Virtual Education Wiki - User contributions [en]

WVS

2012-12-19T14:17:30Z

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Wimmera Virtual Schools

2012-12-19T14:17:20Z

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Uvea

2012-12-19T14:17:00Z

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Te Amorangi Matauranga Matua

2012-12-19T14:16:47Z

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SEAMAO

2012-12-19T14:16:36Z

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#REDIRECT [[Southeast Asian Ministers of Education Organization]]

OHS Australia

2012-12-19T14:16:26Z

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[[Category:Abbreviations]]

DSODE

2012-12-19T14:16:10Z

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#REDIRECT [[Dubbo School of Distance Education]]

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[[Category:Abbreviations]]

Department of Education, Culture and Sports (Philippines)

2012-12-19T14:15:56Z

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#REDIRECT [[Department of Education (Philippines)]]

DEST

2012-12-19T14:15:42Z

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DETYA

2012-12-19T14:15:24Z

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Africa virtual school

2012-12-19T14:08:28Z

NikkiCortoos: added correct link

The [http://www.world-virtual-school.com/africa/ Africa virtual school] (AVS) is the regional arm of the World Virtual School.

Figures quoted in November 2011 suggest AVS has over 45,000 students in some 50 countries across the continent. AVS is not actually ‘active’ in all 50 countries but does operate (with local partners) virtual schools in 20 of these.

AVS describes its offer as

''The [http://www.world-virtual-school.com World Virtual School] offers a full array of elementary, middle school and high school courses, with both remedial, advanced placement and world languages so that students around the world can earn an American High School diploma, entirely over the internet. Students pay membership fees based on their native country's GDP and can earn an American diploma for as little as $4. For students unable to pay, a scholarship program is available through the WVS.''

''WVS also offers an International High School diploma program that includes courses of a global nature and perspective, meant to prepare students to participate in the global economic and cultural community on par with students around the world. The International diploma program is offered at the same membership rates as other courses and is available to students of all countries who have internet access.
Figures quoted in November 2011 suggest AVS has over 45,000 students in some 50 countries across the continent. AVS is not actually ‘active’ in all 50 countries but does operate (with local partners) virtual schools in 20 of these.''

Its website is http://africa.wvs.us.com/

==Countries where AVS operates==

The Africa Virtual School has students in the following countries (enrolment figures for 2011 in brackets) but it only operates in those where indicated.

* [[Algeria]] (502) Africa Virtual School operates ‘in-country’
* [[Angola]] (299)
* [[Benin]] (92)
* [[Botswana]] (980)
* [[Burkina Faso]] (82)
* [[Burundi]] (346)
* [[Cameroon]] (980) Africa Virtual School operates ‘in-country’
* [[Cape Verde]] (56)
* [[Central African Republic]] (854)
* [[Chad]] (231)
* [[Congo, Republic of]] (854)
* [[Congo, Democratic Republic of]] (675)
* [[Ivory Coast]] (46)
* [[Djibouti]] (82)
* [[Egypt]] (465) Africa Virtual School operates ‘in-country’
* [[Equatorial Guinea]] (182)
* [[Eritrea]] (78)
* [[Ethiopia]] (6458) Africa Virtual School operates ‘in-country’
* [[Gabon]] (62)
* [[Gambia]] (264)
* [[Ghana]] (1346) Africa Virtual School operates ‘in-country’
* [[Guinea]] (91)
* [[Guinea-Bissau]] (468)
* [[Kenya]] (5261) Africa Virtual School operates ‘in-country’
* [[Lesotho]] (886)
* [[Liberia]] (1246) Africa Virtual School operates ‘in-country’
* [[Libya]] (513)
* [[Madagascar]] (32) Africa Virtual School operates ‘in-country’
* [[Malawi]] (892) Africa Virtual School operates ‘in-country’
* [[Mali]] (482)
* [[Mauritania]] (98)
* [[Morocco]] (898) Africa Virtual School operates ‘in-country’
* [[Mozambique]] (426) Africa Virtual School operates ‘in-country’
* [[Namibia]] (1346)
* [[Niger]] (165)
* [[Nigeria]] (1825) Africa Virtual School operates ‘in-country’
* [[Rwanda]] (1332) Africa Virtual School operates ‘in-country’
* [[Sao Tome and Principe]] (92)
* [[Senegal]] (825)
* [[Seychelles]] (84 )
* [[Sierra Leone]] (641) Africa Virtual School operates ‘in-country’
* [[Somalia]] (825)
* [[South Africa]] (3462) Africa Virtual School operates ‘in-country’
* [[South Sudan]] (824)
* [[Sudan]] (825)
* [[Swaziland]] (824)
* [[Tanzania]] (461) Africa Virtual School operates ‘in-country’
* [[Togo]] (642)
* [[Tunisia]] (816)
* [[Uganda]] (461) Africa Virtual School operates ‘in-country’
* [[Zambia]] (2845) Africa Virtual School operates ‘in-country’
* [[Zimbabwe]] (3456) Africa Virtual School operates ‘in-country’

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

World Virtual School

2012-12-19T14:04:48Z

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#REDIRECT[[Africa virtual school]]

World Virtual School

2012-12-19T14:04:26Z

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World Virtual School

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Indonesia

2012-09-19T09:55:45Z

NikkiCortoos: adapted to merged template

== Partners and Experts situated in Indonesia==

None.

== Indonesia in a nutshell ==
(Sourced from http://en.wikipedia.org/wiki/Indonesia)

The Republic of ''Indonesia'' (Indonesian: Republik Indonesia), is a country in Southeast Asia. Comprising 17,508 islands, it is the world's largest archipelagic state. With a population of 222 million people in 2006, it is the world's fourth most populous country and the most populous Muslim-majority nation, although officially it is not an Islamic state.

[[Image:Indonesia.gif|right|thumb|450px]]
Indonesia is a republic, with an elected parliament and president.

The nation's capital city is Jakarta. The country shares land borders with [[Papua New Guinea]], [[East Timor]] and [[Malaysia]]. Other neighboring countries include [[Singapore]], the [[Philippines]], [[Australia]], and the [[Indian]] territory of the [[Andaman and Nicobar Islands]].

Administratively, Indonesia consists of 33 provinces, five of which have special status. Each province has its own political legislature and governor. The provinces are subdivided into regencies and cities, which are further subdivided into subdistricts, and again into village groupings. Following the implementation of regional autonomy measures in 2001, the regencies and cities have become the key administrative units, responsible for providing most government services. The village administration level is the most influential on a citizen's daily life, and handles matters of a village or neighborhood through an elected village chief.

The provinces of Aceh, Jakarta, Yogyakarta, Papua, and West Papua have greater legislative privileges and a higher degree of autonomy from the central government than the other provinces.
* The Acehnese government, for example, has the right to create an independent legal system; in 2003, it instituted a form of Sharia (Islamic law).
* Yogyakarta was granted the status of Special Region in recognition of its pivotal role in supporting Indonesian Republicans during the Indonesian Revolution.
* Papua, formerly known as Irian Jaya, was granted special autonomy status in 2001.
* Jakarta is the country's special capital region.

== Education in Indonesia ==

=== Indonesia education policy ===

=== Indonesia education system ===

== Schools in Indonesia ==








== Further and Higher education ==

=== Universities in Indonesia===

The Wikipedia [http://en.wikipedia.org/wiki/List_of_universities_in_Indonesia List of universities in Indonesia] lists 84 universities, although the accuracy of the list is not clear, around a third of the entries have further detail or web sites.

Some 57 of the universities are public, with 27 being private.

In e-learning circles, the best known is [[Universitas Terbuka]], Indonesia's Open University.

===Polytechnics in Indonesia===

No information.

== Education reform ==



=== Schools ===

=== Post-secondary ===

== Administration and finance ==

=== Schools ===



=== Post-secondary ===




Not covered, except to note that there are public and private universities.

== Quality assurance, inspection and accreditation ==

=== Schools ===



=== Post-secondary ===





No information in general.

However, see [http://www.irrodl.org/index.php/irrodl/article/view/340/774 The Practice of a Quality Assurance System in Open and Distance Learning: A case study at Universitas Terbuka Indonesia (The Indonesia Open University)] for a case study of [[Universitas Terbuka]].

== Information society ==

Not covered.

== ICT in education initiatives ==

=== Virtual initiatives in schools ===





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





== References ==

* E-LEARNING IN INDONESIAN EDUCATION SYSTEM, by Mohammad Ali (Indonesia University of Education) - http://gauge.u-gakugei.ac.jp/apeid/apeid04/country_papers/indonesia.pdf

* Indonesia – Developing Higher Education Information Network, by Dr Soekartawi (Professor, Brawijaya University) - http://www.digitallearning.in/articles/article-details.asp?articleid=2200&typ=COUNTRY%20FOCUS

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> [[Countries]]

[[Category:Indonesia| ]]
[[Category:Association of Southeast Asian Nations]]
[[Category:Asia]]
[[Category:G-20 countries]]

[[Category:Countries with Programmes]]
[[Category:Countries in merged template]]
[[Category:VISCED]]

User talk:Cecilia Sianipar

2012-09-19T09:50:36Z

NikkiCortoos: Welcome!

'''Welcome to ''Researching Virtual Initiatives in Education''!'''
We hope you will contribute much and well.
You will probably want to read the [[Help:Contents|help pages]].
Again, welcome and have fun! [[User:NikkiCortoos|NikkiCortoos]] 11:50, 19 September 2012 (CEST)

User:Cecilia Sianipar

2012-09-19T09:50:36Z

NikkiCortoos: Creating user page with biography of new user.

Hi all, my name is Cecilia Sianipar, I was a high school teacher in Jakarta, Indonesia, from 2005 to 2009. Since 2009, I continue my study in Media Education at University of Calabria, Italy. Currently I am working in ATiT (Audiovisual Technologies, Informatics and Telecommunications), Belgium, taking part in EUscreen and VISCED projects.

Kenya

2012-08-02T13:54:40Z

NikkiCortoos: added CFSK initiative

''By [[Nikki Cortoos]] of [[ATiT]] for [[Re.ViCa]]. Little attention has as yet been paid to it in [[VISCED]].''

''For entities in Kenya see [[:Category:Kenya]]''

== Partners and Experts situated in Kenya ==

No partners are situated in this country, but one of our [[Advisory Committee| International Advisory Committee]] members is located in this country.

== Kenya in a nutshell ==

[[Image:Kenya_map.gif|thumb|250px|Map of Kenya, originally from the CIA web site]]
Kenya, in full the '''Republic of Kenya''', is a country in East '''[[Africa]]'''. It is bordered by [[Ethiopia]] to the north, [[Somalia]] to the northeast, [[Tanzania]] to the south, [[Uganda]] to the west, and [[Sudan]] to the northwest, with the Indian Ocean running along the southeast border. The country is named after Mount Kenya, a very significant landmark and the second among the highest mountain peaks of Africa.

The capital city is '''Nairobi''', Kenya's official language is English while the national language is Swahili.

Kenya is a '''presidential representative democratic republic''', whereby the President is both the head of state, of government and of a multi-party system. Executive power is exercised by the government. Legislative power is vested in both the government and the National Assembly.

Kenya has an estimated '''population of 34 million people''' with approximately six million people living in the urban areas. It has a diverse population comprising of 42 ethnic groups. Kenya is 582,646 sq km2 and it is the world's 47th largest country.

Kenya comprises '''eight provinces''' which are headed by a Provincial Commissioner (centrally appointed by the president): [http://en.wikipedia.org/w/Central_Province_(Kenya) Central Province], [http://en.wikipedia.org/w/Coast_Province Coast Province], [http://en.wikipedia.org/wiki/Eastern_Province_(Kenya) Eastern Province], [http://en.wikipedia.org/w/Nairobi_Province Nairobi Province], [http://en.wikipedia.org/w/North_Eastern_Province_(Kenya) North Eastern Province], [http://en.wikipedia.org/w/Nyanza_Province Nyanza Province], [http://en.wikipedia.org/w/Rift_Valley_Province Rift Valley Province], [http://en.wikipedia.org/w/Western_Province_(Kenya) Western Province]. They are subdivided into districts, then into divisions, then into locations and then into sublocations. The City of Nairobi has the status of a full administrative province. The government supervises administration of districts and provinces. Local governance in Kenya is practised through local authorities.

'''Sources''':
* [http://www.statehousekenya.go.ke/ State House Kenya] - official site
* [http://www.kenya.go.ke/ Government of Kenya] - official site.
* [http://www.kenyalaw.org/ Kenya Law Reports, Legislation]
* [http://en.wikipedia.org/wiki/Kenya Wikipedia's page on Kenya]
* [https://www.cia.gov/library/publications/world-leaders-1/world-leaders-k/kenya.html CIA - Kenya's Chief of State and Cabinet Members]

== Education in Kenya ==
=== Kenya education policy ===

Although the '''Kenya Constitution''' guarantees citizens rights, but is silent on education as a basic right and need.
:'''Relevant document''': the [http://www.kenyalawreports.or.ke/kenyalaw/klr_app/frames.php Constitution of Kenya].

In 1963 the Kenyan '''government promised free primary education''' to its people. Citizens were expected to contribute to the education fund by paying fees, taxes, and labour services while most parents did not have the money to pay for their children’s education and were subsequently locked out of the school system. This promise did recently take effect. The Kenyan government is slowly, but surely working to make education in Kenya better. In 2007 the government issued a statement declaring that from 2008, also secondary education would be heavily subsidised, with the government footing all tuition fees. The first twelve years of school are now free, although this has introduced an issue of overcrowding that now needs to be dealt with.

'''Funding from the UK''' will help reconstruct some of the (primary) schools and hopefully make them a better learning environment. The UK announced in 2006 that:
:''The [[UK]] would be providing a £55m grant to support implementation of the Ministry of Education’s five year plan, the Kenya Education Sector Support Programme (2005-2010).''
:''The UK has contributed £35m to the education sector in the past five years through the Strengthening Primary Education Programme. The support has assisted the Ministry of Education to help children get into and stay in school through the development of a simplified and cheaper primary curriculum; the provision of textbooks and learning materials in all schools; training for all primary teachers which has improved lesson planning, classroom practice and enjoyment of lessons by students; implementation of a successful large scale HIV/AIDS prevention programme in primary schools and strengthening monitoring and evaluation systems.''
:'''Source''': UNGEI [http://www.ungei.org/news/kenya_450.html Kenya Press Releases - UK announces major support for Education in Kenya]

The '''Ministry of Education, Science and Technology (MoEST)''' strives to make all Kenyans literate and its vision is '''Quality Education for Development'''. The MoEST has set specific targets against key priorities:
# Universal Primary Education (UPE) by 2005 and Education for All (EFA) by the year 2015;
# Achievement of Transition rate of 70% from Primary to Secondary from the current rate of 47% by 2010;
# Enhanced access, equity and quality in Primary and Secondary Education supported through capacity building for 45,000 education managers by 2005, and construction / renovation of physical facilities/equipment; and
# Developing a National Strategy for technical and vocational education and training in 2004, leading to the rehabilitation of physical facilities and equipment and making sure that Vocational and Technical Institutions are appropriately equipped by 2010
:'''Source''': [http://www.education.go.ke/ Ministry of Education, Science and Technology (MoEST)]

'''Educational Institutions''':
* [http://www.tsc.go.ke Teachers Service Commission] which takes care of registering, recruiting, employing, assigning, remunerating, promoting, transferring, disciplining, delegating teachers and it has the function to Compile, publish, amend the ''Code of Regulations for Teachers''. It's goal is to ''to keep under review standards of education, training, fitness to teach appropriate to persons entering the service.''
* [http://www.kie.go.ke Kenya Institute of Education]
* [http://www.puib.go.ke Public Universities Inspection Board] which lists all sessional papers, parliament acts such as the '''Education Act''', draft legislation, information on Kenya universities and tertiary institutions, reports, news ...
* [http://en.wikipedia.org/wiki/Kenya_National_Examination_Council Kenya National Examination Council] is the national body responsible for overseeing national examination in Kenya for primary and secondary education.
* [http://che.or.ke/ Commission for Higher Education]: assures accreditation of HEIs

'''Relevant Laws and Acts''':
* [http://www.kenyalawreports.or.ke/kenyalaw/klr_app/frames.php Constitution of Kenya]
* [http://www.puib.go.ke/Legislation/Education.pdf Education Act (PDF)]
* [http://www.che.or.ke/downloads/Universities%20Rules%201989%20pdf.pdf The Universities (Establishment of Universities) (Standardization, Accreditation and. Supervision) Rules, 1989 (PDF)]

The growth of Kenya's education sector has exceeded expectations: now that education is free, attendance has increased which has even resulted into a shortage of teachers and classrooms; overcrowding of classrooms. This is a result of both children attending that could not afford to before, and children being taken out of lower-tier private schools in order to take advantage of free education. This has created demand for low cost private school where parents that could afford to pay the fees can send children to learn in a better environment. Some believe that a solution for the overcrowding in schools is to create more vocational training programs in order to creat alternative routes to employment.

Also for '''higher education''' the demand has risen: after the first university was established in 1970, five others have been created and the demand for higher education has resulted in the formation of many private universities. Kenyan universities are more difficult to get accepted to due to the high demand for higher education as there is not enough room in universities. Some parents choose to send their children to different countries; many believe that the [[United Kingdom]] has the best universities, and that it would be a great opportunity for their children to attend a university there.

:''The facilities in some public universities are so small that when incoming freshman arrive most of the upper classmen have to be sent home for a while to make room. Universities, like primary schools, lack the funds that are needed. There are not nearly enough computers, and labs are small and unequipped. Some students will pay a little more to go to private universities because they do not want to get involved in the competition for admission. Also, private universities have better facilities and computer labs.''

