the wealthiest 20% of households have a secondary completion rate of 34%, compared with 8% for the poorest 20%. In Ukraine, the urban poor are 1.7 times as likely to complete secondary school as the rural poor.

In Eastern Europe, the growth of students who were enrolled in tertiary education in 2008 was up by more than two-thirds since 1999, and the region’s general enrollment ration rose from 38% in 1999 to 64% in 2008.

===Armed conflicts and education===

Conflicts in countries of the former Soviet Union have been marked by episodes of intense violence over competing claims to territory and government. Many of the conflicts have caused large-scale displacement, social upheaval and physical damage, along with losses in opportunities for education for some vulnerable populations. Tensions between Georgia and the autonomous regions of Abkhazia and South Ossetia led to fighting in the early 1990s and large-scale displacement. Some 300,000 Georgians fled, mostly from Abkhazia. Renewed fighting between the Russian Federation and Georgia over South Ossetia led to another wave of displacement in 2008. Today, ethnic Georgians who have returned to their homes in Abkhazia report difficulties in many aspects of their lives, including education. The quality of education is often poor. Problems include a lack of qualified teachers, dilapidated buildings, and textbook and transport costs. Around 4,000 internally displaced children within Georgia attend separate schools. Georgian parents in Abkhazia face problems in getting children educated in their mother tongue.

Azerbaijan and Armenia have yet to resolve the conflict over Nagorno-Karabakh, almost fifteen years after signing
a ceasefire agreement. Some 570,000 people remain displaced, and many children face acute difficulties in access to good quality education. In Azerbaijan, the government has made extensive efforts to address the problems of displaced children from Nagorno-Karabakh. Internally displaced students are supposed to receive free uniforms, books and access to higher education. Nevertheless, many displaced parents report having to pay for these items, and a survey in 2005 found that 58% reported being unable to send their children to school. The quality of education is also a problem, linked in some cases to the limited training available to teachers.

== Schools in Eastern Europe ==




== Further and Higher education in Eastern Europe ==

'''Armenia''' - A system based on two cycles, Bachelor/Master (Bachelor – 4 years; Master – 2 years), was introduced by the Law on Higher and Postgraduate Professional Education (2004) and by a government decree (2004) stating that all state universities should introduce undergraduate and graduate studies. Since 2005 all state universities have transferred their programmes to the two-cycle system. It is planned that by 2010 all universities, including private institutions, will base programmes on two cycles. The status of the previous Specialist’s qualification (5 years) was equalised to the Master qualification. Postgraduate education is conducted through two scientific degree systems: ''aspirantura'' (candidate of science) and ''doctorantura'' (doctor of science). The duration of Doctorate studies (aspirantura) is considered to be from three to five years for full-time and distant studies respectively. In total there are 26 state higher education institutions, of which 16 with their 14 branches belong to the system of the Ministry of Education and Science. The number of private universities currently is counted to be 67.

'''Azerbaijan''' - The new Law "On Education" adopted in June 2009 introduced a three-cycle higher education system. Since then the higher education system of Azerbaijan is comprised of the following levels: undergraduate (''bakalavriat'', post-graduate (''magistratura'') and doctorate (''doktorantura''). Undergraduate courses generally take four years (five years for part-time programs) and cover a wide range of domains. Their content and organizational standards are defined by the relevant executive body. Post-graduate courses typically last for 2 years (two and a half years for part-time programs), provide students with training in a certain field of study from scientific research or professional viewpoints and enable them to engage in professional activity, scientific research and pedagogical activity. The system of higher education institutions includes mainly universities (''universitet''), academies (''akademiya''), institutes (''institut''). There are 53 higher education institutions in Azerbaijan. 37 of these institutions are public, while the other 16 are private institutions. Some 141.697 students study at higher education institutions in Azerbaijan.

'''Belarus''' - Tertiary education includes two levels. First level: higher education providing training in areas of expertise and specialisation, confirmed by the corresponding qualification and specialist’s diploma (''Diplomirovannyj Specialist'' 4, 4,5 or 5-year curriculum). The period of study in complex area of expertise (medicine and military) will be increased by no more than one year. Second level: higher education providing training in area of expertise, confirmed by the corresponding qualification and Master diploma (''Magistr'', 1 or 2-year curriculum). Graduates of higher education institutions also have the possibility of receiving postgraduate education, e.g., Candidate of Science (equivalent to a PhD) and Doctor of Science (''doktorantura''). In total there are 53 higher education institutions (43 state institutions, 10 private institutions), which are under the jurisdiction of 12 ministries and state bodies.