:'''Source''': [http://en.wikipedia.org/wiki/Education_in_Kenya Wikipedia’s page on Kenyan education]

'''Sources''':
* [http://en.wikipedia.org/wiki/Education_in_Kenya Wikipedia’s page on Kenyan education]
* [http://www.kenya.go.ke//index.php?option=com_content&task=view&id=6&Itemid=31 Government's web site - Education]
* [http://en.wikipedia.org/wiki/Education_in_Kenya Wikipedia's page Education in Kenya]

=== Kenya education system ===

Estimates of the Kenyan '''literacy rate''' range between 75 and 85 percent, with the female rate about 10 points lower than the male. The education system, beset by non-enrollment and low completion rates, offers eight years of compulsory primary education, beginning at age six, four years of secondary school, and four years of university education. The language of instruction from the secondary stage onward is English.
:'''Source''': [http://lcweb2.loc.gov/frd/cs/profiles/Kenya.pdf Library of Congress – Federal Research Division Country Profile: Kenya (PDF)], June 2007

Kenya's education system is a '''three to four tier system'''. In 1985 Kenya introduced the current '''8-4-4 system''':
* '''Primary education''': 8 years: age 6-13 (free and compulsory)
* '''Secondary education''': 4 years: age 14-18(subsidized for students in Day Schools and the Government provides fees guidelines to all public schools)
* '''Higher education''': 4 years: age 19-21 (subsidized for those selected through the Universities Joint Admission Board)

The 8-4-4 system was created to help those students who do not plan to pursue higher education. It has helped reduce the drop out rates and help those that leave primary school to find employment.

The system is silent on the '''pre-primary education''', which makes four tiers. It lasts 3 years and targets children from age three to five and is an integral component of the education system as it is a key requirement for admission to Standard One (First Grade). It is also called preschooling, kindergarten or early childhood education.

'''Primary school''' age is 6/7-13/14 years. At the end of primary education, pupils sit the '''[http://en.wikipedia.org/wiki/Kenya_Certificate_of_Primary_Education Kenya Certificate of Primary Education (KCPE)]''', which determines those who proceed to secondary school or vocational training. It is free, but school uniforms and books are not provided by the government.

There are three types of '''secondary schools''':
# '''Private schools''': mostly offer British O-levels, followed by A-levels or the International Baccalaureate with the exception of a few schools that follow the American system. A few private schools offer the KCSE program alongside foreign systems giving students a choice of which to follow, e.g. Saint Mary's School, Nairobi.
# '''Government-aided public schools (mostly boarding schools)''': more selective and only one out of four children are accepted and acceptance is based on a child’s score on the '''Kenya Certification of Primary Education (KCPE)'''. The public secondary schools are funded by the Government or communities and are managed through a Board of Governors and Parent Teacher Associations.
# '''[http://en.wikipedia.org/wiki/Harambee Harambee] schools''': make up 75 percent of all secondary schools in the country and are less selective. Students who score lower on the KCPE exam attend harambee schools, trade schools, or drop out. The facilities in these schools are not as good as the government-aided ones and often lack books, qualified teachers, desks, etc.

The '''Kenya National Examinations Council''' is responsible for the Kenya Certificates for the schools (primary and secondary), adult education and business education. Its mission is ''to objectively test and evaluate the curriculum to enhance and safeguard globally acceptable certification standards'' and its vision is the ''efficient testing and evaluation for quality education''
:'''Source''': [http://www.examscouncil.or.ke Kenya National Examinations Council]

[[Image:Kenya Education System.gif|frame|center|Source: Original jpeg on: Original image on [http://www.aiducation-international.org/educationsystem.html Aideducational International web page on Kenya education system]. [http://www.aiducation-international.org/Education_System.jpg Original image link]]]

'''Lifelong learning'''

''All Kenyan public universities and two of the private universities have introduced distance learning programmes in order to meet the increased need for lifelong learning.''
:'''Source''': [http://www.cet.uct.ac.za/projects#PHEA Partnership for Higher Education in Africa (PHEA)] - Educational Technology Initiative: [http://www.cet.uct.ac.za/files/file/kenya.pdf Report on Kenya (PDF - 14 pages)], 2008

'''Source''':
* [http://en.wikipedia.org/wiki/Kenya#Education Wikipedia's page on Kenya - Education]
* [http://en.wikipedia.org/wiki/Education_in_Kenya Wikipedia's page Education in Kenya]
* [http://www.e-government.go.ke/index.php?option=com_content&task=blogcategory&id=11&Itemid=25 e-Government - e-Education]
* [http://www.aiducation-international.org/educationsystem.html Aideducation International - Kenya's education system]

=== Higher education ===

There is a national examination at the end of Form Four in secondary education: the '''[http://en.wikipedia.org/wiki/Kenya_Certificate_of_Secondary_Education Kenya Certificate of Secondary Education (KCSE)]''', which determines those proceeding to the '''universities, other professional training or employment'''.

The '''Joint Admission Board (JAB)''' is responsible for selecting students joining the public universities. Other than the public schools, there are many private schools in the country, mainly in urban areas. Similarly, there are a number of international schools catering for various overseas educational systems.

'''Middle level Colleges''' are two or three year colleges that offer certificate, Diploma and Higher National Diploma qualifications. These colleges offer Technical hands-on skills in various fields such as Engineering, Medical Sciences, education, computer Science etc. They include Teacher Training colleges (TTCs), Kenya Medical Training colleges (KMTC), Kenya Polytechnic, Mombasa Polytechnic, Eldoret polytechnic, Kenya Institute of mass communication and many others. All these institutions are set up by various acts of parliament,

'''Sources''':
* [http://en.wikipedia.org/wiki/Kenya#Education Wikipedia's page on Kenya - Education]
* [http://en.wikipedia.org/wiki/Education_in_Kenya Wikipedia's page Education in Kenya]
* [http://www.e-government.go.ke/index.php?option=com_content&task=blogcategory&id=11&Itemid=25 e-Government - e-Education]

== Schools in Kenya ==

For a list of schools see Wikipedia: http://en.wikipedia.org/wiki/List_of_schools_in_Kenya or SchoolsKenya.net: http://www.schoolskenya.net/, where divisions are made between:

* GCSE Schools
# Lukenya Academy IGCSE
# St. Patricks Senior Academy
# Pioneer School
# The Precius Angels School
# Muguga Schools
# Marion Group of Schools
# Marben School Mixed Day & Boarding School
# Kitengela Vineyard Secondary School
# Kimana Central Academy
# Christian Secondary School
# Arthur Memorial Academy

* 8-4-4 and GCSE
# Brookshine School

* Public schools
see http://www.schoolskenya.net/index.php/Table/Public-Schools/

* Private schools
see http://www.schoolskenya.net/index.php/Table/Primary-Schools/

== Further and Higher education ==
=== Universities in Kenya ===

{| class="wikitable"
|-valign="top"
|
'''Public Universities'''

# [http://www.ku.ac.ke/ Kenyatta University] - Kahawa, Nairobi
# [http://www.mu.ac.ke/ Moi University] - Eldoret
# [http://www.uon.ac.ke/ Nairobi University] - Nairobi
# [http://www.egerton.ac.ke/ Egerton University] - Njoro, Nakuru
# [http://www.maseno.ac.ke/ Maseno University] - Maseno, Kisumu
# [http://www.jkuat.ac.ke/Jomo Kenyatta University of Agriculture & Technology] - Juja, Thika
# Kenya Armed forces technical college (KAFTEC) - Nairobi
# [http://www.wust.ac.ke/ Masinde Muliro University of Science & Technology] - Kakamega
# Kenya Polytechnic University College - Nairobi
# [http://www.kttc.ac.ke/ Kenya Technical Teachers College - Nairobi]
# [http://www.kuct.ac.ke Kimathi University College - Nyeri]

|
'''Private Universities'''

# [http://www.anu.ac.ke./ Africa Nazarene University] – Kajiado
# Aga Khan University, Highridge, Nairobi
# [http://www.cuea.edu/ Catholic University of Eastern Africa CUEA] - Karen, Nairobi
# [http://www.daystarus.org/ Daystar University] - Hurlingham, Nairobi
# East Africa School of Theology - Nairobi
# [http://www.gluk.ac.ke/ Great Lakes University of Kisumu] (GLUK)
# [http://www.gretsauniversity.ac.ke/ Gretsa University] – Thika
# [http://www.kabarak.ac.ke/ Kabarak University] - Kabarak, Nakuru
# [http://www.kca.ac.ke/ KCA University-Ruaraka], Nairobi
# [http://www.khbc.ac.ke/ Kenya Highlands Bible College] - Kericho
# [http://www.kemu.ac.ke/ Kenya Methodist University (KEMU)] - Meru
# [http://www.kwust.ac.ke/ Kiriri Women's University of Science & Technology (KWUST)] - Westlands, Nairobi
# [http://www.negst.edu/ Nairobi Evangelical Graduate School of Theology (N.E.G.S.T.)] - Karen, Nairobi
# [http://www.nistkenya.com/ Nairobi International School of Theology (NIST)] - Kilimani, Nairobi
# [http://www.pacuniversity.com/ Pan Africa Christian University] - Nairobi
# [http://www.scott.ac.ke/ Scott Theological College] - Machakos
# [http://www.stpaulslimuru.ac.ke/ St. Paul's University Theological College] - Limuru
# [http://www.strathmore.edu/ Strathmore University] - Nairobi
# [http://www.usiu.ac.ke/ United States International University (USIU-A)] – Kasarani, Nairobi
# [http://www.uaeb.ac.ke/ University of Eastern Africa, Baraton] - Eldoret
# [http://www.mku.ac.ke/ Mt Kenya university] - Thika
|}

=== Colleges in Kenya ===

{| class="wikitable" style="font-size: 10px;"
|-
|
# Africa college of social work - KCB plaza, Jogoo road
# St. Andrew's Pre-Medical College - Mumbasa, Mumbasa
# Nairobi Institute Of Business Studies - Cooperative Bank House
# Nairobi Institute of Technology - Westlands
# Alphax College, Eldoret
# Amani College
# AUGAB Computer College, Garissa
# Augustana College - Kasarani, Nairobi
# Australian Studies Institute (AUSI), Westlands Nairobi
# Bandari College – Mombasa
# Baraton College – Baraton, Nandi Cenral Kapsabet
# Baraton Teachers' Training College,Nandi Cenral Kapsabet
# Career Training Centre, Nairobi
# Century Park College, Machakos
# Coast Institute of Technology
# College of Management Sciencies, Nairobi CBD
# Compugoal College, Nairobi
# Computer Pride Training Centre - Nairobi
# Cornerstone Training Institute - Nairobi
# Digital Resource Center (DRC) - Karama Estate, Nakuru
# East African School of Aviation - Embakasi, Nairobi
# East Africa School Of Journalism(EASJ)Jamuhuri show ground
# East African School of Media Studies, Nairobi
# Eldoret Polytechnic - Eldoret
# Elgon View College - Eldoret
# Government Training Institute (GTI), Mombasa
# Graffins College - Westlands, Nairobi
# Great Lakes University, Milimani Kisumu
# Gretsa University, Thika
# Gusii Institute of Technology, Kisii
# Hemland Computer Institute – Thika (Thika Arcade 5th Floor)
# Hi-tec Institute of Professional Studies, Mombasa CBD
# Holy Rosary College - Tala
# Institute of Advanced Technology, Loita House, Loita Street, Buruburu, Nairobi
# Institute of Advanced Technology Campus, Westlands
# Institute of Zaburi Technologies -{Nairobi} {CBD}
# Inter-Afrika Development Institute - NACICO Plaza 4th Floor Nairobi
# International college of Kenya, Nairobi/Machakos
# InterWorld College, Nairobi
# Kabete Technical Training Institute, Kabete
# Kagumo College
# Kamagambo Teachers College - Sare Kamagambo, Rongo
# [http://www.kcct.ac.ke/ Kenya College of Communications Technology] - Mbagathi, Nairobi
# Kenya Forestry College, Londiani
|
# Kenya Institute of Administration (KIA) - Kabete
# Kenya Institute of Development Studies (KIDS) Nairobi
# Kenya Institute of Management (KIM), Nairobi
# Kenya Institute of Mass Communication - South C, Nairobi
# Kenya Institute of Professional Studies - Nairobi
# Kenya Institute of Special Education (KISE) - Kasarani, Nairobi
# Kenya Institute of Social Work and Community Development (KISWCD) - CBD, Nairobi
# Kenya Medical Training Centre (KMTC)
# [http://kenyapolitechnic.ac.ke/ Kenya Polytechnic University College], Nairobi CBD
# Kenya School of Monetary Studies - Ruaraka, Nairobi
# Kenya School of Professional Studies (KSPS) - Parklands, Nairobi
# Kenya Science Teachers College - Jamhuri, Nairobi
# Kenya Technical Teachers College – Gigiri, Nairobi
# Kenya Utalii College - Nairobi
# Kenya Water Institute - South C, Nairobi
# Kenya Wildlife Service Training Institute - Naivasha
# Kericho Teachers College – Kericho
# Kiambu Institute of Science and Technology – Kiambu
# Kigari Teachers College – Embu
# Kilimambogo Teachers College - Kilimambogo
# Kima International School of Theology (KIST) - Kima, Western Province of Kenya
# Kimathi Institute of Technology - Nyeri
# Kinyanjui Technical Training Institute - Riruta, Nairobi
# Kisii College (Egerton Campus) – Kisii
# Kisumu Polytechnic - Makasembo, Kisumu
# Kitale Technical Institute, Kitale
# Machakos Institute of Technology – Machakos
# Mawego Technical Institute, Kendu Bay
# Meru Technical Institute - Meru
# Migori Teachers college, Migori
# Moi Institute of Technology - Rongo, Migori
# Moi Institute of Technology, Rongo
# Mombasa College – Mombasa
# [http://www.mombasapoly.ac.ke/ Mombasa Polytechnic] – Mombasa
# Mombasa Technical Training Institute (MTTI) – Mombasa
# Mosoriot Teachers College – Eldoret
# Murang'a Institute of Technology – Murang’a
# Nairobi Institute of Technology - Westlands
# Nairobi Technical Training Institute
# Narok Teachers College – Narok
# Narok Teachers Training – Narok
# National Youth Service Engineering Institute - Nairobi
# Nairobi Aviation College, Nairobi
# Nkabune Technical Institute
|
# Oshwal College - Parklands, Nairobi.
# Pan African School of Theology (PAST) - Nyahururu, Kenya
# PREMESE Africa Development Institute, Vision Plaza, Msa Rd. Nairobi
# Railway Training School - South B, Nairobi
# Ramogi Institute of Science & Technology
# Regional Training Institute - CBD, Nairobi
# Riccatti Business College of East Africa
# Rift Valley Institute of Science & Technology - Nakuru
# Rift valley Technical Institute - Eldoret
# Rochester Business School - View Park Towers, Nairobi
# Sagana Institute of Technology
# Pioneer's Training Institute -Nairobi, Umoja 1, Mutindwa junction
# School of Professional Studies - Parklands, Nairobi
# Shalom Information Technology Center, Shalom House, Off Ngong Road, Nairobi
# Shanzu Teachers College - Shanzu, Mombasa
# Skynet Business College - CBD, Nairobi
# Star Media Institute - South B Estate, Southgate Ctr 1st Floor, Nairobi
# Starnet College - Nairobi
# Stonebic College - Westlands, Nairobi
# St Mary's school of clinical medicine, (Mumias)
# SMA Swiss Management Academy- New Muthaiga, Nairobi
# Tambach Teachers Training College - Kerio Valley, Rift Valley
# Tangaza College
# Taznaam Tutorial College - Nairobi
# The Kenya Polytechnic, Nairobi
# The Regional Institute of Business Management, Nairobi CBD
# Thika Advanced Institute of Science and Technology – Thika, Landless
# Tom Mboya Labour College, Kisumu
# Universal Group of Colleges - Nairobi CBD
# Vision Institute of Professionals (Nairobi & Mombasa)
# Thika Institute of Technology - Thika
# Royal Institute of Applied Sciences - Meru
# Nairobi Film School-Kipande Road(opp National Museum of Kenya)
# Motion City international -Multimedia school (Nairobi Kenya)
# Naivasha Computer & Business Studies College (Naivasha Kenya)
# Bible College of East Africa; Kasarani, NAIROBI
# Mt Kenya University;General Kago Road,THIKA
# Rehoboth College (Nairobi, Ngumo area)
# Eagle College of Management Studies
# Rift Valley Institute Of Science & Technology, Nakuru.
# Rift Valley Technical Traning Institute
# St.Joseph Vocational Training Centre Mlolongo.
# Emanex Computer College, Kahawa
# Elix Centre of Informatics, Lokichar-Turkana.
# Regional Institute of Business Management Studies – {Nairobi} {CBD} {Pioneer House)

|}

'''Sources''':

*[http://en.wikipedia.org/wiki/List_of_universities_and_colleges_in_Kenya Wikipedia’s page on Kenyan Schools and Universities]
*[http://www.kenya.go.ke//index.php?option=com_content&task=view&id=6&Itemid=31 Government’s web page on Education]

== Education reform ==

As mentioned before, Kenya's education system is a three to four tier system. In 1985 Kenya introduced the current '''8-4-4 system''':
* 8 years Primary education: age 6-13 (free and compulsory)
* 4 years Secondary education: age 14-18(subsidized for students in Day Schools and the Government provides fees guidelines to all public schools)
* 4 years '''Higher education''': age 19-21 (subsidized for those selected through the Universities Joint Admission Board)

:'''Sources''':
:* [http://en.wikipedia.org/wiki/Kenya#Education Wikipedia's page on Kenya - Education]

:'''Related Document''':
:* [http://www.springerlink.com/content/94853653142u124h/ Educational reform in Kenya], 2007, by Springer Netherlands

=== Schools ===

=== Post-secondary ===

== Administration and finance ==
=== Schools ===
=== Post-secondary ===

'''Enrolment'''

Public and Universities Students Enrolment by Gender 2004 /2005
{| class="wikitable" border="1"
| align="center" style="background:#f0f0f0;"|'''ENROLMENT'''
| align="center" style="background:#f0f0f0;"|'''Mode'''
| align="center" style="background:#f0f0f0;" colspan="2"| '''2004/2005'''
|-
| colspan="4"| INSTITUTION
|-
| colspan="2"|
|Male||Female
|-
|style="background:#f0f0f0;" colspan="4"| '''PUBLIC UNIVERSITIES'''
|-
| colspan="4"| 1. Nairobi
|-
| ||Full time||9987||5250
|-
| ||Part time ||11281||6456
|-
| colspan="4"| 2. Kenyatta
|-
| ||Full time||4313||2887
|-
| ||Part time ||6939||1916
|-
| colspan="4"| 3. Moi
|-
| ||Full time||4304||3195
|-
| ||Part time ||2492||2019
|-
| colspan="4"| 4. Egerton
|-
| ||Full time||5540||1960
|-
| ||Part time||810||287
|-
| colspan="4"| 5. JKUAT
|-
| ||Full time||2201||999
|-
| ||Part time||2114||660
|-
| colspan="4"| 6. Maseno
|-
| ||Full time||2260||1960
|-
| ||Part time||753||478
|-
| '''Subtotal'''||||'''53394'''||'''28097'''
|-
|style="background:#f0f0f0;"| '''Total'''||
|colspan="2" align="center"| '''81491'''
|-
|style="background:#f0f0f0;" colspan="4"| '''PRIVATE UNIVERSITIES'''
|-
| colspan="2"|
|Male||Female
|-
| ||Accredited||3796||4546
|-
| ||Unaccredited||801||907
|-
| '''Subtotal'''||||'''4597'''||'''5453'''
|-
| '''Total'''||
|colspan="2" align="center"|'''10050'''
|-
| colspan="4"|
|-
|style="background:#f0f0f0;"| '''Overall Total'''||
|colspan="2" align="center"|'''91541'''
|-
|}
'''Source''': [http://www.che.or.ke/enrolment.html Commission for Higher Education > Public and Universities Students Enrolment by Gender 2000/2001 -2004 /2005]

'''Funding for HEIs'''

The universities are autonomous but receive funding from the Ministry of Education. The private institutions on the other hand are mostly theological HEIs that raise funds from their own sources and do not receive any grants from the government.''

'''Related news article''': [http://allafrica.com/stories/200806090371.html Kenya: Varsities Get Sh1 Billion for Expansion], 2008: ''"By 2012, the public universities should be able to absorb 5,000 to 10,000 more new students yearly in order to contain the high number of those who miss out," The assistant minister, who was accompanied by the Juja Member of Parliament, Mr George Thuo, praised the role played by private universities and colleges, and said that the Government was encouraging more individual entrepreneurs to invest in higher education.''

This means sponsoring to HEIs to cut down on costs but also to award individual students with scholarships.

'''Sponsorship'''

[http://www.daystar.ac.ke/ Daystar University] also mentions sponsorships in their [http://www.daystar.ac.ke/modules/prospectus/downloads/Info_Fee_Structure_2008.pdf Fee Structure for 2008-2009 (PDF)].

To help the students, the University of Nairobi (UoN) for instance signed a ''memorandum of understanding (MoU)'' with Basco Products (Kenya) Limited Company on 17th April 2007 that guarantees UoN Students scholarships: the company will grant cash awards for excellence in academics to 20 students annually.
:'''Source''': [http://www.uonbi.ac.ke/news-and-events/?id=30 University of Nairobi > News & Events > ''Students Set to Benefit from 250,000.00 awards'']

'''Bursaries for Students'''

The '''Joint Admission Board (JAB)''' is responsible for selecting students joining the public universities. Other than the public HEIs, there are many private HEIs in the country, mainly in urban areas. Similarly, there are a number of international schools catering for various overseas educational systems.
: '''Sources''':
:* [http://en.wikipedia.org/wiki/Education_in_Kenya Wikipedia's page on Kenya - Education]
:* [http://en.wikipedia.org/wiki/Kenya Wikipedia's page Education in Kenya]

There are two types of admissions by students:
# '''Sponsored by the Kenyan Government''' students: This is done through the national '''Joint Admission Board (JAB)''', the body that does admission of students for all public universities in Kenya.
# '''Self Sponsored''' students (for programmes commonly known as the ‘''parallel programmes''’): because the government sponsorship can cater for very few qualifying candidates, the university gives an option for self sponsorship. In this option, the admission will be done internally at the university.
: '''Source''': [http://uonbi.ac.ke/admission/ University of Nairobi (UoN) ''admission web page'']

'''Loans to students'''

The Government established the '''Higher Education Loans Board (HELB)''' to administer the '''Student Loans Scheme'''. ''In addition, the Board is also empowered to recover all outstanding loans given to former university students by the Government of Kenya since 1952 through HELF and to establish a Revolving Fund from which funds can be drawn to lend out to needy Kenyan students pursuing higher education. The establishment of a revolving fund was also expected to ease pressure on the exchequer in financing education, which currently stands at 40% of the annual national budget.''

''In accordance with the current cost sharing policy, a student is required to pay Kshs.50,000/- per year to train at a public university. Out of this amount, HELB can award a maximum loan and bursary of Kshs.55,000/- and Kshs.8,000 respectively. ''

We must note however that the site states the following: ''it (HELB) is currently not in a position to provide loans to students studying outside the country and those on self sponsored programmes. Therefore, at the moment, it gives loans to needy Kenyan students who are admitted to public universities through the Joint Admissions Board and to those attending private chartered universities.''

:'''Source''': [http://www.helb.co.ke/helb_faq.html HELB Frequently Asked Questions]

'''Related documents''':
* [http://www.bc.edu/bc_org/avp/soe/cihe/inhea/profiles/Kenya.htm Kenya Higher Education Profile], by the [http://www.bc.edu/ Boston College] [http://www.bc.edu/bc_org/avp/soe/cihe/index.htm Center for International Higher Education (CIHE)] and [http://nairobi.usembassy.gov/root/pdfs/wwwfeduprk.pdf (PDF)]
* [http://www.informaworld.com/smpp/content~content=a794185010~db=all Financing Higher Education in Kenya: Student perceptions and experiences], 2008, by Mary S. Ngolovoi
* [http://www.bc.edu/bc_org/avp/soe/cihe/inhea/profiles/Kenya.htm Kenya Higher Education Profile], by the [http://www.bc.edu/ Boston College] [http://www.bc.edu/bc_org/avp/soe/cihe/index.htm Center for International Higher Education (CIHE)] and [http://nairobi.usembassy.gov/root/pdfs/wwwfeduprk.pdf (PDF)]
* [http://www.unesco.org/iau/onlinedatabases/index.html The International Association of Universities (IAU), World Higher Education Database (WHED)] (Search for Kenya)

== Quality assurance, inspection and accreditation ==

=== Schools ===

=== Post-secondary ===

'''The Commission of Higher Education''' is responsible for the accredidation of Higher Education in Kenya and was established by the [http://www.che.or.ke/THE%20UNIVERSITIES%20ACT%202.doc The Universities Act Cap 210B (DOC)].

The Commission ''“developed the “[http://che.or.ke/downloads/Universities%20Rules%201989%20pdf.pdf Establishment of Universities - (Standardization, Accreditation and Supervision Rules, 1989]” (PDF), which provide for the establishment and accreditation of Universities. Accreditation in Kenya means public acceptance and confirmation evidenced by award of a Charter, which a university meets and continues to meet the standards of academic excellence set by the Commission. For any institutions to be accredited, the Commission must be satisfied that the institution concerned has adequate physical, human, library and financial resources, viable relevant academic programmes and sound structure of governance.”''

The [http://che.or.ke/guidelines.html Standards and Guidelines] that stipulate the establishment, accreditation and governing of university-related matters:
* [http://che.or.ke/downloads/GUIDELINES%20FOR%20PREPARING%20A%20PROPOSAL%20FOR%20ESTABLISHMENT%20OF%20A%20UNIVERSITY.pdf Guidelines for preparing a Proposal for the Establishment of a Private University (PDF)]
* [http://che.or.ke/downloads/GUIDELINES%20ON%20RULES%20AND%20REGULATIONS.pdf Guidelines for Developing Rules & Regulations Governing the Conduct (PDF)]
* [http://che.or.ke/downloads/GUIDELINES%20FOR%20PREPARING%20CURRICULUM%20FOR%20AN%20ACADEMIC%20PROGRAMME.pdf Guidelines for Preparing Curriculum of Academic Programmes (PDF)]
* [http://che.or.ke/downloads/GUIDELINES%20FOR%20ESTABLISHING%20LIBRARIES.pdf Guidelines for Establishment of University Libraries and Facilities (PDF)]
* [http://che.or.ke/downloads/GUIDELINES%20FOR%20PREPARING%20A%20DRAFT%20CHARTER%20OF.pdf Guidelines for Preparing Charters and Statutes (PDF)]

Also, for the establishment of each University an Act is established, such as the [http://www.puib.go.ke/Legislation/Kenyatta/ku.pdf Kenyatta University Act, 1985 (PDF)].

In addition to the public universities there are also private universities in the country offering a range of degree programmes, which are supervised and controlled by the '''[http://www.che.or.ke/ Commission for Higher Education]'''.

'''Sources''':
* [http://www.che.or.ke/ The Commission of Higher Education] (EN)
* [http://www.che.or.ke/downloads/Universities%20Rules%201989%20pdf.pdf Establishment of Universities (Standardization, Accreditation and Supervision) Rules, 1989], PDF - EN - 32 pages
* [http://www.puib.go.ke/ Public Universities Inspection Board]

== Information society ==

=== Towards the information society ===

One of the main priorities of the Government towards the realisation of national development goals and objectives for [http://www.planning.go.ke/economic_recovery_2003.html Wealth and Employment Creation] was the '''e-Government''', which the government committed to establish by June 2004. ''Effective and operational e-Government will facilitate better and efficient delivery of information and services to the citizens, promote productivity among public servants, encourage participation of citizens in Government and empower all Kenyans.''

'''Related Documents''':
* [http://www.e-government.go.ke e-Government]
* [http://www.planning.go.ke/economic_recovery_2003.html Economic Recovery Strategy for Wealth and Employment Creation (ERS)], 2003

'''Connectivity'''

''The main users of the Internet in Kenya are multinational corporations, international organisations and NGOs.''

''A government policy to lift duties on imported computers and related equipment has resulted in an increase in the number of '''Internet cafes in rural areas''': about 2 per cent of Kenyans in rural areas have access to the Internet and they use it to get information on current affairs, to communicate and for commercial and agricultural purposes.''

However, there are still significant barriers:
* cost: ''given that 50 per cent of Kenya’s population live below the '''poverty line''', the cost of Internet access is relatively high due to the local telephone call rates in areas outside the major cities.''
* lack of electricity or shortages in supply: ''most Internet cafes use generators or solar power.''
* language: ''The use of ICT in urban areas has been may have been influenced positively by the wide use of English, one of Kenya’s official languages, in which most IT services are conducted. However, there are at least 40 indigenous languages in the country, and sometimes this has been seen as a barrier to the spread of ICT. If rural communities are to reap the benefits of the Internet, then the service must be presented in their own languages.''
* low literacy levels
* poor telephone infrastructure, travelling distance to reach Internet cafe

''In Kenya, ICT integration in education is more recent, of a smaller scale and experimental in nature. However, the use of computers in education has progressed slowly from the acquisition of basic computer skills to computer-aided teaching, communications and research.''

'''Source''': [http://www.cet.uct.ac.za/projects#PHEA Partnership for Higher Education in Africa (PHEA)] - Educational Technology Initiative: [http://www.cet.uct.ac.za/files/file/kenya.pdf Report on Kenya (PDF - 14 pages)], 2008

The Kenyan government has initiated several ICT programmes targeting the youth and the Kenya Vision 2030 identifies the potential of ICT in accelerating GDP growth rate to more than 10% by 2012 through Business Process Outsourcing (BPO). The full implementation of BPO will generate employment of more than 7,500 direct jobs by 2012.
The government is also supporting the establishment of digital villages at the constituency level in order to provide avenues for full utilization of Business Processing Outsourcing (BPO) and facilitate online delivery of services.
Recent survey on Kenya connectivity levels showed that '''2.5 million people had access to the internet''', less than 8% of the population. With the completion of two twin projects, the cost of accessing Internet will drastically reduce to 70% implying that more Kenyans will have access.
These twin projects are:
# The East African Marine System (TEAMS) will connect the Kenyan coastal city of Mombasa to Fujairah port in the United Arab Emirates and will provide broadband connectivity.
# Fibre Optic National Network (FONN) will ensure maximum utilization of capacity and add connectivity in all districts within the country.

'''Source''': [http://www.information.go.ke/home/index.php/News/Latest/Fibre-optic-cable-to-significantly-improve-Kenya%E2%80%99s-connectivity.html Ministry of Information & Communication > News article > ''Fibre optic cable to significantly improve Kenya’s connectivity ''], 2008

To show the progress, the [http://www.information.go.ke/home/index.php/View-document-details/5-Kenya-ICT-Strategy.html 2006 Kenya ICT Strategy] lists Mobile Connectivity: 4,295,000 in 2004 and '''1,500,000 Internet users'''.

'''Related Organisations''':
* The '''[http://www.cck.go.ke/telecommunications/ Communications Commission of Kenya (CCK)]''' is responsible for developing and co-ordinating the policies and strategies with respect to development and operation of telecommunications services in Kenya. In this regard, the Commission licences telecommunications operators and service providers, and monitors their performance on a continuous basis to ensure that they discharge the obligations as stipulated in their licences, and in keeping with the provisions of the '''[http://www.kenyalaw.org/kenyalaw/klr_app/frames.php Kenya Communications Act 1998]''' and the '''[http://www.ictparliament.org/CDTunisi/ict_compendium/paesi/kenya/KENYA03.pdf Kenya Communications Regulations 2001 (PDF)]'''.
* The [http://www.acde-africa.org African Council for Distance Education (ACDE)](Kenya) is a continental educational organization comprising African universities and other higher education institutions, which are committed to expanding access to quality education and training through open and distance learning.

:'''Related Documents''':
:* [http://en.wikipedia.org/wiki/Communications_in_Kenya Wikipedia's page on Communications in Kenya]
:* [http://go.worldbank.org/DAP4Q24UE0 The World Bank > Kenya > Poverty Reduction Strategy Papers]

'''Pilot project - handhelds'''

In the Kenyan school, Mbita Point primary school, a pilot project is being run by '''EduVision''', which is looking at ways to use low cost computer systems to get up-to-date information to students who are currently stuck with ancient textbooks. The students can do exercises in their '''school textbooks which have been digitised'''. The non-governmental organisation uses a combination of satellite radio and handheld computers called '''E-slates'''. ''They connect via a wireless connection to a base station in the school. The system is cheaper than installing and maintaining an internet connection and conventional computer network.''

'''Source''': [http://www.information.go.ke/home/index.php/News/Latest/Kenyan-school-turns-to-handhelds.html Ministry of Information & Communication > News article ''Kenyan school turns to handhelds''], 2008

'''Related Sources''':
* [http://www.information.go.ke Ministry of Information & Communication]
* [http://www.information.go.ke/docs/FOI%20Bill.pdf The Kenya Freedom of Information Act (PDF)], 2007

=== Information society strategy ===

The national ICT policy of Kenya is a product of the [http://go.worldbank.org/DAP4Q24UE0 Economic Recovery Strategy for Wealth and Employment Creation] (2003–2007) and was developed by the [http://www.information.go.ke Ministry of Information & Communication] in 2006 (see MIC, 2006). Its mission is to improve the livelihoods of Kenyans by ensuring the availability of accessible, efficient, reliable and affordable ICT services. This policy is based on the model adopted by the [http://www.comesa.int/ Common Market for Eastern and Southern Africa (COMESA)] in 2003 (see [http://www.comminit.com/en/node/148320 Kenya ICT4D National Policy], 2006).

:'''Sources:'''
:* [http://www.cet.uct.ac.za/projects#PHEA Partnership for Higher Education in Africa (PHEA)] - Educational Technology Initiative: [http://www.cet.uct.ac.za/files/file/kenya.pdf report on Kenya (PDF - 14 pages)], 2008
:* [http://www.information.go.ke/docs/ICT%20Policy.pdf Republic of Kenya - National Information & Communications Technology '''(ICT) Policy''' by Ministry of Information & Communications (PDF)], 2006

There is also the '''[http://www.information.go.ke/home/index.php/View-document-details/5-Kenya-ICT-Strategy.html 2006 Kenya ICT Strategy]''', that mainly focuses on the economic implications rather than the impact on education.

The Ministry of Information and Communications also published its [http://www.information.go.ke/home/index.php/View-document-details/13-Strategic_Plan_Ministry-of-Information-Communications.html '''Strategic Plan for the period 2006-2010'''], 2008 which adopts various approaches that aim at improving productivity in the Ministry and facilitate the growth of the ICT sector in the country as well as the region.

'''Related documents:''':
* [http://www.strathmore.edu/research/ict-policy-in-kenya.pdf ICT Policy in Kenya and Ways of Improving the Existing ICT Policy (PDF)], 2007, by John M. Kandiri, ICT Lecturer Strathmore University
* [http://www.apc.org/en/news/all/world/stakeholders-meet-discuss-all-inclusive-informatio Stakeholders meet to discuss an all-inclusive information society in Kenya], 2004, By [http://www.alin.or.ke/ ALIN-EA]

'''Information society organisations''':
* [http://www.kif.or.ke/ Kenya ICT Federation (KIF)] is ''an independent association, also acting as the ICT Board of the Kenya Private Sector Alliance. Its goal is to achieve a high quality of life for Kenyans, and national competitiveness, by stimulating effective ICT policy, strategy and usage. Its mission is to partner with other stakeholders in advising and influencing the Government to develop and implement a national ICT Strategy.''
* [http://www.itdg.org/?id=womens_voices Women's Voices] is ''part of the international '''Women's Information and Communications Technology (WICT)''' project which works with poor urban women in Kenya, [[Peru]] and [[Zimbabwe]] by supporting their existing communication skills. The women in each country received brief training in video use before taking control in using it to reach, inform and influence those who have the power to affect their lives.''