'''Georgia''' - The three-cycle higher education system has been implemented in Georgia. Bachelor, Master and Doctoral programmes have already been introduced in all accredited higher education institutions. Almost all students below doctoral level are enrolled in the two-cycle degree system (except for certain specific specialisations such as medicine). Higher professional programmes (''umaglesi profesiuli ganatleba'') have been introduced as a short cycle within Bachelor studies for students who are interested in acquiring practical skills. Upon completion of this type of programme they receive a qualification for a certified specialist. These programmes correspond to 120 to 180 ECTS credits. These credits can be recognised for Bachelor programmes if students continue their education. Bachelor programmes (''bakalavriati'') cannot comprise less than 240 ECTS credits whereas Master programmes (''magistratura'') comprise 120 ECTS and doctoral programmes (''doktorantura'') 180 ECTS. Currently there are 67 higher education institutions recognised by the state (accredited and newly licensed): 21 public and 46 private. The total number of students is 93.792 (as at November 2009) and 50% of students are enrolled in the four biggest universities.

'''Moldova''' - Higher education breaks down into two types of education – initial education and continuing training. Initial higher education is structured into three higher education cycles: first cycle - the Bachelor degree; second cycle – the Master degree; third cycle – the Doctoral degree. At the beginning of the academic year 2009/10 the higher education system in Moldova comprised 30 higher education institutions, including 17 state institutions subordinated to the Ministry of Education and some other ministries and 13 private. The total number of students involved was about 106 900 (excluding foreigners), 96 500 students in the first cycle and 10 400 in the second cycle.

'''Russian Federation''' - Higher education establishments (at ISCED levels 5A and 6A) deliver Bachelor, post-graduate Master and doctoral programmes as well as traditional one-cycle higher education programmes, leading to Bachelor, Master, candidate of sciences degrees and specialist qualifications, respectively. The duration of the programmes is: four years for Bachelor, two years for Master, three years for full-time post-graduate programmes (the postgraduate degree is known as the ‘candidate of sciences’ which is compatible with the doctoral degree of Western education systems), five-six years for one cycle traditional programmes, depending on the area of training. At postgraduate level there are programmes preparing candidates of sciences (compatible with the doctoral level in international terminology). The two-cycle system, compatible with the Bologna requirements, is new in Russia and universities are currently in the process of transition. Hence, the total number of students enrolled in the two-cycle degree system was, in 2008/2009, only 9.4% of the total number of students. Total number of higher education institutions is 1134, among them 660 state-, and 474 private institutions. Students are divided as follows: 6 214 820 students – state institutions, 1 298 299 students – private institutions.

'''Ukraine''' - There are four qualification levels in higher education: junior specialist, Bachelor, specialist and Master. They cover the 1st and 2nd cycles of higher education according to the Bologna Principles. The statistics data for 01.09.2009 state that 2,6 million students currently study at 861 higher education institutions, including: 21% in the junior specialist programmes, 60% in the Bachelor programmes, 14% in the specialist programmes and 5% in the Master programmes. Research programmes (assigned to third cycle) are implemented in a “non-Bologna” format, beyond the HE system: 1st stage – Aspirantura (postgraduate Doctorate programme), on completion, the degree of a Candidate of Sciences is granted (similar, but not equivalent to a PhD degree). 33,344 thousand Aspirantura students are currently studying at 245 higher education institutions and 276 Research Institutions. 2nd stage – Doctorantura (post-Doctorate programme), on completion, the degree of a Doctor of Sciences is awarded. 1476 Doctorantura students are currently studying at 157 higher education institutions and 92 Research
Institutions.