'''Source''': [http://www.unesco-ci.org/cgi-bin/portals/information-society/page.cgi?d=1&g=1447 UNESCO Communication/Information Portals - Observatory Portal: Regions: Africa: Kenya]

== ICT in education initiatives ==

[http://www.cfsk.org/ Computers for Schools Kenya] (CFSK) is a non-governmental organisation that was formally registered in October 2002. Our vision is the establishment of an information-rich Kenyan Society actively participating in sustainable development. In the nine years that they have been in existence, CFSK has sourced over 50,000 personal computers that we have deployed in over 3,000 public secondary and primary schools, technical training institutes, teacher training colleges, medical training centres and several universities.

=== Virtual initiatives in schools ===
=== Virtual initiatives in post-secondary education ===
==== Interesting Virtual Campus Initiatives ====

The '''African Virtual University (AVU)''' is located in Kenya. It has a separate Re.ViCa wiki page: [[African Virtual University]].

The AVU is an independent, intergovernmental organisation that was started in 1997 and has its headquarters in Nairobi. Its main objective is to promote and support initiatives in open, distance and electronic learning (ODEL) in Africa (Dzvimbo, n.d.).

The AVU is a '''network''' of African tertiary education and training institutions that are involved in the use of various ODEL methodologies to increase access to their own demand-driven programmes in an affordable, cost-effective, flexible and sustainable manner. The AVU has made this possible by developing a learning platform that allows institutions from different countries with different levels of technological and educational development to network through the use of ODEL. In such a networked environment, e-learning should thrive because it allows for the rapid updating and sharing of information, and instruction. This environment promotes group interaction, institutional collaboration and self-learning.

'''Source''': [http://www.cet.uct.ac.za/projects#PHEA Partnership for Higher Education in Africa (PHEA)] - Educational Technology Initiative: [http://www.cet.uct.ac.za/files/file/kenya.pdf Report on Kenya (PDF - 14 pages)], 2008

Its partner institutions for HE in Kenya are:
# University of Nairobi
# Egerton University
# Moi University
# Maseno University
# Kenyatta University
# Alma Training Institute, Mombasa

See also the separate entry on [[Kenyatta University]].

==== Interesting Programmes ====

Several African universities are using virtual learning environments (VLEs) to collaborate in content development and delivery practices; the [[African Virtual University]] (AVU) is an example of this.

* [http://elearning.uonbi.ac.ke/ e-Learning portal] at the [http://uonbi.ac.ke University of Nairobi]
* [http://soma.ku.ac.ke/moodle/index.php e-Learning portal] at [http://www.ku.ac.ke Kenyatta University] (Moodle). KU represents, according to [http://www.unesco.org/iiep/virtualuniversity/home.php#kenya UNESCO's case studies], the model of an existing institution that added a 'virtual' unit to extend its educational offer through participation in an international project. It was one of the initial six institutions that joined the [[African Virtual University]] (AVU). Kenyatta University ''launched e-Learning as a mode of delivery on 14th June 2005, with a aim of reaching out to the wide clientele of students enrolled in both regular and distance Learning programmes within the Main Campus, Constituent Campuses and Regional Centres both within Kenya and other countries across continents. It also established an '''e-Learning Coordinating Center (eLCC)''' in December 2006 to coordinate all e-Learning programmes in the University.''
* [http://kewl.jkuat.ac.ke e-Learning portal] at the [http://www.jkuat.ac.ke JKUAT]
* [http://elearn.usiu.ac.ke e-Learning portal] at the [http://www.usiu.ac.ke United States International University (USIU)] with a subdivision into WebCT, Moodle and a Forum.
* [http://196.168.1.10/moodle e-learning portal] (moodle) at the [http://www.cuea.edu/ Catholic University Of Eastern Africa (CUEA)]

=== Re.ViCa Case Study ===

At the moment, there is no case study for Kenya.

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===

== References ==

# [http://www.kenya.go.ke/ Government of Kenya – official web site]
# [http://www.kenya.go.ke//index.php?option=com_content&task=view&id=6&Itemid=31 Government’s web page on Education]
# [http://www.education.go.ke/ Ministry of Education]
# [http://en.wikipedia.org/wiki/Kenya Wikipedia's page on Kenya]
# [http://en.wikipedia.org/wiki/Education_in_Kenya Wikipedia’s page about Kenyan education]
# [http://www.bc.edu/bc_org/avp/soe/cihe/inhea/profiles/Kenya.htm Kenya Higher Education Profile], by the [http://www.bc.edu/ Boston College] [http://www.bc.edu/bc_org/avp/soe/cihe/index.htm Center for International Higher Education (CIHE)]
# [http://en.wikipedia.org/wiki/List_of_universities_and_colleges_in_Kenya Wikipedia’s page on Kenyan Schools and Universities]
# [http://en.wikipedia.org/wiki/Education_in_Kenya Wikipedia’s page about Kenyan education]
# [http://che.or.ke/ The Commission of Higher Education] (EN)
# [http://che.or.ke/guidelines.html Guidelines for Commission of Higher Education Accredidation]
# [http://che.or.ke/downloads/Universities%20Rules%201989%20pdf.pdf Establishment of Universities)(Standardization, Accreditation and Supervision) Rules, 1989 (PDF)]
# [http://www.examscouncil.or.ke/mission.php Kenya National Examinations Council]
# [http://www.puib.go.ke/ Public Universities Inspection Board]
# [http://www.cet.uct.ac.za/projects#PHEA Partnership for Higher Education in Africa (PHEA)] - Educational Technology Initiative: [http://www.cet.uct.ac.za/files/file/kenya.pdf report on Kenya] (PDF - 14 pages)
# [http://www.education.nairobi-unesco.org/index.php?option=com_content&task=view&id=1938&Itemid=165 UNESCO Country background for Kenya]

----

> [[Countries]]

[[Category:Kenya| ]]
[[Category:Africa]]
[[Category:Sub-Saharan Africa]]
[[Category:Commonwealth countries]]

[[Category:Country reports]]
[[Category:Countries with Programmes]]

[[Category:VISCED]]
[[Category:Countries in merged template]]

Philippines

2012-08-02T13:19:55Z

NikkiCortoos: added several programmes and entities

''The Philippines is an interesting example of an Asian country with a US-influenced education system yet not operating in English. There could be some interesting lessons for Europe in this hybrid mix.''

== Partners and Experts situated in Philippines ==

None.

== Philippines in a nutshell ==
(sourced from http://en.wikipedia.org/wiki/Philippines)

The ''Philippines'', officially known as the '''Republic of the Philippines''', is a country in Southeast [[Asia]] with Manila as its capital city. It comprises over 7,000 islands[ in the western [[Pacific Ocean]].

[[Image:pi.gif|right|thumb|400px|Source : https://www.cia.gov/library/publications/the-world-factbook/geos/rp.html]]
The Philippines is the world's 12th most populous country, with an estimated population of over 100 million people (103,775,002 according to a July 2011 estimate by [https://www.cia.gov/library/publications/the-world-factbook/geos/rp.html CIA]).

Its capital is Manila but the largest city is Quezon City.

Its national economy is the 47th largest in the world, with an estimated 2008 gross domestic product (GDP nominal) of over US$ 168.6 billion (nominal). It is estimated that there are about 11 million overseas Filipinos worldwide, equivalent to about 11% of the total population of the Philippines. The Philippines is a newly industrialized country, with an economy anchored on agriculture but with substantial contributions from manufacturing, mining, remittances from overseas Filipinos, and service industries such as tourism, and business process outsourcing. It is also listed in the roster of the "Next Eleven" economies.

As a former colony of [[Spain]], the Philippines is one of two predominantly Roman Catholic countries in [[Asia]], the other being [[East Timor]]. There are also a number of minority religious groups, including Islam, Buddhism, Hinduism, and other beliefs. Multiple ethnicities, and cultures are found throughout the islands. Ecologically, the Philippines is one of the most diverse countries in the world.

The official name of the Philippines changed throughout the course of its history. During the Philippine Revolution, it was officially called República Filipina or the Philippine Republic. From the period of the Spanish-American War, and the Philippine-American War, until the Commonwealth period, American colonial authorities referred to the country as the Philippine Islands, a translation of the original Spanish name. It was during the American period that the name Philippines began to appear, a name that has become its common name. The official name of the country now is Republic of the Philippines.

The Philippines has a presidential, unitary form of government (with some modification; there is one autonomous region largely free from the national government), where the President functions as both head of state and head of government and is commander-in-chief of the armed forces. The president is elected by popular vote to a single six-year term, during which time she or he appoints and presides over the cabinet.

The bicameral Congress is composed of a Senate, serving as the upper house whose members are elected to a six-year term, and a House of Representatives serving as the lower house, whose members are elected to a three-year term, and are elected from both legislative districts, and through sectoral representation.

The judicial power is vested in the Supreme Court, composed of a Chief Justice as its presiding officer, and fourteen associate justices, all appointed by the Philippine President from nominations submitted by the Judicial and Bar Council.

The Philippines is divided into three island groups: Luzon, Visayas, and Mindanao. These are divided into 17 regions, 80 provinces, 120 cities, 1511 municipalities, and 42,008 barangays.

Over 180 native languages, and dialects are spoken in the Philippines. They are part of the Borneo-Philippines group of the Malayo-Polynesian languages, which is itself a branch of the Austronesian language family.

According to the 1987 Philippine Constitution, Filipino and English are the official languages. Filipino is the de facto version of Tagalog, spoken mainly in Metro Manila, and other urban regions. Both Tagalog, and English are used in government, education, print, broadcast media, and business. Major languages recognized in the constitution include Bicolano, Cebuano, Ilocano, Hiligaynon or Ilonggo, Kapampangan, Pangasinan, Tagalog, and Waray-Waray. Spanish, and Arabic are both recognized as auxiliary languages. Other languages such as Aklanon, Boholano, Chavacano, Zamboangueño, Cuyonon, Ifugao, Itbayat, Ivatan, Kalinga, Kamayo, Kankana-ey, Kinaray-a, Maguindanao, Maranao, Masbatenyo, Romblomanon, Surigaonon, Tausug, Yakan, and several Visayan languages are dominant in their respective provinces.

== Education in Philippines ==

The [[Department of Education (Philippines)| Department of Education of the Philippines]] (DepEd) is the executive department of the Philippine government responsible for the management and governing of the Philippine system of basic education.

The [http://www.bse.ph Bureau of Secondary Education] aims to give by the Third Millennium, every Filipino youth a better quality of life due to access to quality secondary education, good spiritual and moral life, economic stability, relevant cultural values, comprehensive work skills, strong sense of national identity and successful adjustment to his rapidly changing environment.

Source: http://en.wikipilipinas.org/index.php?title=Bureau_of_Secondary_Education

=== Philippines education policy ===

Schools follow the National Secondary Education Curriculum (NSEC) and the Philippine Secondary Schools Learning Competencies (PSSC).

====Department of Education of the Philippines====
The [http://www.chanrobles.com/republicactno9155.html Governance of Basic Education Act of 2001] mentions the following:

:policy of the State to protect and promote the right of all citizens to quality basic education and to make such education accessible to all by providing '''all Filipino children a free and compulsory education in the elementary level and free education in the high school level'''. Such education shall also include alternative learning systems for out-of-school youth and adult learners. It shall be the goal of basic education to provide them with the skills, knowledge and values they need to become caring, seIf-reliant, productive and patriotic citizens. (section 2)

:Governance of basic education shall begin at the national level it is at the regions, divisions, schools and learning centers herein referred to as the field offices - where the policy and principle for the governance of basic education shall be translated into programs, projects and services developed, adapted and offered to fit local needs. (section 2)

And it defines:
* Alternative Learning System as a parallel learning system which provides a viable alternative to the existing formal education instruction. It encompasses both the nonformal and informal sources of knowledge and skills.

* School is an educational institution, private and public, undertaking educational operation with a specific age-group of pupils or students pursuing defined studies at defined levels, receiving instruction from teachers, usually located in a building or a group of buildings '''in a particular physical or cyber site'''.

====Open High School System (OHSS) ====

The "Open High School System Act" established the OHSS as part of the Philippine Department of Education alternative secondary education programme was approved on 1st of June 2012. The OHSS will encourage self-learning and will start piloting alternative quality education through print, TV, radio, Internet, teleconferencing, multimedia and computer.

The bill covers all youth and adults who have finished elementary education and all other who qualify for high school education. It will adopt the National Secondary Education Curriculum. The service will involve "guro's" (teachers) as well as "gurong tagapatnuboay's" (teaching counsellors). OHSS aims primarily at all out-of-school youth and adults who graduated from elementary school but who are unable to attend high school because of geographic and/or socio economic constraints.

ODL still being in a premature stadium in the Philippines, the Department of Education will seek to collaborate with the University of the Philippines Open Educational System and the DILG (Department of the Interior and Local Government) to design and establish the OHSS operations. Meanwhile DepEd (the Philippine Department of Education) already pilots a number of initiatives:
* at highschool level: Open HS in three modes: modular, blended and I-Dep. Due to lack of resources these pilots have not taken off as desired and they remain in experimental phase. The OHSS will take this up and develop this hopefully further.
* at elementary level: the OnSchool/OffSchool approach for congested schools (60+ class size) and [[E-Impact| e-Impact]] programme which is an enhanced instructional management service by parents, teachers and community developed by [[SEAMEO]] Innotech, see http://www.taocommunity.com/foundation/eimpact.
* for Special Needs Education (SPED) aimed at children with disabilities as well as for drop out learners special DL modules have been prepared, they are being provided through the SPED teachers at regional level (being piloted in a few regions with a view on national roll out).
* a distance learning Teacher Training Programme in blended mode is being piloted in 48 schools (training on the job), evaluation will be carried out in August 2012

Also see:
* Bill applications (2 different ones?): http://www.senate.gov.ph/lisdata/60005324!.pdf and http://www.senate.gov.ph/lisdata/84757031!.pdf
News article: Bill for free high school education through distance learning OK'd, Paolo Romero, The Philippine Star, 2 June 2012, online, http://www.philstar.com/Article.aspx?articleId=813152&publicationSubCategoryId=63, 2 August 2012.

=== Philippines education system ===
(sourced from http://en.wikipedia.org/wiki/Philippines and http://en.wikipedia.org/wiki/Education_in_the_Philippines)

Education in the Philippines is mostly Westernized, based on the [[US]] education system. Philippine DepEd reports a functional literacy rate of 84.1% for 2003. Other agencies are much more optimistic, Literacy is about equal for males, and females. Spending for education composes 2.5% of GDP.

There were 42,152 elementary schools and 8,455 high schools registered with DepEd for school year 2006-2007. Classes start in June, and end in March. The majority of colleges, and universities follow a semester calendar from June to October, and November to March. There are a number of foreign schools with study programmes. The general pattern of formal education follows six stages:

# Preschool
# Elementary school
# High school
# Post-secondary education
# Graduate education
# Adult education

The Department of Education ('''DepEd'''), formerly (DECS), covers elementary, secondary, and non-formal education; the Technical Education and Skills Development Authority (TESDA) administers the post-secondary, middle-level education training, and development; while the Commission on Higher Education (CHED) supervises the college as well as graduate academic programmes, and degrees as well as regulate standards in higher education.

For a list of colleges and universities see http://en.wikipedia.org/wiki/List_of_colleges_and_universities_in_the_Philippines

== Schools in Country ==

== Further and Higher education ==

(sourced from http://en.wikipedia.org/wiki/Education_in_the_Philippines)

Higher education institutions in the Philippines are either colleges or universities, and they are generally classified either as public or private. Colleges are tertiary institutions that typically offer one or a few specialized courses, for example, in the sciences or in liberal arts, whereas universities are tertiary institutions housing several constituent colleges or institutes, each offering academic degree programs of a particular type (i.e., college of commerce, college of law, college of dentistry, college of education, etc.).

=== Public tertiary education ===

Public universities are all non-sectarian entities, and are further classified as State University and College (SUC) or Local College and University (LCU). SUCs are fully funded by the national government as determined by the Philippine Congress. The University of the Philippines, being the national university, receives the biggest chunk of the budget among the 456 state colleges and universities. LCUs, on the other hand, are run by local government units. The Pamantasan ng Lungsod ng Maynila is first and largest among the LCUs.

=== Private tertiary institutions ===

Private colleges and universities may either be "sectarian" or "non-sectarian" entities. ''Institutions may be not-for-profit, or profit oriented.'' Most private schools are not-for-profit Catholic like Adamson University (Vincentian), the Ateneo de Manila University (Jesuit), De La Salle University (Christian Brothers), Don Bosco Technical College (Salesian), and the University of Santo Tomas (Dominican). However, there are also non-Catholic not-for-profit sectarian institutions such as Silliman University (Protestant), Trinity University of Asia (Anglican), and New Era University (Iglesia Ni Cristo).

Non-sectarian private schools, on the other hand, are corporations licensed by the Securities and Exchange Commission. Some of them are also registered on the Philippine Stock Exchange.

=== Universities in Philippines ===

==== University of the Philippines ====
(sourced from http://en.wikipedia.org/wiki/University_of_the_Philippines)

The University of the Philippines (or Unibersidad ng Pilipinas in Filipino and commonly abbreviated as U.P.) is the national university of the Philippines. Founded in 1908 through Act No. 1870 of the first Philippine Legislature, known as the "University Act" by authority of the United States, the University currently provides the largest number of degree programs in the country. The University is considered as the premier institution of higher learning in the Philippines Several (7) Philippine Presidents have attended courses in the University either as undergraduates or as postgraduate students, while 12 chief justices of the Supreme Court, 36 out of the 57 National Artists and 30 out of the 31 National Scientists are affiliated with the University.

U.P. has the most National Centers of Excellence and Development among higher education institutions in the country[9] and one of only three schools in Asia that have received institutional recognition in the Ramon Magsaysay Awards.

U.P. is partly subsidized by the Philippine government. Students of the university and its graduates are referred to as "Iskolar ng Bayan" ("Scholars of the Nation"). This makes admission into the University extremely competitive. In 2006, 70,000 applicants attended to test centers to take the University of the Philippines College Admission Test (UPCAT) for undergraduate admission. Around 11,000 of the applicants were admitted for the year 2006, an acceptance rate of about 18% for the whole of the UP system.

=== Polytechnics in Philippines ===

=== Colleges in Philippines ===

== Education reform ==



=== Schools ===

=== Post-secondary ===



== Administration and finance ==

=== Schools ===

=== Post-secondary ===

== Quality assurance, inspection and accreditation ==

=== Schools ===

Elementary education and high school qualifiers can take the Philippine Educational Placement Test (PEPT). PEPT is open to out-of-school and in-school children and youth who would like to upgrade their academic level or complete their basic education.

The PEPT covers all grade or year levels from Grade 1 to fourth-year high school. It focuses on subjects English, Math, Filipino, Science, and HEKASI for elementary, and English, Math, Filipino, Science, and Araling Panlipunan for high school.

Source: http://www.pia.gov.ph/news/index.php?article=931337236167

=== Post-secondary ===

(sourced from http://en.wikipedia.org/wiki/Education_in_the_Philippines)

Most tertiary institutions, generically called higher education institutions by the Commission on Higher Education of the Philippines (CHED) are licensed, controlled, and supervised by CHED. Records from CHED showed that the country had 1,494 private institutions and 522 state-run colleges and universities, a total of 2016 HEI's as of December 17, 2007.

==== Accreditation for Private institutions ====

Voluntary accreditation of all institutions is subject to the policies of the Commission on Higher Education. Voluntary accrediting agencies in the private sector are the Philippine Accrediting Association of Schools, Colleges and Universities ([[PAASCU]]), the Philippine Association of Colleges and Universities' Commission on Accreditation (PACUCOA), and the Association of Christian Schools, Colleges and Universities Accrediting Association Inc. (ACSCU-AAI) which all operate under the umbrella of the Federation of Accrediting Agencies of the Philippines FAAP, which itself is the organization authorized by CHED.

All of the institutions accredited by these three agencies authorised by FAAP are private institutions. Under CHED's Revised Policies and Guidelines on Voluntary Accreditation in Aid of Quality and Excellence and Higher Education, there are four levels of accreditation, with Level IV being the highest.

Accreditation can be either of programs or of institutions. Almost all accreditation is of programs. However, two private universities have been granted Level IV institutional status by PAASCU (as authorised by FAAP), namely De La Salle University, and Ateneo de Manila University.

==== Accreditation for Public institutions ====

Some of the government-supported institutions have banded themselves to a National Network of Quality Assurance Agencies (NNQAA) composed of the Accrediting Association of Chartered Colleges and Universities of the Philippines (AACCUP) and the Association of Local Colleges and Universities-Commission On Accreditation (ALCU-COA). AACCUP, as well as PAASCU are active member of the International Network of Quality Assurance Agencies for Higher Education ([[INQAAHE]]), and both are members of the Asia Pacific Quality Network.

The Technical Vocational Education Accrediting Agency of the Philippines (TVEAAP) was established and registered with the Securities Exchange Commission on 27 October 1987. On 28 July 2003, the FAAP board accepted the application of TVEAAP to affiliate with the Federation.

== Information society ==

== ICT in education initiatives ==

===e-IMPACT Learning System ===
In order to address problems in education in the public school system such as lack of classrooms, teachers and textbooks, high drop-out rate and a low budget allocated for education, the [[Southeast Asian Ministers of Education Organization]] (SEAMEO) Innotech designed the [[Enhanced Instructional Management for Parents, Community and Teachers]] (e-IMPACT), a technology-enhanced alternative delivery mode of learning wherein a peer-led approach is the main process that allows pupils to learn, interact with each other and develop to their fullest potential.

In the e-IMPACT system, every single pupil has access to modules and instructional materials to guide them in their education. More than being trained on how to become facilitators of the learning process, the school faculty learns new perspectives about children and child education. Parents and members of the community become actively engaged in sustaining the system and making it work. Their support is crucial in ensuring that the learning process continues in their homes. Thus, in the process of learning with the child, a whole community is transformed.

=== Virtual initiatives in schools ===

====Open High School Program (OHSP)====
The Open High School Program (OHSP) is a distance learning program for high school students who are unable to attend regular classes due to physical, economic and geographical limitations. A part of the [http://en.wikipilipinas.org/index.php?title=Drop_Out_Reduction_Program_%28DORP%29 Drop Out Reduction Program] (DORP) of the Department of Education and funded by the Asian Development Bank, the OHSP was first started in 1998 and is now offered by an increasing number of public schools across the country.

The program provides an opportunity for elementary school graduates, high school drop-outs and successful examinees of the Philippine Education Placement Test (PEPT) to complete secondary education in a purely distance learning mode. The program provides printed self-learning modules for students to use for their lessons and classroom activities.

'''Sources''':
* http://www.bse.ph/index.php/ohsp.html
* http://en.wikipilipinas.org/index.php?title=Open_High_School_Program

====Internet-Based Distance Education Program (iDEP) ====
[http://www.bse.ph/index.php/idep.html Internet-Based Distance Education Program] (iDEP) is a secondary education program run by the Bureau of Secondary Education (BSE) of the Department of Education (DepED) offering formal secondary education to qualifying students using Internet-based technologies. The use of Internet-based technologies enables certain existing high schools to create and manage classes completely on-line.

It is intended for students who are unable to go to a regular school and the only way of getting a formal Philippine-accredited secondary education is through the Internet. There are 3 pilot schools.

== Virtual Campuses in HE ==

===University of the Philippines - Open University (UPOU) ====

Established on 23 February 1995, the University of the Philippines - Open University (UPOU) pioneered in online teaching and learning and continues to play a leading role in the study and practice of open learning and distance education in the Philippines.

UPOU is envisioned as a leader in teaching and learning in the digital age, helping to equip Filipinos with the knowledge and skills they need for life and work in the 21st century.

Our mission is to provide Filipinos everywhere access to quality higher education through innovative methods of teaching and learning that are designed to be responsive to their needs as well as to national development priorities. We uphold the values of scholarship, academic excellence, academic freedom, humanism, social responsibility, and service to the nation.

We are the nation’s most comprehensive distance education institution, with two undergraduate programs, nine post-baccalaureate certificate and diploma programs, 11 master’s programs, two doctoral programs and 9 non-formal courses.We have a network of 10 learning centers and 19 testing centers in the country and abroad. This coupled with our ability to harness a wide range of digital technologies in education, have enabled us to build a global community of mostly Filipino learners in more than 40 countries.

See http://www2.upou.edu.ph

=== Interesting Programmes ===

See:

* [[Polytechnic University of the Philippines]]
* [[University of the Philippines Open University]]

=== Re.ViCa Case-study ===

None.

== Lessons learnt ==



=== General lessons ===

=== Notable practices ===



== References ==

----
> [[Countries]]
 
>> [[Main Page]]

[[Category:Philippines| ]]
[[Category:Association of Southeast Asian Nations]]
[[Category:Asia]]

[[Category:Countries with Programmes]]
[[Category:Countries in merged template]]
[[Category:VISCED]]

Internet-Based Distance Education Program

2012-08-02T13:10:42Z

NikkiCortoos: added programme

The Internet-Based Distance Education Program (iDEP) in the Philippines is a secondary education programme run by the Bureau of Secondary Education (BSE) of the [[Department of Education (Philippines)| Department of Education]] (DepED). The programme offers formal secondary education to qualifying students through e-learning.

It enables certain existing high schools to create and manage classes completely on-line and is intended for students who are unable to go to a regular school and the only way of getting a formal Philippine-accredited secondary education is through the Internet.

iDEP Pilot Schools are:
* [http://baguiocityhigh.com/ Baguio City National High School]
* [http://www.dcnhs.edu.ph/ Davao City National High School]
* [http://www.fumnhs.tk/ Florencio Urot Memorial National High School]

According to the BSE's page on iDEP it was going to be offering first year level secondary education starting June 2010 for the school year 2010-2011, but no further information has been updated and the Moodle reference curriculum website seems to be offline in August 2012 though.

==Refernece==
* BSE's web page on iDEP: http://www.bse.ph/index.php/idep.html
* iDEP Handbook: http://www.bse.ph/download/Handbook/IDEP%20Handbook.pdf

---

> [[Philippines]]


[[Category:Philippines]]



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

IDEP

2012-08-02T13:04:59Z

NikkiCortoos: Redirected page to Internet-Based Distance Education Program

#REDIRECT[[Internet-Based Distance Education Program]]

---

[[Category:Abbreviations]]

SEAMEO

2012-08-02T12:51:01Z

NikkiCortoos: saved again

#REDIRECT[[Southeast Asian Ministers of Education Organization]]

--

[[Category:Abbreviations]]

Southeast Asian Ministers of Education Organization

2012-08-02T12:49:00Z

NikkiCortoos: fixed typos

The ''Southeast Asian Ministers of Education Organization'' (SEAMEO) in Bangkok, Thailand, is a regional intergovernmental organisation among governments of Southeast Asian countries to promote regional cooperation in education, science and culture in the region.

The (SEAMEO) was established on 30 November 1965 as a chartered international organisation whose purpose is to promote cooperation in education, science and culture in the Southeast Asian region. It is a non-profit and not politically oriented organisation, with the largest grouping of country membership (11 Member Countries) in the region to deliver programmes in education.

With the motto "Leading through Learning" its vision is t obe the leading organisation for enhancing regional understanding and cooperation in education, science and culture for a better quality of life in Southeast Asia.

Its mission is

:To enhance regional understanding, cooperation and unity of purpose among Member Countries for a better quality of life through the establishment of networks and partnerships, the provision of fora among policy makers and experts, and the promotion of sustainable human resource development

SEAMEO strives for excellence in the following core competencies:
# Technical and scientific expertise in areas of specialisation
# Governance and management skills
# Collaborative partnership and networking skills
# Research, creativity and innovative skills

The SEAMEO web site is at http://www.seameo.org.

== More details ==



In 1997, SEAMEO established the Regional Open Learning Centre, [[SEAMOLEC]], which seeks to be a center of expertise in open and distance learning

== Members ==
# [[Brunei]] Darussalam
# [[Cambodia]]
# [[Indonesia]]
# [[Laos]] PDR
# [[Malaysia]]
# Republic of the Union of [[Myanmar]]
# [[Philippines]]
# [[Singapore]]
# [[Thailand]]
# [[East Timor]]
# Socialist Republic of [[Vietnam]]





----
> [[Thailand]]

[[Category: Thailand]]
[[Category: Asia]]
[[Category: International initiatives]]
[[Category: VISCED]]
[[Category: Brunei]]
[[Category: Cambodia]]
[[Category: Indonesia]]
[[Category: Laos]]
[[Category: Malaysia]]
[[Category: Myanmar]]
[[Category: Philippines]]
[[Category: Singapore]]
[[Category: East Timor]]
[[Category: Vietnam]]

SEAMAO

2012-08-02T12:48:32Z

NikkiCortoos: moved SEAMAO to SEAMEO: typo

#REDIRECT [[SEAMEO]]

SEAMOLEC

2012-08-02T12:47:51Z

NikkiCortoos: added links to SEAMOA

The ''South Asian Minister of Education Organization Regional Open Learning Center'' ('''SEAMOLEC''', SEAMEO SEAMOLEC) seeks to be a center of expertise in open and distance learning.

As described on the [http://www.seamolec.org/pages.php?page=seamolec SEAMOLEC web site], SEAMOLEC mission is twofold:

* To serve one million clients by 2010; and
* To assist [[SEAMEO]] Member Countries in identifying educational problems and finding alternative solutions for sustainable human resource development through the dissemination and effective use of open and distance learning

:The rationale for the establishment of SEAMOLEC in 1997, among others was the conviction that conventional schools alone will not be able to meet the education for all. Furthermore, several SEAMEO member countries have implemented open and distance learning programs as alternative ways for increasing the opportunities and access for learners to participate in educational/training programs.

:There are still some SEAMEO member countries that have not yet implemented any open and distance learning programs even though the need for education and training cannot be provided by existing conventional institutions. In order to promote the implementation of open and distance learning and foster the growth of existing open and distance learning programs to meet the demand of "education for all", the SEAMOLEC project proposal was developed.


SEAMOLEC's main office is based at the Kompleks Universitas Terbuka in Jakarta, [[Indonesia]].



The SEAMOLEC web site is at http://www.seamolec.org/


== More details ==
The [[Southeast Asian Ministers of Education Organization]] (SEAMEO) was established on 30 November 1965 as a chartered international organisation whose purpose is to promote cooperation in education, science and culture in the Southeast Asian region.

SEAMEO (South Asian Ministers of Education Organization) member countries are:

* [[Brunei]]
* [[Cambodia]]
* [[Indonesia]]
* [[Laos]]
* [[Malaysia]]
* [[Myanmar]] ([[Burma]])
* [[Philippines]]
* [[Singapore]]
* [[Thailand]]
* [[East Timor]]
* [[Vietnam]]








----
> [[Indonesia]]

[[Category:Indonesia]]
[[Category:Distance learning associations]]
[[Category:Consortia]]
[[Category:Abbreviations]]

Southeast Asian Ministers of Education Organization

2012-08-02T12:46:56Z

NikkiCortoos: added SEAMOLEC

The ''Southeast Asian Ministers of Education Organization'' (SEAMAO) in Bangkok, Thailand, is a regional intergovernmental organisation among governments of Southeast Asian countries to promote regional cooperation in education, science and culture in the region.

The (SEAMEO) was established on 30 November 1965 as a chartered international organisation whose purpose is to promote cooperation in education, science and culture in the Southeast Asian region. It is a non-profit and not politically oriented organisation, with the largest grouping of country membership (11 Member Countries) in the region to deliver programmes in education.

With the motto "Leading through Learning" its vision is t obe the leading organisation for enhancing regional understanding and cooperation in education, science and culture for a better quality of life in Southeast Asia.

Its mission is

:To enhance regional understanding, cooperation and unity of purpose among Member Countries for a better quality of life through the establishment of networks and partnerships, the provision of fora among policy makers and experts, and the promotion of sustainable human resource development

SEAMEO strives for excellence in the following core competencies:
# Technical and scientific expertise in areas of specialisation
# Governance and management skills
# Collaborative partnership and networking skills
# Research, creativity and innovative skills

The SEAMAO web site is at http://www.seameo.org.

== More details ==



In 1997, SEAMOA established the Regional Open Learning Centre, [[SEAMOLEC]], which seeks to be a center of expertise in open and distance learning

== Members ==
# [[Brunei]] Darussalam
# [[Cambodia]]
# [[Indonesia]]
# [[Laos]] PDR
# [[Malaysia]]
# Republic of the Union of [[Myanmar]]
# [[Philippines]]
# [[Singapore]]
# [[Thailand]]
# [[East Timor]]
# Socialist Republic of [[Vietnam]]





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> [[Thailand]]

[[Category: Thailand]]
[[Category: Asia]]
[[Category: International initiatives]]
[[Category: VISCED]]
[[Category: Brunei]]
[[Category: Cambodia]]
[[Category: Indonesia]]
[[Category: Laos]]
[[Category: Malaysia]]
[[Category: Myanmar]]
[[Category: Philippines]]
[[Category: Singapore]]
[[Category: East Timor]]
[[Category: Vietnam]]

Department of Education (Philippines)

2012-08-02T12:32:19Z

NikkiCortoos: added page for DepEd

The ''Department of Education of the Philippines'' (DepEd) in Philippines is the executive department of the Philippine government responsible for the management and governing of the Philippine system of basic education.

It is the chief formulator of Philippine educational policy and is responsible for the Philippine primary and secondary school system.

The Department of Education is also known by its old name, the Department of Education, Culture and Sports. The [http://www.chanrobles.com/republicactno9155.html Governance of Basic Education Act of 2001] removed the administration of cultural activities from the Department of Education. It also abolished the Bureau of Physical Education and School Sports. The law is also known as An Act Instituting A Framework of Governance for Basic Education, Establishing Authority and Accountability, Renaming the Department of Education, Culture, and Sports as the Department of Education, and for Other Purposes.



The DepEd web site is at http://www.deped.gov.ph.








'''Source''': http://en.wikipedia.org/wiki/Department_of_Education(Philippines)

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> [[Philippines]]

[[Category: Philippines]]

[[Category: Ministries]]

[[Category: VISCED]]

DepEd

2012-08-02T12:28:57Z

NikkiCortoos: added abbrev

#REDIRECT [[Department of Education (Philippines)]]

--

[[Category: Abbreviations]]

Department of Education, Culture and Sports (Philippines)

2012-08-02T12:28:11Z

NikkiCortoos: moved Department of Education, Culture and Sports to Department of Education, Culture and Sports (Philippines): didn't specify the country

#REDIRECT [[DepEd]]

Department of Education, Culture and Sports (Philippines)

2012-08-02T12:27:03Z

NikkiCortoos: redirect to DepEd

#REDIRECT [[DepEd]]

Enhanced Instructional Management for Parents, Community and Teachers

2012-08-02T12:21:46Z

NikkiCortoos: added page

The '' Enhanced Instructional Management for Parents, Community and Teachers'' (e-IMPACT) is a learning system in [[Philippines]] that was designed in 2010 by the [[Southeast Asian Ministers of Education Organization]] (SEAMEO) Innotech.