== Education reform ==

Majority of reforms in the region can be described with four main characteristics. 1) depolarization of education; 2) breaking down of the state monopoly in education by allowing private and denominational schools to be established; 3) increased choices in schooling options; and 4) decentralization in the management and administration of the education system (in particular, the emergence of school autonomy). Remarkable progress has been made in reforming areas such as curriculum, textbooks, and pedagogy: curricula have been updated; a private textbook industry has emerged vigorously; and significant changes were made in teacher training and evaluation practices. Other areas are fraught with many difficulties and are, accordingly, more difficult to improve. They include: rationalizing the number of institutions, establishing coherent education legislation, redistributing educational property, and redefining local finance and administrative control. In addition to budgetary restraints, issues related to equity, equality of opportunity, quality and efficiency, accommodation of demographic changes, the growing social and economic inequalities among students, pose constant challenges to the reforms. In many countries still the reforms are largely supported by programs such as the EU’s Phare or World Bank projects, as well as from bilateral schemes sponsored by Western European and North American governments and/or private foundations, e.g., Soros.

== Administration and finance ==

Several countries in the region backed up stronger economic growth between 1999 and 2008 with increased commitments to education, but the recent financial crisis had an impact on government spending in education in some countries. Plans to reduce fiscal deficits among donor and national governments in coming years also threaten future increases in education spending. Eastern Europe reported a notable increase in the commitment to education, with education spending as a share of regional GNP rising from 4.6% in 1999 to 5.1% in 2008. Almost all countries increased their education financing effort over the period, and in the Republic of Moldova it grew by nearly three percentage points to 7.5%.

The period from 1999 to 2008 was marked by high economic growth. The rate at which growth is converted into increased education spending depends on wider public spending decisions. In more than half of the countries in the region, real growth in education spending was higher than economic growth rates. However, the remaining countries
converted a smaller share of their growth premium into education financing. In Azerbaijan, for example, the economy grew at 16.3% a year on average, yet real spending on education rose by 7.8% a year.

== Quality assurance ==

Levels of learning achievement vary widely across countries in the region. Progress in education quality depends on having sufficient teachers and ensuring that they are properly trained and supported. In 2008, Eastern Europe had a 17% decline of primary school teachers since 1999. Declining primary school populations lowered the pupil/teacher ratios to 18:1. Teacher recruitment at secondary level showed an 11% decrease. The average pupil/teacher ratio in secondary education was 11:1 in 2008.

International learning assessments have highlighted large differences in learning achievements between some countries and deep inequalities within countries. The 2006 Progress in International Reading Literacy Study (PIRLS) assessed reading skills of grade 4 students in forty countries across the world against four international benchmarks. In middle income countries such as Georgia, a majority of students had not acquired basic reading skills even after four years of primary school. In contrast, the Russian Federation was among the top performers among the forty countries, with a majority of students scoring at the two highest benchmarks.

School selection processes often influence variations in performance. High-performing schools often draw students from more advantaged catchment areas. In many cases, they also apply selection criteria that have the effect of excluding children from disadvantaged homes.

== Information society ==

Over the last 10 years development of the information society has been gradual and the digital divide has been shrinking in terms of numbers of fixed phone lines, mobile subscribers, and Internet users. The mobile penetration levels, for example, are at about 40% in the entire region compared to about 90% in the Western Europe. However, the percentage of fixed-line users still exceeds the figure for mobile subscribers. Russia is Europe’s fastest growing mobile market, with the number of cellular subscribers more than doubling as far back as in 2004 from 36.5 million to 74.4 million. During the same year, Russia overtook Germany, France, Spain and the UK to become the largest mobile market in Europe. While Eastern European mobile penetration levels are slowly catching up to those in the rest of Europe, its Internet penetration level still lags behind, at some 18%. There is a clear need to take up new technologies and practices as well as train more workers in the field of information communication technology, but the development of an Information Society within these countries is anything but uniform.



== ICT in education initiatives ==


=== Virtual initiatives in schools ===

'''Deer Leap Programme'''

Deer Leap was launched in 2005 by the Ministry of Education and Science of Georgia as a national programme for integrating ICT into teaching and learning in Georgian schools. The aim of the Program was defined to facilitate the modernization of the education system in Georgia by creating a country-wide school-based ICT infrastructure and building capacity in modern information technology. The Deer Leap was approved to be a three-year programme (2005-2008) with a strong prospective of at least one more 4- year extension phase. Prior to Deer Leap program (data from 2003/2004) Georgian schools possessed 2600 unequally distributed outdated computers. Internet connection was very rare with a very low speed (33kbps) and high cost (sometimes up to 20 times higher than in the EU). Informatics was a compulsory subject in all secondary schools, the content of this subject was programming– frequently taught without computers. ICT was rarely used in other subjects and in school management.

After the needs assessment Deer Leap initial phase (2005-2008) was established to provide:
*access to computers and Internet in each school;
*availability of educational software and services;
*availability and quality of technical support;
*ICT skills of teachers and students;
*integration of ICT into curriculum;
*integration of Education Management Information System on school, district and national levels.

During the three-year period (2005-2008), the programme has been financed mainly from the state budget (36,7 MGEL), with additional support from private sponsors (7,8 MUSD).

By the end of 2008 the main achievements of Deer Leap programme were as follows:

'''Development of ICT infrastructure in schools''': more than 26 520 new computers were provided to schools, increasing the average pupil/computer ratio from 250 to 22. All computers were equipped with Linux operating system and a set of open-source software applications. Internet connectivity was provided to more than 300 schools so that 60% of all primary and secondary pupils have access to Internet at school. Web-based collaboration environment for educational projects was developed and integrated with LeMill.net portal in order to support authoring and sharing the learning objects.

'''Teacher training''': introductory-level computer literacy courses for teachers were developed and implemented nationwide, 21 540 teachers (out of 70 000) have passed these courses.

'''Digital learning resources:''' 310 Web-based learning resources have been developed for literature studies, music and art; 70 Web-based school journals have been published, 70 Web sites have been produced by pupils under social sciences project ‚My Environment‘. Georgian teachers have contributed 173 digital learning resources to the largest international educational repository LeMill.net.

'''Administration and support:''' most of the schools have hired IT managers.

'''Educational projects:''' Deer Leap Foundation has conducted several successful projects on the national level for integrating ICT into teaching and learning. In addition, schools have participated in international projects of iEARN and Global Gateway. Some collaborative learning projects have been carried out between Georgian and Estonian schools.

'''My First Computer program''': 8 158 laptops have been provided for excellent pupils under presidential programme “My First Computer”

An action plan for 2009-2012 was also provided but the programme has been now scrapped.

[[Телешкола (Teleschool)]]

Non-commercial partnership Телешкола is fully accredited and licensed distance teaching institution, offering primary and secondary education in the general education system of the Russian Federation with the right to issue secondary school graduation certificates. Телешкола provides education and develops online educational resources for other institutions since 2000.



=== Virtual initiatives in post-secondary education ===




== Lessons learnt ==



=== General lessons ===

=== Notable practices ===



== References ==

*http://eacea.ec.europa.eu/tempus/tools/documents/issue_4_eastern_europe.pdf
*http://unesdoc.unesco.org/images/0019/001917/191765e.pdf
*http://www.ieq.org/pdf/2nd_Ed_Casestudy_paper.pdf
*http://ec.europa.eu/information_society/events/cf/bud11/document.cfm?doc_id=8292
*http://web.undp.sk/uploads/Gender%20and%20ICT%20reg_rep_eng.pdf




----
> [[Europe]]
 
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]
 
>> [[Main Page]]

[[Category:VISCED supraregions]]
[[Category:VISCED]]

Eastern Europe

2011-09-21T11:26:20Z

Jyri: /* Virtual initiatives in schools */

== Experts situated in Eastern Europe ==



None

== Regional overview ==



''Eastern Europe'' is defined for [[VISCED]] purposes as the countries of the former [[Commonwealth of Independent States]] that are mainly or partially in [[Europe]], as judged by cultural as well as geographic frontiers. Thus in particular the countries of [[Transcaucasia]] are all included but [[Kazakhstan]] is not.

The complete list (including partially recognised countries) is:

# [[Abkhazia]]
# [[Armenia]]
# [[Azerbaijan]]
# [[Belarus]]
# [[Georgia]]
# [[Moldova]]
# [[Nagorno-Karabakh]]
# [[Russia]]
# [[South Ossetia]]
# [[Ukraine]]

For other groupings of some or all of these countries see [[Transcaucasia]] and [[CIS]].