Through e-IMPACT, SEAMEO wants to address the problems in education in the Philippines’ public school system such as lack of classrooms, teachers and textbooks, high drop-out rate and a low budget allocated for education.

This technology-enhanced alternative delivery mode of learning consists of a peer-led approach is the main process that allows pupils to learn, interact with each other and develop to their fullest potential.

The initiative’s web site is at http://www.taocommunity.com/foundation/eimpact.

== More details ==



In the e-IMPACT system, every single pupil has access to modules and instructional materials to guide them in their education. More than being trained on how to become facilitators of the learning process, the school faculty learns new perspectives about children and child education. Parents and members of the community become actively engaged in sustaining the system and making it work. Their support is crucial in ensuring that the learning process continues in their homes. Thus, in the process of learning with the child, a whole community is transformed.

Recognising the importance of bringing this alternative learning system to more children, TaosPuso Foundation, in partnership with SEAMEO Innotech and the Philippine Department of Education (DepEd), began to support public elementary schools in implementing the program. In 2010, TaosPuso Foundation supported Alegria Elementary School in Murcia, Negros Occidental in transforming its conventional educational system into e-IMPACT. With the help of TaosPuso Foundation, four more public elementary schools in Luzon and Visayas have become e-IMPACT schools in the school year 2011-2012: Gaya-Gaya Elementary School (Bulacan), Chrysanthemum Village Elementary School (Laguna), Central Azucarera de Tarlac Elementary School (Tarlac) and Cantil-e Elementary School (Negros Oriental).

Source: http://www.taocommunity.com/foundation/eimpact.

With help from [http://www.unicef.org UNICEF], teachers are trained to conduct E-IMPACT trainings to students, their families and barangay officials. They are given modules for different grade levels and subjects that the students can take home.

Source: http://www.unicef.org/philippines/reallives_10191.html





You can view presentation slides from October 2010 [http://www.fit-ed.org/congress2010/pdf/ICTs%20at%20Culianan%20Learning%20Center.pdf?8605159e4b414fc508efe1b8fb5ec33c=50f271da3441ce64d141ba3531236eb3 ICTs at Culianan Learning Center e-IMPACT System] by elementary school principal Josefina M. Lacastesantos, Ed. D. Elementary School Principal III, Culianan Learning Center e-IMPACT.

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> [[Philippines]]

[[Category: Philippines]]

[[Category: VISCED]]

E-IMPACT

2012-08-02T12:08:10Z

NikkiCortoos: added abbrev

#REDIRECT[[Enhanced Instructional Management for Parents, Community and Teachers]]

--
[[Category: Abbreviations]]

Southeast Asian Ministers of Education Organization

2012-08-02T11:56:03Z

NikkiCortoos: added SEAMAO

The ''Southeast Asian Ministers of Education Organization'' (SEAMAO) in Bangkok, Thailand, is a regional intergovernmental organisation among governments of Southeast Asian countries to promote regional cooperation in education, science and culture in the region.

The (SEAMEO) was established on 30 November 1965 as a chartered international organisation whose purpose is to promote cooperation in education, science and culture in the Southeast Asian region. It is a non-profit and not politically oriented organisation, with the largest grouping of country membership (11 Member Countries) in the region to deliver programmes in education.

With the motto "Leading through Learning" its vision is t obe the leading organisation for enhancing regional understanding and cooperation in education, science and culture for a better quality of life in Southeast Asia.

Its mission is

:To enhance regional understanding, cooperation and unity of purpose among Member Countries for a better quality of life through the establishment of networks and partnerships, the provision of fora among policy makers and experts, and the promotion of sustainable human resource development

SEAMEO strives for excellence in the following core competencies:
# Technical and scientific expertise in areas of specialisation
# Governance and management skills
# Collaborative partnership and networking skills
# Research, creativity and innovative skills

The SEAMAO web site is at http://www.seameo.org.

== More details ==


The Operational Budget for the SEAMEO Secretariat is underwritten by the Member Countries whereby the respective annual share is determined by the Asian Development Bank contribution index. The Operational Budget of the TROPMED Central Network likewise is equally shared by the SEAMEO Member Countries. The Centres’ operational budget, capital and annually recurring costs of each Centre are underwritten by their host countries.

== Members ==
# [[Brunei]] Darussalam
# [[Cambodia]]
# [[Indonesia]]
# [[Laos]] PDR
# [[Malaysia]]
# Republic of the Union of [[Myanmar]]
# [[Philippines]]
# [[Singapore]]
# [[Thailand]]
# [[East Timor]]
# Socialist Republic of [[Vietnam]]





----
> [[Thailand]]

[[Category: Thailand]]
[[Category: Asia]]
[[Category: International initiatives]]
[[Category: VISCED]]
[[Category: Brunei]]
[[Category: Cambodia]]
[[Category: Indonesia]]
[[Category: Laos]]
[[Category: Malaysia]]
[[Category: Myanmar]]
[[Category: Philippines]]
[[Category: Singapore]]
[[Category: East Timor]]
[[Category: Vietnam]]

International Christian University

2012-08-02T09:10:50Z

NikkiCortoos: changed categories, added a bit of formatting

'''International Christian University''' ('''''ICU''''') is a "liberal arts college" (university for elite education in the US English sense) in Mitaka, Tokyo, Japan, having approximately 2,500 enrollments. It is recognized for its providing solid and sustainable undergraduate education to grow internationally-minded alums, with its special emphasis on interdisciplinarity of science and humanities, since its establishment in 1949. It is also known for its multilingual education, which demands acquisition of English, Japanese, and one more foreign language to foster a balanced perspective in the world.

The International Christian University can be found on http://www.icu.ac.jp/index_e.html

ICU Library has been recognized for its sophisticated library system with advanced technology, the top in total university library ranking (Asahi Shimubun University Ranking) for decades.

As of 2012, ICU has seen its 60th anniversary and has grown into a university that is competitive in liberal arts with Keio University and Waseda University in University Ranking 2012 in Japan (Keio 1st, ICU 2nd, Waseda 3rd for the total ranking of three most major ranking data in Japan (http://daigaku.jyuken-goukaku.com/nyuushi-hensati-ranking/siritu/sougoukagaku.html), selecting students by its own unique standards, without compromising to the standard entrance examination in the country. ICU has been constantly sending many graduates to UN-related institutions, Graduate School of University of Tokyo and the world top ranking universities, without loosing its initial mission of contributing to the peace and welfare of the world.

---
[[Category: Japan]]
[[Category: VISCED]]
[[Category: Universities]]

Japan

2012-08-02T09:05:48Z

NikkiCortoos: changed formatting, links

''by [[Paul Bacsich]] ([[Sero]]), [[Gertjan]] ([[ATiT]]) and [[Daniela Proli]] ([[SCIENTER]]) with advice from colleagues at [[NIME]] and the [[Open University of Japan]]''

For entities in Japan see [[:Category:Japan]]

== Partners and experts in Japan ==

There is no partner in Japan for Re.ViCa, VISCED or POERUP.

Experts in virtual initiatives in Japan include (in alphabetical order):

Dr. Kumiko Aoki ([[Open University of Japan]]): e-learning and ICT 
Dr. Insung Jung ([[International Christian University]]): quality assurance (QA) 
Dr. Katsuaki Suzuki ([http://ewww.kumamoto-u.ac.jp/ Kumamoto University]): instructional design (ID) 

and Dr. [[Terumi Miyazoe]], their developing successor ([http://atom.dendai.ac.jp/ Tokyo Denki University]): e-learning and distance eduction (DE), who worked primarily on the contributions of 2011, 2012 year information.

== Japan in a nutshell ==

(sourced from Wikipedia)

''Japan'' (日本 '''Nihon''' or '''Nippon?''', officially 日本国 '''Nippon-koku?·i''' or '''Nihon-koku''') is an island country in [[East Asia]]. Located in the [[Pacific Ocean]], it lies to the east of the Sea of Japan, People's Republic of [[China]], [[North Korea]], [[South Korea]] and [[Russia]], stretching from the Sea of Okhotsk in the north to the East China Sea and Taiwan in the south. The characters which make up Japan's name mean "sun-origin country", which is why Japan is sometimes identified as the "Land of the Rising Sun".

[[Image:Japan.gif|right|thumb|400px|Source : http://www.cia.gov]]

Japan comprises over 3,000 islands making it an archipelago. The largest islands are Honshū, Hokkaidō, Kyūshū and Shikoku, together accounting for 97% of Japan's land area. Most of the islands are mountainous, many volcanic; for example, Japan’s highest peak, Mount Fuji, is a volcano. Japan has the world's tenth largest population, with about 128 million people. The Greater Tokyo Area, which includes the de facto capital city of Tokyo and several surrounding prefectures, is the largest metropolitan area in the world, with over 30 million residents.

A major economic power, Japan has the world's second largest economy by nominal GDP and the third largest in purchasing power parity. It is a member of the United Nations, G8, G4, [[OECD]] and APEC, with the world's fifth largest defense budget. It is also the world's fourth largest exporter and sixth largest importer. It is a developed country with high living standards (8th highest HDI) and a world leader in technology, machinery, and robotics.

The English word Japan is an exonym. The Japanese names for Japan are Nippon (にっぽん) and Nihon (にほん). They are both written in Japanese using the kanji 日本. The Japanese name Nippon is used for most official purposes, including on Japanese money, postage stamps, and for many international sporting events. Nihon is a more casual term and the most frequently used in contemporary speech.

Both Nippon and Nihon literally mean "the sun's origin" and are often translated as the Land of the Rising Sun. This nomenclature comes from Imperial correspondence with Chinese Sui Dynasty and refers to Japan's eastward position relative to China. Before Japan had relations with China, it was known as Yamato and Hi no moto, which means "source of the sun".

Japan is a constitutional monarchy where the power of the Emperor is very limited. As a ceremonial figurehead, he is defined by the constitution as "the symbol of the state and of the unity of the people". Power is held chiefly by the Prime Minister of Japan and other elected members of the Diet, while sovereignty is vested in the Japanese people. The Emperor effectively acts as the head of state on diplomatic occasions. Akihito is the current Emperor of Japan. Naruhito, Crown Prince of Japan, stands as next in line to the throne.

Japan's legislative organ is the National Diet, a bicameral parliament. The Diet consists of a House of Representatives, containing 480 seats, elected by popular vote every four years or when dissolved and a House of Councillors of 242 seats, whose popularly-elected members serve six-year terms. There is universal suffrage for adults over 20 years of age, with a secret ballot for all elective offices.

The Prime Minister of Japan is the head of government. The position is appointed by the Emperor of Japan after being designated by the Diet from among its members and must enjoy the confidence of the House of Representatives to remain in office. The Prime Minister is the head of the Cabinet (the literal translation of his Japanese title is "Prime Minister of the Cabinet") and appoints and dismisses the Ministers of State, a majority of whom must be Diet members.

While there exist eight commonly defined regions of Japan, administratively Japan consists of forty-seven prefectures, each overseen by an elected governor, legislature and administrative bureaucracy. The former city of Tokyo is further divided into twenty-three special wards, each with the same powers as cities.

The nation is currently undergoing administrative reorganization by merging many of the cities, towns and villages with each other. This process will reduce the number of sub-prefecture administrative regions and is expected to cut administrative costs.

Japan has dozens of major cities, which play an important role in Japan's culture, heritage and economy.

Japan's population is estimated at just over 127 million. For the most part, Japanese society is linguistically and culturally homogeneous with small populations of foreign workers, Zainichi Koreans, Zainichi Chinese, Filipinos, Japanese Brazilians and others. The most dominant native ethnic group is the Yamato people; the primary minority groups include the indigenous Ainu and Ryukyuan, as well as social minority groups like the burakumin.

Japan has one of the highest life expectancy rates in the world, at 81.25 years of age as of 2006. The Japanese population is rapidly aging, the effect of a post-war baby boom followed by a decrease in births in the latter part of the twentieth century. In 2004, about 19.5% of the population was over the age of 65.

The changes in the demographic structure have created a number of social issues, particularly a potential decline in the workforce population and increases in the cost of social security benefits such as the public pension plan. Many Japanese youth are increasingly preferring not to marry or have families as adults. Japan's population is expected to drop to 100 million by 2050 and to 64 million by 2100. Demographers and government planners are currently in a heated debate over how to cope with this problem. Immigration and birth incentives are sometimes suggested as a solution to provide younger workers to support the nation's aging population. The highest estimates for the amount of Buddhists and Shintoists in Japan is 84-96%, representing a large number of believers in a syncretism of both religions. However, these estimates are based on people with an association with a temple, rather than the number of people truly following the religion. Professor Robert Kisala (Nanzan University) suggests that only 30 percent of the population identify themselves as belonging to a religion.

Taoism and Confucianism from China have also influenced Japanese beliefs and customs. Religion in Japan tends to be syncretic in nature, and this results in a variety of practices, such as parents and children celebrating Shinto rituals, students praying before exams, couples holding a wedding at a Christian church and funerals being held at Buddhist temples. A minority (2,595,397, or 2.04%) profess to Christianity. In addition, since the mid-19th century, numerous religious sects (Shinshūkyō) have emerged in Japan, such as Tenrikyo and Aum Shinrikyo (or Aleph).

About 99% of the population speaks Japanese as their first language. It is an agglutinative language distinguished by a system of honorifics reflecting the hierarchical nature of Japanese society, with verb forms and particular vocabulary which indicate the relative status of speaker and listener. According to a Japanese dictionary Shinsen-kokugojiten, Chinese-based words comprise 49.1% of the total vocabulary, indigenous words are 33.8% and other loanwords are 8.8%. The writing system uses kanji (Chinese characters) and two sets of kana (syllabaries based on simplified Chinese characters), as well as the Latin alphabet and Arabic numerals. The Ryukyuan languages, also part of the Japonic language family to which Japanese belongs, are spoken in Okinawa, but few children learn these languages. The Ainu language is moribund, with only a few elderly native speakers remaining in Hokkaidō. Most public and private schools require students to take courses in both Japanese and English.

== Education in Japan ==

=== Policy ===

Primary, secondary schools and universities were introduced into Japan in 1872 as a result of the Meiji Restoration. Since 1947, compulsory education in Japan consists of elementary school and middle school, which lasts for nine years (from age 6 to age 15). Almost all children continue their education at a three-year senior high school, and, according to the Ministry, about 75.9% of high school graduates attend a university, junior college, trade school, or other post-secondary institution in 2005.

Japan's education is very competitive, especially for entrance to institutions of higher education. Anyone can enter one nowadays.

The two top-ranking universities in Japan are the University of Tokyo and Kyoto University. The Programme for International Student Assessment coordinated by the OECD, currently ranks Japanese knowledge and skills of 15-year-olds as the 6th best in the world.

I would remove this section as the information is not about policy as it is.

 

=== Japan education system ===

(sourced from http://en.wikipedia.org/wiki/Education_in_Japan)

After the Meiji Restoration of 1868, the methods and structures of Western learning were adopted as a means to make Japan a strong, modern nation. Students and even high-ranking government officials were sent abroad to study, such as the Iwakura mission. Foreign scholars, the so-called o-yatoi gaikokujin, were invited to teach at newly founded universities and military academies. Compulsory education was introduced, mainly after the Prussian model. By 1890, only 20 years after the resumption of full international relations, Japan discontinued employment of the foreign consultants.

The rise of militarism led to the use of the education system to prepare the nation for war. The military even sent its own instructors to schools. After the defeat in World War II, the allied occupation government set an education reform as one of its primary goals, to eradicate militarist teachings and "democratize" Japan. The education system was rebuilt after the American model.

The end of the 1960s were a time of student protests around the world, and also in Japan. The main subject of protest was the Japan-U.S. security treaty. A number of reforms were carried out in the post-war period until today. They aimed at easing the burden of entrance examinations, promoting internationalization and information technologies, diversifying education and supporting lifelong learning.

(sourced from http://www.ncee.org/programs-affiliates/center-on-international-education-benchmarking/top-performing-countries/japan-overview/japan-instructional-systems/)

[[Image:Schema colorato.png|200px|frame|right|Japanese Education System]]

In Japan education is compulsory for nine years, including '''primary school''' (six years) and '''lower secondary school''' (three years). Pupils can attend three years of non-compulsory kindergarten.

Students who have completed lower secondary school, at about age sixteen, may choose to apply to''' upper secondary school''', lasting three years.

There are three types of upper secondary schools in Japan:

* '''senior high schools'''. Senior high schools provide general, specialized and integrated courses. General courses are intended for students who hope to attend university, or for students who wish to seek employment after high school but have no particular vocational preference. Specialized courses are for students who have selected a particular vocational area of interest. Integrated courses allow a student to choose electives from both the general and specialized tracks.
Senior high school can be full-time, part-time or correspondence.

* '''Colleges of technology''' (''Kosen'' colleges) typically offer a five-year program in different occupational areas. Students can also choose to complete upper secondary vocational education after three years and go directly to the workplace. Upon graduation, a student who completes five years of technology college is considered an “associate” in his or her field.

* '''special training colleges''' for lower secondary graduates: special training colleges have been created in Japan in 1976, offering vocational and specialized technical education aiming at fostering abilities required for vocational or daily life or provide general education. Some special training colleges address people with lower secondary education, whereas two other categories are for people with upper secondary education Special training colleges offer vocational and technical education in a variety of degree programs, typically through the bachelor’s or master’s level) or for people without any academic background.

Admission into senior high schools is extremely competitive, and in addition to entrance examinations, the student’s academic work, behavior and attitude, and record of participation in the community is also taken into account. Senior high schools are ranked in each locality, and Japanese students consider the senior high school where they matriculate to be a determining factor in later success. Following senior high school, a Japanese student’s future is dependent on their score on the national achievement exam, as well as their performance on the individual exams administered by each university.

Colleges of technology require their own set of entrance exams, while special training colleges do not. After three years in a special training college, students may apply to enter a college of technology. These students are eligible for higher education after completing an upper secondary course of two to three years.