See also the Re.ViCa categories [[:Category:Transcaucasian countries]] and [[:Category:European former CIS]]

== Education in Eastern Europe ==



In Eastern Europe, many countries have achieved universal primary education, literacy rates are high, gender gaps in primary and secondary education are small, and enrollment rates in pre-primary education have increased significantly over the past two decades. In 2008, participation in pre-primary education increased 9% since 1999. However, the regional gross enrollment ratio of 66% indicates that many children are still excluded from pre-primary education in 2008.

Over the past decade, progress towards universal primary education has been uneven across Eastern Europe. While many countries have relatively high primary enrollment rates, in some the numbers of children not enrolled are increasing. Despite demographic changes due to declining fertility rates, the regional primary adjusted net enrolment ratios remained about the same over the decade to stand at an average of 94% in 2008. Almost all countries in the region demonstrate improvements in the numbers of children out of school (at an average 32% compared to 1999).

Despite a significant decline in the size of the secondary school age population in Eastern Europe, the region’s secondary gross enrollment ratio has increased by only 1% since 1999, to reach 88% in 2008. Participation levels remained relatively low in some countries in the region, with gross enrollment ratio at 85% in the Russian Federation, for instance. Secondary school attendance and completion are strongly influenced by poverty, location and gender. Among 23 to 27-year-olds in Armenia, those from the wealthiest 20% of households have a secondary completion rate of 34%, compared with 8% for the poorest 20%. In Ukraine, the urban poor are 1.7 times as likely to complete secondary school as the rural poor.

In Eastern Europe, the growth of students who were enrolled in tertiary education in 2008 was up by more than two-thirds since 1999, and the region’s general enrollment ration rose from 38% in 1999 to 64% in 2008.

===Armed conflicts and education===

Conflicts in countries of the former Soviet Union have been marked by episodes of intense violence over competing claims to territory and government. Many of the conflicts have caused large-scale displacement, social upheaval and physical damage, along with losses in opportunities for education for some vulnerable populations. Tensions between Georgia and the autonomous regions of Abkhazia and South Ossetia led to fighting in the early 1990s and large-scale displacement. Some 300,000 Georgians fled, mostly from Abkhazia. Renewed fighting between the Russian Federation and Georgia over South Ossetia led to another wave of displacement in 2008. Today, ethnic Georgians who have returned to their homes in Abkhazia report difficulties in many aspects of their lives, including education. The quality of education is often poor. Problems include a lack of qualified teachers, dilapidated buildings, and textbook and transport costs. Around 4,000 internally displaced children within Georgia attend separate schools. Georgian parents in Abkhazia face problems in getting children educated in their mother tongue.

Azerbaijan and Armenia have yet to resolve the conflict over Nagorno-Karabakh, almost fifteen years after signing
a ceasefire agreement. Some 570,000 people remain displaced, and many children face acute difficulties in access to good quality education. In Azerbaijan, the government has made extensive efforts to address the problems of displaced children from Nagorno-Karabakh. Internally displaced students are supposed to receive free uniforms, books and access to higher education. Nevertheless, many displaced parents report having to pay for these items, and a survey in 2005 found that 58% reported being unable to send their children to school. The quality of education is also a problem, linked in some cases to the limited training available to teachers.

== Schools in Eastern Europe ==




== Further and Higher education in Eastern Europe ==

'''Armenia''' - A system based on two cycles, Bachelor/Master (Bachelor – 4 years; Master – 2 years), was introduced by the Law on Higher and Postgraduate Professional Education (2004) and by a government decree (2004) stating that all state universities should introduce undergraduate and graduate studies. Since 2005 all state universities have transferred their programmes to the two-cycle system. It is planned that by 2010 all universities, including private institutions, will base programmes on two cycles. The status of the previous Specialist’s qualification (5 years) was equalised to the Master qualification. Postgraduate education is conducted through two scientific degree systems: ''aspirantura'' (candidate of science) and ''doctorantura'' (doctor of science). The duration of Doctorate studies (aspirantura) is considered to be from three to five years for full-time and distant studies respectively. In total there are 26 state higher education institutions, of which 16 with their 14 branches belong to the system of the Ministry of Education and Science. The number of private universities currently is counted to be 67.

'''Azerbaijan''' - The new Law "On Education" adopted in June 2009 introduced a three-cycle higher education system. Since then the higher education system of Azerbaijan is comprised of the following levels: undergraduate (''bakalavriat'', post-graduate (''magistratura'') and doctorate (''doktorantura''). Undergraduate courses generally take four years (five years for part-time programs) and cover a wide range of domains. Their content and organizational standards are defined by the relevant executive body. Post-graduate courses typically last for 2 years (two and a half years for part-time programs), provide students with training in a certain field of study from scientific research or professional viewpoints and enable them to engage in professional activity, scientific research and pedagogical activity. The system of higher education institutions includes mainly universities (''universitet''), academies (''akademiya''), institutes (''institut''). There are 53 higher education institutions in Azerbaijan. 37 of these institutions are public, while the other 16 are private institutions. Some 141.697 students study at higher education institutions in Azerbaijan.

'''Belarus''' - Tertiary education includes two levels. First level: higher education providing training in areas of expertise and specialisation, confirmed by the corresponding qualification and specialist’s diploma (''Diplomirovannyj Specialist'' 4, 4,5 or 5-year curriculum). The period of study in complex area of expertise (medicine and military) will be increased by no more than one year. Second level: higher education providing training in area of expertise, confirmed by the corresponding qualification and Master diploma (''Magistr'', 1 or 2-year curriculum). Graduates of higher education institutions also have the possibility of receiving postgraduate education, e.g., Candidate of Science (equivalent to a PhD) and Doctor of Science (''doktorantura''). In total there are 53 higher education institutions (43 state institutions, 10 private institutions), which are under the jurisdiction of 12 ministries and state bodies.

'''Georgia''' - The three-cycle higher education system has been implemented in Georgia. Bachelor, Master and Doctoral programmes have already been introduced in all accredited higher education institutions. Almost all students below doctoral level are enrolled in the two-cycle degree system (except for certain specific specialisations such as medicine). Higher professional programmes (''umaglesi profesiuli ganatleba'') have been introduced as a short cycle within Bachelor studies for students who are interested in acquiring practical skills. Upon completion of this type of programme they receive a qualification for a certified specialist. These programmes correspond to 120 to 180 ECTS credits. These credits can be recognised for Bachelor programmes if students continue their education. Bachelor programmes (''bakalavriati'') cannot comprise less than 240 ECTS credits whereas Master programmes (''magistratura'') comprise 120 ECTS and doctoral programmes (''doktorantura'') 180 ECTS. Currently there are 67 higher education institutions recognised by the state (accredited and newly licensed): 21 public and 46 private. The total number of students is 93.792 (as at November 2009) and 50% of students are enrolled in the four biggest universities.

'''Moldova''' - Higher education breaks down into two types of education – initial education and continuing training. Initial higher education is structured into three higher education cycles: first cycle - the Bachelor degree; second cycle – the Master degree; third cycle – the Doctoral degree. At the beginning of the academic year 2009/10 the higher education system in Moldova comprised 30 higher education institutions, including 17 state institutions subordinated to the Ministry of Education and some other ministries and 13 private. The total number of students involved was about 106 900 (excluding foreigners), 96 500 students in the first cycle and 10 400 in the second cycle.

'''Russian Federation''' - Higher education establishments (at ISCED levels 5A and 6A) deliver Bachelor, post-graduate Master and doctoral programmes as well as traditional one-cycle higher education programmes, leading to Bachelor, Master, candidate of sciences degrees and specialist qualifications, respectively. The duration of the programmes is: four years for Bachelor, two years for Master, three years for full-time post-graduate programmes (the postgraduate degree is known as the ‘candidate of sciences’ which is compatible with the doctoral degree of Western education systems), five-six years for one cycle traditional programmes, depending on the area of training. At postgraduate level there are programmes preparing candidates of sciences (compatible with the doctoral level in international terminology). The two-cycle system, compatible with the Bologna requirements, is new in Russia and universities are currently in the process of transition. Hence, the total number of students enrolled in the two-cycle degree system was, in 2008/2009, only 9.4% of the total number of students. Total number of higher education institutions is 1134, among them 660 state-, and 474 private institutions. Students are divided as follows: 6 214 820 students – state institutions, 1 298 299 students – private institutions.