 

== Schools in Japan ==

=== Kindergarten and Nursery school ===

Early childhood education begins at home, and there are numerous books and television shows aimed at helping mothers of pre-school children to educate their children and to "parent" more effectively. Much of the home training is devoted to teaching manners, proper social behavior, and structured play, although verbal and number skills are also popular themes. Parents are strongly committed to early education and frequently enroll their children in preschools.

Kindergartens (yochien 幼稚園), predominantly staffed by young female junior college graduates, are supervised by the Ministry of Education, but are not part of the official education system. The 58% of kindergartens that are private accounted for 77% of all children enrolled. In addition to kindergartens there exists a well-developed system of government-supervised day-care centers (hoikuen 保育園), supervised by the Ministry of Labor. Where as kindergartens follow educational aims, preschools are predominately concerned with providing care for infants and toddlers. Same as kindergartens there are public or privately run preschools. Together, these two kinds of institutions enroll well over 90% of all preschoolage children prior to their entrance into the formal system at first grade. The Ministry of Education's 1990 Course of Study for Preschools, which applies to both kinds of institutions, covers such areas as human relationships, environment, words (language), and expression. Starting from March 2008 the new revision of curriculum guidelines for kindergartens as well as for preschools came into effect.

 

=== Elementary school ===

More than 99% of children are enrolled in elementary school. All children enter first grade at age six, and starting school is considered a very important event in a child's life.

Virtually all elementary education takes place in public schools; less than 1% of the schools are private. Private schools tended to be costly, although the rate of cost increases in tuition for these schools had slowed in the 1980s. Some private elementary schools are prestigious, and they serve as a first step to higher-level private schools with which they are affiliated, and thence to a university.

 

=== Junior high school ===

Lower secondary school covers grades seven, eight, and nine, children between the ages of roughly 12 and 15, with increased focus on academic studies. Although it is still possible to leave the formal education system after completing lower secondary school and find employment, fewer than 4% did so by the late 1980s.

Like elementary schools, most lower-secondary schools in the 1980s were public, but 5% were private. Private schools were costly, averaging 558,592 yen (US$3,989) per student in 1988, about four times more than the 130,828 yen (US$934) that the ministry estimated as the cost for students enrolled in public lower secondary schools. Teachers often majored in the subjects they taught, and more than 80% graduated from a four-year college. Classes are large, with thirty-eight students per class on average, and each class is assigned a homeroom teacher who doubles as counselor. Unlike elementary students, lower-secondary school students have different teachers for different subjects. The teacher, however, rather than the students, moves to a new room for each fifty-minute period.

Instruction in lower-secondary schools tends to rely on the lecture method. Teachers also use other media, such as television and radio, and there is some laboratory work. By 1989 about 45% of all public lower secondary schools had computers, including schools that used them only for administrative purposes. Classroom organization is still based on small work groups, although no longer for reasons of discipline.

All course contents are specified in the Course of Study for Lower-Secondary Schools. Some subjects, such as Japanese language and mathematics, are coordinated with the elementary curriculum. Others, such as foreign-language study, usually English, begin at this level. The curriculum covers Japanese language, social studies, mathematics, science, music, fine arts, health, and physical education. All students also are exposed to either industrial arts or homemaking. Moral education and special activities continue to receive attention. Many students also participate in after-school sport clubs that occupy them until around 6pm most weekdays.

A growing number of JHS students also attend Juku, private extracurricular study schools, in the evenings and weekends. A focus by students upon these other studies and the increasingly structured demands upon students' time have been criticized by teachers and in the media for contributing to a decline in classroom standards and student performance in recent years.

The ministry recognizes a need to improve the teaching of all foreign languages, especially English. To improve instruction in spoken English, the government invites many young native speakers of English to Japan to serve as assistants to school boards and prefectures under its Japan Exchange and Teaching Program. By 1988 participants numbered over 1,000. This program seems to be being phased out in many areas where the supply of foreign native speakers facilitates their employment through less expensive private agencies.

 

=== (Senior) High school ===

Even though upper secondary school is not compulsory in Japan, 99% of all lower secondary school graduates entered upper secondary schools as of 2005. Private upper-secondary schools account for about 55% of all upper-secondary schools, and neither public nor private schools are free . The Ministry of education estimated that annual family expenses for the education of a child in a public upper-secondary school were about 300,000 yen (US$2,142) in both 1980s and that private upper-secondary schools were about twice as expensive.

The most common type of upper-secondary schools has a fulltime, general program that offered academic courses for students preparing for higher education and also technical and vocational courses for students expecting to find employment after graduation. More than 70% of upper-secondary school students were enrolled in the general academic program in the late 1980s. A small number of schools offer part-time or evening courses or correspondence education.

The first-year programs for students in both academic and commercial courses are similar. They include basic academic courses, such as Japanese language, English, mathematics, and science. In upper-secondary school, differences in ability are first publicly acknowledged, and course content and course selection are far more individualized in the second year. However, there is a core of academic material throughout all programs.

Vocational-technical programs includes several hundred specialized courses, such as information processing, navigation, fish farming, business English, and ceramics. Business and industrial courses are the most popular, accounting for 72% of all students in full-time vocational programs in 1989.

Most upper-secondary teachers are university graduates. Uppersecondary schools are organized into departments, and teachers specialize in their major fields although they teach a variety of courses within their disciplines. Teaching depends largely on the lecture system, with the main goal of covering the very demanding curriculum in the time allotted. Approach and subject coverage tends to be uniform, at least in the public schools.

Training of disabled students, particularly at the uppersecondary level, emphasizes vocational education to enable students to be as independent as possible within society.

Vocational training varies considerably depending on the student's disability, but the options are limited for some. It is clear that the government is aware of the necessity of broadening the range of possibilities for these students. Advancement to higher education is also a goal of the government, and it struggles to have institutions of higher learning accept more disabled students.

== Further and Higher education ==

After the Second World War, Japan has moved rapidly from an “elite” to a “mass” higher education system and the rapid expansion in both the number and the size of Japanese universities has also witnessed the introduction of a trend towards more “vocational” degree programmes - i.e. ones which offer more of a fit-for-purpose licence to engage in professional practice. Thus the expansion of tertiary education has
been accompanied by increasing diversity in the mission and purposes of tertiary institutions, both within and between those categories outlined above. The cultivation of such mission diversity is now a stated policy aim.

Interestingly, Japan has traditionally blurred the distinction between further and higher education, whilst retaining a degree of distinctiveness between vocational and academic programs and qualifications. This has favored the flourishing of the college sector, offering post-18 sub-bachelor qualification. Many junior colleges are vocationally-oriented but also with a strong liberal-arts component.

Tertiary Education in Japan comprises the following

* Universities have as their aim to conduct teaching and research in depth in specialised academic subjects, to operate as “centres of learning” and to “develop intellectual, moral and practical abilities”.
* Junior colleges “cultivate such abilities as are required in vocation or practical life”, typically offering two-year sub-degree qualifications within a baccalaureate four-year bachelor’s degree framework. There are typically progression opportunities to
university programmes. The School Education Act was partially amended in 2005, and associate degrees came to be awarded to graduates of Japanese junior colleges.
* Colleges of technology, or kosen are institutions offering high-level vocational qualifications through teaching and related research. They are organized through the Institute of National Colleges of Technology and offer vocational education for those between the ages of 15 and 20, with the possibility of “topping-up” to a full degree
* Professional training colleges offer practical vocational and specialized technical education aiming to foster abilities required for vocational or daily life, or provide general education.
* Graduate schools conduct academic research, in particular basic research, and train researchers and professionals with advanced skills.
* Professional graduate schools are oriented towards high-level graduate entry to key professions - for example, law, business studies, etc.

'''
Number of Tertiary education institutions'''
[[Image:Tabella.png|200px|frame|left|Source: OECD]]

=== Universities in Japan ===

(sourced from http://en.wikipedia.org/wiki/Higher_education_in_Japan - which may not be up to date)

 

==== University Entrance ====

College entrance is based largely on the scores that students achieved in entrance examinations (''nyūgaku shiken or 入学試験''). With exceptions, the public national universities are the most highly regarded. This distinction had its origins in historical factors -- the long years of dominance of the select imperial universities, such as Tokyo and Kyoto universities, which trained Japan's leaders before the war -- and in differences in quality, particularly in government subsidy. In addition, certain prestigious employers, notably the government and select large corporations, continue to restrict their hiring of new employees to graduates of the most esteemed universities. There is a close link between university background and employment opportunity;however, this has started to change because of the urgent need to cope with ever accelerating globalization and internationalization of its economy and social structure.

Students applying to national universities take two entrance examinations, first a nationally administered uniform achievement test and then an examination administered by the university that the student hopes to enter. Applicants to private universities need to take only the university's examination. Some national schools have so many applicants that they use the first test, the Joint First Stage Achievement Test, as a screening device for qualification to their own admissions test.

An unsuccessful student, who could not compete successfully for admission to the college of their choice, can either accept an admission elsewhere, forego a college education, or wait until the following spring to take the national examinations again. These students who chose the second option, called ''ronin　or 浪人,'' meaning masterless samurai, spend an entire year, and sometimes longer, studying for another attempt at the entrance examinations.

''Yobiko or 予備校'' are private schools that, like many ''juku or 塾'', help students prepare for entrance examinations. While yobiko have many programs for upper-secondary school students, they are best known for their specially designed full-time, year-long classes for ronin.

The number of applicants to four-year universities totaled almost 560,000 in 1988. Ronin accounted for about 40% of new entrants to four-year colleges in 1988. Most ronin were men, but about 14% were women. The ronin experience is so common in Japan that the Japanese education structure is often said to have an extra ronin year built into it. -- need update

Yobiko sponsor a variety of programs, both full-time and part-time, and employ an extremely sophisticated battery of tests, student counseling sessions, and examination analysis to supplement their classroom instruction. The cost of yobiko education is high, comparable to first-year university expenses, and some specialized courses at yobiko are even more expensive. Some yobiko publish modified commercial versions of the proprietary texts they use in their classrooms through publishing affiliates or by other means, and these are popular among the general population preparing for college entrance exams. Yobiko also administer practice examinations throughout the year, which they open to all students for a fee.

In the late 1980s, the examination and entrance process were the subjects of renewed debate. In 1987 the schedule of the Joint First Stage Achievement Test was changed, and the content of the examination itself was revised for 1990. The schedule changes for the first time provided some flexibility for students wishing to apply to more than one national university. The new Joint First Stage Achievement Test was prepared and administered by the National Center for University Entrance Examinations and was designed to accomplish better assessment of academic achievement. -- may remove

The Ministry of Education hoped many private schools would adopt or adapt the new national test to their own admissions requirements and thereby reduce or eliminate the university tests. But, by the time the new test was administered in 1990, few schools had displayed any inclination to do so. The ministry urged universities to increase the number of students admitted through alternate selection methods, including admission of students returning to Japan from long overseas stays, admission by recommendation, and admission of students who had graduated from upper-secondary schools more than a few years before. Although a number of schools had programs in place or reserved spaces for returning students, only 5% of university students were admitted under these alternate arrangements in the late 1980s. -- may remove

Other college entrance issues include proper guidance for college placement at the upper-secondary level and better dissemination of information about university programs. The ministry provides information through the National Center for University Entrance Examination's on-line information access system and encourages universities, faculties, and departments to prepare brochures and video presentations about their programs.

 

==== Types of Universities ====

As of 2011, more than 2.8 million students were enrolled in 780 universities. At the top of the higher education structure, these institutions provide four-year training leading to a bachelor's degree, and some offer six-year programs leading to a professional degree. There are two types of public four-year colleges: the eighty-six national universities and the nifty-five local public universities, founded by prefectures and municipalities. The 599 remaining four-year colleges in 2012 were private (including the Open University of Japan). ([[e-Stat]], 2012).

As of 2011, women accounted for about 41% of all university undergraduates. ([[e-Stat]], 2012). A growing percentage of students are progressing to universities from high schools: as of 2010, 57.8% out of all 18 year old advanced to schools in higher education (universities and colleges), among which 59.2% are males and 56.3% are females ([http://www.mext.go.jp/b_menu/toukei/data/kokusai/__icsFiles/afieldfile/2012/02/13/1302640_2_1.pdf MEXT, 2012 (PDF)]). Therefore, higher education is no longer reserved only for men as it has been in the past.

The average annual school and living expenses (tuition fees and living costs) for a year of higher education in 2006 were about 1.9 million yen (US$19,000) for undergraduates ([[JASSO]], 2008) (see [http://www.jasso.go.jp/statistics/gakusei_chosa/data06.html statistics]). To help defray expenses, students frequently work part-time or borrow money through the government-supported Japan Student Services Organization ([[JASSO]]). Assistance also is offered by local governments, nonprofit corporations, and other institutions.

The overwhelming majority of college students attend full-time day programmes. In 1990 the most popular courses, enrolling almost 40% of all undergraduate students, were in the social sciences, including business, law, and accounting. Other popular subjects were engineering (19%), the humanities (15%), and education (7%). ??? - information about HE is also quite old and misleading.

Women's choices of majors and programs of study still tend to follow traditional patterns, with more than two-thirds of all women enroll in education, social sciences, or humanities courses. Only 15% studied scientific and technical subjects, and women represented less than 3% of students in engineering, the most popular subject for men in 1991. ???

The quality of universities and higher education in Japan is internationally recognized. The two top-ranking universities in Japan are often said to be the University of Tokyo and Kyoto University. There are only 5 Japanese universities in the [http://www.timeshighereducation.co.uk/world-university-rankings/2011-2012/top-400.html top 200 Times Higher Education Rankings (2011)]; [http://www.topuniversities.com/university-rankings/world-university-rankings/ QS World University Rankings (2011)] with the University of Tokyo 25th and Kyoto University 32nd.

For a full list, see the ''list of universities in Japan'' at http://en.wikipedia.org/wiki/List_of_universities_in_Japan

==== Postgraduate Education ====

Graduate schools became a part of the formal higher education system only after World War II.

As of 2012, among the 780 universities that offer undergraduate programmes, 617 offer graduate programs (582 offer only master's and 428 offer doctoral). 456 out of the 617 universities are private and the rest 161 are public schools ([[e-Stat]], 2012). The parity between public and private graduate enrollments are 44% (174,456 including 16,593 public) versus 56% (98,110) ([[e-Stat]], 2012).

As of 2012, 272,566 are enrolled in graduate programmes, among which 70% are males and 30% are females.

The average annual school and living expenses for a year in 2006 were about 1.75 million yen (US$17,500) for masters' and 2.08 million yen (US$20,800) for doctoral ([[JASSO]], 2008).

Graduate education is largely a male preserve, and women, particularly at the master's level, are most heavily represented in the humanities, social sciences, and education. Men are frequently found in engineering programs where, at the master's level, women comprise only 2% of the students. At the doctoral level, the two highest levels of female enrollment are found in medical programmes and the humanities, where in both fields 30% of doctoral students are women. Women account for about 13% of all doctoral enrollments. ???

Even though 60% of all universities have graduate schools, only 7% of university graduates advance to master's programs, and total graduate school enrollment is about 4% of the entire university student population. ???

The pattern of graduate enrollment is almost the opposite of that of undergraduates: the majority (63%) of all graduate students are enrolled in the national universities, and it appears that the disparity between public and private graduate enrollments is widening. ???

The generally small numbers of graduate students and the graduate enrollment profile results from a number of factors, especially the traditional employment pattern of industry. The private sector frequently prefer to hire and train new university graduates, allowing them to develop their research skills within the corporate structure. Thus, the demand for students with advanced degrees is low. ???

=== Two year colleges ===

==== Junior Colleges ====

Junior colleges - mainly private institutions - are a legacy of the occupation period; many had been prewar institutions upgraded to college status at that time. More than 90% of the students in junior colleges are women, and higher education for women is still largely perceived as preparation for marriage or for a short-term career before marriage. Junior colleges provide many women with social credentials as well as education and some career opportunities. These colleges frequently emphasize home economics, nursing, teaching, the humanities, and social sciences in their curricula.

Don't understand what's written for polytechnics and junior colleges here.

==== Special Training Schools ====

Advanced courses in special training schools require uppersecondary-school completion. These schools offer training in specific skills, such as computer science and vocational training, and they enroll a large number of men. Some students attend these schools in addition to attending a university; others go to qualify for technical licenses or professional certification. The prestige of special training schools is lower than that of universities, but graduates, particularly in technical areas, are readily absorbed by the job market.

==== Miscellaneous Schools ====

In 1991 there were about 3,400 predominantly private "miscellaneous schools," whose attendance did not require uppersecondary school graduation. Miscellaneous schools offer a variety of courses in such programs as medical treatment, education, social welfare, and hygiene, diversifying practical postsecondary training and responding to social and economic demands for certain skills.

=== Technical colleges in Japan ===

Most colleges of technology are national institutions established to train highly skilled technicians in five-year programs in a number of fields, including the merchant marine.

Sixty-two technical colleges have been operating since the early 1960s. About 10% of college graduates transfer to universities as third-year students, and some universities, notably the University of Tokyo and the Tokyo Institute of Technology, earmarked entrance places for these transfer students in the 1980s.

These colleges are unique in that they accept students after three years of secondary school (grade 9 in the North American system or year 10 in the British system). The five year programme includes a general education programme at the beginning and then becomes increasingly specialized.

A recent white paper (need reference) from the Japanese Ministry of Education, Culture, Sports, Science and Technology indicated that the colleges of technology are leaders in the use of internships, with more than 90% of institutions offering this opportunity compared to 46% of universities and 24% of junior colleges.

For more details see http://en.wikipedia.org/wiki/Colleges_of_Technology_(Japan)

== Education reform ==

=== Schools ===

In November 2004, MEXT announced a new reform plan titled “Japan! Rise again!” Among the major proposals included in this plan were the development of a new national assessment system; improving teacher quality through the establishment of professional graduate schools and a teacher qualification renewal system; board of education and school reform; and an overhaul of the funding system for compulsory education, so that local governments will be able to enact necessary educational initiatives without major budgetary concerns.