'''Ukraine''' - There are four qualification levels in higher education: junior specialist, Bachelor, specialist and Master. They cover the 1st and 2nd cycles of higher education according to the Bologna Principles. The statistics data for 01.09.2009 state that 2,6 million students currently study at 861 higher education institutions, including: 21% in the junior specialist programmes, 60% in the Bachelor programmes, 14% in the specialist programmes and 5% in the Master programmes. Research programmes (assigned to third cycle) are implemented in a “non-Bologna” format, beyond the HE system: 1st stage – Aspirantura (postgraduate Doctorate programme), on completion, the degree of a Candidate of Sciences is granted (similar, but not equivalent to a PhD degree). 33,344 thousand Aspirantura students are currently studying at 245 higher education institutions and 276 Research Institutions. 2nd stage – Doctorantura (post-Doctorate programme), on completion, the degree of a Doctor of Sciences is awarded. 1476 Doctorantura students are currently studying at 157 higher education institutions and 92 Research
Institutions.

== Education reform ==

Majority of reforms in the region can be described with four main characteristics. 1) depolarization of education; 2) breaking down of the state monopoly in education by allowing private and denominational schools to be established; 3) increased choices in schooling options; and 4) decentralization in the management and administration of the education system (in particular, the emergence of school autonomy). Remarkable progress has been made in reforming areas such as curriculum, textbooks, and pedagogy: curricula have been updated; a private textbook industry has emerged vigorously; and significant changes were made in teacher training and evaluation practices. Other areas are fraught with many difficulties and are, accordingly, more difficult to improve. They include: rationalizing the number of institutions, establishing coherent education legislation, redistributing educational property, and redefining local finance and administrative control. In addition to budgetary restraints, issues related to equity, equality of opportunity, quality and efficiency, accommodation of demographic changes, the growing social and economic inequalities among students, pose constant challenges to the reforms. In many countries still the reforms are largely supported by programs such as the EU’s Phare or World Bank projects, as well as from bilateral schemes sponsored by Western European and North American governments and/or private foundations, e.g., Soros.

== Administration and finance ==

Several countries in the region backed up stronger economic growth between 1999 and 2008 with increased commitments to education, but the recent financial crisis had an impact on government spending in education in some countries. Plans to reduce fiscal deficits among donor and national governments in coming years also threaten future increases in education spending. Eastern Europe reported a notable increase in the commitment to education, with education spending as a share of regional GNP rising from 4.6% in 1999 to 5.1% in 2008. Almost all countries increased their education financing effort over the period, and in the Republic of Moldova it grew by nearly three percentage points to 7.5%.

The period from 1999 to 2008 was marked by high economic growth. The rate at which growth is converted into increased education spending depends on wider public spending decisions. In more than half of the countries in the region, real growth in education spending was higher than economic growth rates. However, the remaining countries
converted a smaller share of their growth premium into education financing. In Azerbaijan, for example, the economy grew at 16.3% a year on average, yet real spending on education rose by 7.8% a year.

== Quality assurance ==

Levels of learning achievement vary widely across countries in the region. Progress in education quality depends on having sufficient teachers and ensuring that they are properly trained and supported. In 2008, Eastern Europe had a 17% decline of primary school teachers since 1999. Declining primary school populations lowered the pupil/teacher ratios to 18:1. Teacher recruitment at secondary level showed an 11% decrease. The average pupil/teacher ratio in secondary education was 11:1 in 2008.

International learning assessments have highlighted large differences in learning achievements between some countries and deep inequalities within countries. The 2006 Progress in International Reading Literacy Study (PIRLS) assessed reading skills of grade 4 students in forty countries across the world against four international benchmarks. In middle income countries such as Georgia, a majority of students had not acquired basic reading skills even after four years of primary school. In contrast, the Russian Federation was among the top performers among the forty countries, with a majority of students scoring at the two highest benchmarks.

School selection processes often influence variations in performance. High-performing schools often draw students from more advantaged catchment areas. In many cases, they also apply selection criteria that have the effect of excluding children from disadvantaged homes.

== Information society ==

Over the last 10 years development of the information society has been gradual and the digital divide has been shrinking in terms of numbers of fixed phone lines, mobile subscribers, and Internet users. The mobile penetration levels, for example, are at about 40% in the entire region compared to about 90% in the Western Europe. However, the percentage of fixed-line users still exceeds the figure for mobile subscribers. Russia is Europe’s fastest growing mobile market, with the number of cellular subscribers more than doubling as far back as in 2004 from 36.5 million to 74.4 million. During the same year, Russia overtook Germany, France, Spain and the UK to become the largest mobile market in Europe. While Eastern European mobile penetration levels are slowly catching up to those in the rest of Europe, its Internet penetration level still lags behind, at some 18%. There is a clear need to take up new technologies and practices as well as train more workers in the field of information communication technology, but the development of an Information Society within these countries is anything but uniform.



== ICT in education initiatives ==


=== Virtual initiatives in schools ===

'''Deer Leap Programme'''

Deer Leap was launched in 2005 by the Ministry of Education and Science of Georgia as a national programme for integrating ICT into teaching and learning in Georgian schools. The aim of the Program was defined to facilitate the modernization of the education system in Georgia by creating a country-wide school-based ICT infrastructure and building capacity in modern information technology. The Deer Leap was approved to be a three-year programme (2005-2008) with a strong prospective of at least one more 4- year extension phase. Prior to Deer Leap program (data from 2003/2004) Georgian schools possessed 2600 unequally distributed outdated computers. Internet connection was very rare with a very low speed (33kbps) and high cost (sometimes up to 20 times higher than in the EU). Informatics was a compulsory subject in all secondary schools, the content of this subject was programming– frequently taught without computers. ICT was rarely used in other subjects and in school management.

After the needs assessment Deer Leap initial phase (2005-2008) was established to provide:
*access to computers and Internet in each school;
*availability of educational software and services;
*availability and quality of technical support;
*ICT skills of teachers and students;
*integration of ICT into curriculum;
*integration of Education Management Information System on school, district and national levels.

During the three-year period (2005-2008), the programme has been financed mainly from the state budget (36,7 MGEL), with additional support from private sponsors (7,8 MUSD).

By the end of 2008 the main achievements of Deer Leap programme were as follows:

'''Development of ICT infrastructure in schools''': more than 26 520 new computers were provided to schools, increasing the average pupil/computer ratio from 250 to 22. All computers were equipped with Linux operating system and a set of open-source software applications. Internet connectivity was provided to more than 300 schools so that 60% of all primary and secondary pupils have access to Internet at school. Web-based collaboration environment for educational projects was developed and integrated with LeMill.net portal in order to support authoring and sharing the learning objects.

'''Teacher training''': introductory-level computer literacy courses for teachers were developed and implemented nationwide, 21 540 teachers (out of 70 000) have passed these courses.

'''Digital learning resources:''' 310 Web-based learning resources have been developed for literature studies, music and art; 70 Web-based school journals have been published, 70 Web sites have been produced by pupils under social sciences project ‚My Environment‘. Georgian teachers have contributed 173 digital learning resources to the largest international educational repository LeMill.net.

'''Administration and support:''' most of the schools have hired IT managers.

'''Educational projects:''' Deer Leap Foundation has conducted several successful projects on the national level for integrating ICT into teaching and learning. In addition, schools have participated in international projects of iEARN and Global Gateway. Some collaborative learning projects have been carried out between Georgian and Estonian schools.

'''My First Computer program''': 8 158 laptops have been provided for excellent pupils under presidential programme “My First Computer”

An action plan for 2009-2012 was also provided but the programme has been now scrapped.

[[Телешкола (Teleschool)]]

Non-commercial partnership Телешкола is fully accredited and licensed distance teaching institution, offering primary and secondary education in the general education system of the Russian Federation and having the right to issue secondary school graduation certificates. Телешкола provides education and develops online educational resources for other institutions since 2000.



=== Virtual initiatives in post-secondary education ===




== Lessons learnt ==



=== General lessons ===

=== Notable practices ===



== References ==

*http://eacea.ec.europa.eu/tempus/tools/documents/issue_4_eastern_europe.pdf
*http://unesdoc.unesco.org/images/0019/001917/191765e.pdf
*http://www.ieq.org/pdf/2nd_Ed_Casestudy_paper.pdf
*http://ec.europa.eu/information_society/events/cf/bud11/document.cfm?doc_id=8292
*http://web.undp.sk/uploads/Gender%20and%20ICT%20reg_rep_eng.pdf




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