Since this plan was announced, MEXT has introduced one of its planned initiatives almost every year. In 2007, Japan piloted a National Assessment of Academic Ability in mathematics and Japanese for students in grades 6 and 9. In 2008 and 2009, MEXT published a revised version of the national curriculum for primary through upper secondary school, including special education. This new curriculum places increased emphasis on Japanese, social studies, mathematics, science and foreign languages, with the hope that students will develop “thinking capacity, decisiveness and expressiveness” alongside content knowledge. The challenge to maintain traditional high academic performance while enhancing expression, creativity and joyful learning is one which in the last decade seem to have affected the Japanese education system, with several reforms undertaken in the field. An interesting discussion is offered on the point at http://asiasociety.org/education/learning-world/japan-recent-trends-education-reform.

In 2009, MEXT implemented a new system requiring educators to renew education personnel certificates every ten years, contingent on up-to-date professional development and skills. This complemented a 2008 initiative that required prefectural boards of education to provide extra training to struggling teachers. Currently, MEXT is working on revising standards in university teacher training programs, promoting career education and enhancing counseling in schools, and using school evaluations to target areas for improvement in school management.

=== Post-secondary ===

== Higher education reform ==

=== The Bologna Process ===

=== National University Corporation ===

Restructuring of national universities in 2009

== Administration and finance ==

=== Schools ===

==== Administration ====
In Japan, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) sets policy and curriculum, establishes national standards, sets teacher and administrator pay scales and creates supervisory organizations. MEXT also allocates funding to prefectural and municipal authorities for schools. Local governments are responsible for the supervision of schools, special programs, school budgets and hiring personnel.

The Ministry of Education, Culture, Sports, Science and Technology (MEXT), in conjunction with university professors and the Central Council for Education, establishes broad guidelines for the content of each school subject from pre-school education through senior high school. The central government determines fundamental standards for schools to formulate their education curricula. In accordance with this, each school has been organizing and implementing its own distinctive curricula, taking into consideration the condition of the local community and school itself, the stages of mental and physical growth and the characters of children, pupils or students. Ministry specialists prepare teacher guidebooks in each subject with input from experienced teachers. All schools use the same texts, though how a text is taught is teacher-dependent.

At the prefectural level, there is a board of education comprised of five governor-appointed members; this board is responsible for several activities, including appointing teachers to primary and lower secondary schools, funding municipalities, appointing the superintendent of education at the prefectural level, and operating upper secondary schools.

Within the municipalities, there are boards of education appointed by the mayor. These boards are responsible for making recommendations on teacher appointments to the prefectural board of education, choosing textbooks from the MEXT-approved list, conducting in-service teacher and staff professional development, and overseeing the day-to-day operations of primary and lower secondary schools. In the schools, principals are the school leaders, and determine the school schedule, manage the teachers, and take on other management roles as needed. Teachers are responsible for determining how to teach the curriculum and for creating lesson plans, as well as being in contact with parents.

==== Finance ====

Public schools are funded by a combination of support from the national, municipal and prefectural governments. Public upper secondary school did require tuition, but in March 2010, the government passed a measure intended to abolish these fees. Now, schools receive enrollment support funds that they apply to the cost of their students’ tuition which equals about $100 a month, per student. However, if these funds are not sufficient, the students must make up the difference. If students come from a low-income household, the government provides further subsidies of up to $200 a month.

Private schools also receive a great deal of public funding, with the Japanese government paying 50% of private school teachers’ salaries. Other forms of funding are capital grants, which go to private schools for specific costs, including new buildings and equipment. While private schools are considered to be more competitive and prestigious than public schools, public schools still account for 99% of primary schools and 94% of lower secondary schools. There are many more private upper secondary schools, however; 23% of upper secondary schools are classified as private.

In 2008, Japan spent 4.9% of its GDP on education – lower than the OECD average of 5.9%. However, Japan spends $9,673 per student, higher than the OECD average of $8,831.

=== Post-secondary ===

Significantly over 90% of Junior colleges and professional training colleges in Japan are private institutions (as much as a large proportion of universities). The large presence of private sectors in tertiary education partially explains also the very low level of government funding and strong private financial support. An remarkable exception is that of Kosen: 87.3% of institutions and 87.5% of students there are publicly funded, national institutions organized through the Institutes of National Colleges of Technology

=== Higher Education ===

== Quality assurance, inspection and accreditation ==

=== Schools ===

Schools are evaluated and inspected by municipal and prefectural board of education supervisors, who are expected to provide external guidance on school management, curriculum and teaching. Typically, these board of education supervisors are former teachers and administrators.

As of 2009, teachers are also required to renew their education personnel certificates every 10 years, after undergoing professional development to ensure that their skills and knowledge are up to date. This new system ensures ongoing professional development, and also provides schools with the ability to remove teachers who are not willing to upgrade or renew their certifications.

A final accountability measure is the newly introduced National Assessment of Academic Ability, a set of examinations in Japanese and mathematics for students in grades six and nine that began in 2007. The results of these examinations are used by schools and prefectures to plan and make policy decisions.

=== Post-secondary === 

=== Higher Education ===

== Information society ==

=== Towards the information society ===

=== Information society strategy ===

== E-learning and ICT implementation in education ==

The most recent as well as [http://www.code.ouj.ac.jp/wp-content/uploads/ICT-2011.pdf comprehensive research report (PDF)] regarding the e-learning and ICT implementation in Japanese higher education is provided by CODE commissioned by MEXT made 2010-2011, covering the total number of 1,202 responded institutions in higher education, including universities, junior colleges, and technical colleges.

What is remarkable is that the average of 35.7% higher institutions (national:35.8%; public 35.3%, private: 32.2%) answered that they exercised some sort of internet-based distance learning (p.134).

Besides, the average of 16.0% (433 divisions) answered that they provide full-online course delivery (national: 20.8%, public: 17.6%, private: 14.2%) (p.133).

== Distance learning ==

=== Distance learning in secondary education ===

=== Distance learning in higher education ===

As of 2012, with the approval of the Distance Education Universities Law ([[e-Gov]]), 27 undergraduate, 10 graduate, and 17 undergraduate-graduate institutions and 11 distance education junior colleges are authorized to provide distance learning programs. Distance education higher institutions are run privately (100%) and most are dual-mode (89%), although this could change over time. ([[e-Stat]], 2012).

Currently seven universities are single mode and focus exclusively on distance education. Three of these offer only undergraduate programs, one offers only graduate programs, two offer both undergraduate and graduate programs, and one is a junior college; all of these universities show a high e-learning orientation , presumably a natural consequence of not having campus-based students ([[Miyazoe]] & [[Anderson]], 2012).

The number of undergraduates is 217,236 (or 7.8 % out of the total undergraduate students), and the number of graduate students is 8,241 (or 2.9%) ([[e-Stat]], 2012).

=== Open University ===

==== The Open University of Japan ====

The [[Open University of Japan]], formerly the [[University of the Air]] ([[Hoso Daigaku]]), is the largest distance learning institution of higher education, with about [http://www.ouj.ac.jp/hp/gaiyo/gaiyo09.html#zaigaku 85,000 enrollments] (among which about 80,000 are undergraduates and 5,000 are graduates) in 2012.

A particularity of distance learning program of OUJ lies in its providing courses in both face-to-face and distance modes. Many of the courses are offered as video lectures (TV and Internet) as well as face-to-face class meetings (weekly or intensively). Though it is the most obvious candidate to develop e-learning, it is slow in responding to the new environment.

In conjunction with the re-structuring of NIME and its graduate programs ([[Sogo Kenkyu Daigakuin]]), now merged into OUJ, master's level graduate programs were re-organized in 2009. New courses of e-learning and information management were further open in 2012 April.

==== CODE ====

The [[National Institute of Multimedia Education]] ([[NIME]]) started off life as an inter-university research institute and had many similarities to national iniatitives such as [[SURF]] and [[Norway Opening Universities]].

In April 2004, NIME ceased to be an inter-university research institute and became an independent administrative institution. While this organizational change was not without a degree of confusion, NIME was evaluated for the first time in 2005, earning considerable praise for the way it had managed to continue with its original work and at the same time launch some new activities.

NIME ended in 2009 and its work was transferred to [http://www.code.ouj.ac.jp/ Center of ICT and Distance Education (CODE)], a research center of the Open University of Japan.

=== New attempts of traditional universities ===

Past attempts by Japanese universities to offer Internet-based classes have been of an experimental nature, with the main objective being limited to the advertisement of the universities concerned. Since the change in the regulations in 2001, there have been more serious attempts to set up e-learning courses including at some top-ranking universities. Two such examples among the national universities are [[Tohoku University]] in the Miyagi prefecture and [[Shinshu University]] in Nagano. Tohoku University’s plan is a very bold and comprehensive one, while Shinshu University’s programme is far more grounded and has already made some concrete progress.

Two top private universities, namely [[Keio University]] and [[Waseda University]], both have solid track records in experimentation with e-learning and are also each actively planning to open an Internet school in the near future. Keio has a distance education course; Waseda has night schools that already offer about 30 on-demand video streaming lectures on the Internet. Among the CEO judged awards, Keio won four awards, Waseda five, and Ritsumeikan three.

==== Kumamoto University ====

 

==== Tohoku University ====

The university was the first to start comprehensive and virtual graduate programmes in Japan, in an ambitious programme called the Internet School of Tohoku University (ISTU). The programme envisages a full-fledged graduate school covering political science, literature, economics, law, engineering, international relations, medicine, pharmacology, dentistry, and education. It plans to set up satellite campuses in Japan and also to seek affiliation with universities overseas. The initial offerings will be limited to the engineering divisions. An intermediate goal is to have 40% of all courses on campus on the Internet by the year 2007. In 2002, the university concurrently set up a new department called Education Informatics that will support the operation of the ISTU.

==== Shinshu University ====

Starting in April 2002, the university opened an e-learning graduate course on information technology leading to a doctoral degree. (See http://cai.cs.shinshu-u.ac.jp/sugsi/Nyushi/sugsi/sugsi-press.html.) There were more than 1000 inquiries after the announcement and now there are 81 students enrolled – with 80% of them holding full time jobs. The digital content is open to the public and fully accessible, including the interactive programmes. They accepted the first batch of students while the contents were not ready, but the production is in progress at a fairly good pace. (See http://server1.int-univ.com/CaiSupport/)

==== Waseda University ====

Waseda has been experimenting with an international collaboration in the use of a video conferencing system, called Cross Cultural Distance Learning (CCDL), which has a membership of 21 universities from 21 countries, including the Universities of Edinburgh and Essex. (See https://ccdlsrv.project.mnc.waseda.ac.jp/ccdl/index.asp.) CCDL is a part of a broader Waseda programme, called Digital Campus Consortium. It has also set up a subsidiary company called Waseda Learning Square to provide life-long learning courses. While its overall reputation trailed behind Keio for some time in the late 1980s and early 1990s, today it has re-established its brand with a wide range of initiatives from new professional graduate schools to new campus plans.

==== Keio University ====

Keio is advanced in its use of the Internet and its applications. In 1990, it opened its Shonan Fujisawa Campus (SFC), which received wide and positive publicity for its innovative undergraduate and graduate education; this fosters individual creativity while establishing IT as an integral element of education. Celebrated as one of the most significant higher education innovations, the SFC attracted top-calibre students and established its name not only in the IT world but also in other policy fields. Prior to SFC, Keio had established the WIDE Project in 1988, with a consortium of over 100 universities and corporations, which in turn spun off the first Internet provider in Japan, Internet Initiative (IIJ). WIDE is now responsible for the operation of a DNS server and is also experimenting with IPv6. Another programme under WIDE is the School of the Internet (SOI), which is experimenting in e-learning with six participating universities, including the University of Tokyo and Chiba Commerce University. The programme records live lectures that are later put on the Internet; an interesting feature is that students’ work is left on the Internet for mutual evaluation.

=== Innovative Universities ===

==== Sanno University ====

Sanno (The University of Industrial Productivity) launched several courses in business-related skills such as accounting, though their delivery is limited to fairly conventional access to video with limited interactivity.

==== Ritsumeikan University ====

Ritsumeikan is another well-respected private university that has established its repu-tation on the basis of its innovative reform measures in the 90s. It is well known, but had always been considered as the least desirable of the six best private schools in the Kansai area (of Western Japan close to Osaka). Under the strong leadership of its chairman, who used to be a non-faculty administrator within the university, it opened its Kusatsu Campus, which is now well-known for its forward thinking in educational content; it has been launching all initiatives from IT education, outsourcing in order to develop creative linkages with local industry. While Ritsumeikan has no specific plan for e-learning, it has the management style and ability to move quickly, unlike many other universities. ???-- am not sure if it's right to list here ???

==== Other institutions ====

For more details see the report ''The e-University and Potential Markets in Japan'' at http://www.matic-media.co.uk/ukeu/UKEU-r05-japan-2005.doc for information.

=== JOCW ===

== National initiatives - [[MEXT]] ==

(sourced from http://www.nime.ac.jp/reports/004/pdf/report2006.pdf)

In recent years, changes in the environment surrounding higher education and the progress of ICT

have led to an increasing need for education that is effective, efficient, and based on the demands for the greater sophistication and diversification of educational content. Education using ICT and elearning are increasingly being introduced as methods to meet these needs, and their promotion is seen as an important issue in government policy.

The New IT Reform Strategy by the Government (January 2006) and the Priority Policy Program 2006 (July 2006), formulated by the government’s Strategic Headquarters for the Advanced Information and Telecommunications Network Society (IT Strategic Headquarters), state that the government will:

:aim to increase by more than double the ratio of undergraduate faculties and graduate schools which implement e-learning education or distance learning using the Internet, improve cooperation between domestic/international universities and companies as well as promote the further education of members of society through the promotion of e-learning education programs using the Internet at universities, etc.

The Ministry of Education, Culture, Sports, Science and Technology ([[MEXT]]) has been conducting its Support Program for Contemporary Educational Needs, since 2004. Under this program, the theme of the development of e-learning programs for fostering human resources in line with needs was suggested, and education using ICT and e-learning are being promoted. By this promotion theme of the Ministry, 13 universities or colleges of technology were selected for financially support to develop e-learning courses in 2006. Responding to this state of affairs, our research, which was conducted in collaboration with MEXT, offers an analysis of the current state of education using ICT at Japan’s higher education institutions and the inherent issues, and also aims to provide some basic data and information to address policy issues surrounding higher education and IT strategy

== References ==

[http://www.nime.ac.jp/reports/004/ Report on education using ICT including e-Learning, 2006] (for tertiary education in Japan)

[http://www.ibe.unesco.org/International/ICE47/English/Natreps/reports/japan.pdf MEXT (2004), The development of Education in Japan]

[http://www.oecd.org/dataoecd/35/51/33714928.pdf OECD, Indicators 2004]

[http://www.oecd.org/dataoecd/44/12/42280329.pdf OECD Review of Tertiary Education, Japan 2009]

[http://www.mext.go.jp/b_menu/toukei/data/kokusai/__icsFiles/afieldfile/2012/02/13/1302640_2_1.pdf MEXT, 2012 (PDF)]

[http://www.jasso.go.jp/statistics/gakusei_chosa/data06.html JASSO statistics]

[http://www.timeshighereducation.co.uk/world-university-rankings/2011-2012/top-400.html top 200 Times Higher Education Rankings (2011)]

[http://www.topuniversities.com/university-rankings/world-university-rankings/ QS World University Rankings (2011)]

[http://www.code.ouj.ac.jp/wp-content/uploads/ICT-2011.pdf comprehensive research report (PDF)] regarding the e-learning and ICT implementation in Japanese higher education, provided by CODE

[http://www.ouj.ac.jp/hp/gaiyo/gaiyo09.html#zaigaku enrollment numbers and figures] of the [[Open University of Japan]]

[http://www.code.ouj.ac.jp/ Center of ICT and Distance Education (CODE)]

----

[[Countries]]

 

[[Main Page]]

[[Category:Japan]] [[Category:Asia]] [[Category:OECD]] [[Category:G8_countries]] [[Category:G-20_countries]] [[Category:Countries_with_Programmes]]

[[Category:VISCED]]

Slovenia

2012-08-02T08:32:42Z

NikkiCortoos: /* Information society */ changed formatting quote vision

== 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]]

Slovenia

2012-08-02T08:31:14Z

NikkiCortoos: /* Polytechnics in Slovenia */ deleted duplicate #

== 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]]

Category:Commonwealth Oceania

2012-07-06T14:27:22Z

NikkiCortoos: added category description

[[Commonwealth Oceania]] consists of all those countries in Oceania which are members of the [[Commonwealth]] of Nations or British Overseas Territories of the UK.

Samoa

2012-07-06T14:26:36Z

NikkiCortoos: added tag Category:Commonwealth Oceania

''by [[Paul Bacsich]] and [[Nikki Cortoos]]''

''For entities in Samoa see [[:Category:Samoa]]''

== Experts situated in Samoa ==


None so far.

== Samoa in a nutshell ==



[[Image:samoa.gif|right|thumb|400px|Source : http://www.cia.gov]]

''Samoa'', officially the '''Independent State of Samoa''' (formerly known as '''Western Samoa''' and '''German Samoa'''), is a country governing the western part of the Samoan Islands in the South Pacific Ocean. The entire island group, inclusive of American Samoa, was called '''Navigators Islands''' by European explorers before the 20th century because of the Samoans' seafaring skills.

Samoa became independent from [[New Zealand]] in 1962.

The two main islands of Samoa are Upolu and Savai'i (one of the biggest islands in Polynesia).

The population of Samoa is 194,320 (July 2012 estimate according to [https://www.cia.gov/library/publications/the-world-factbook/geos/ws.html CIA's World Factbook]).

The capital (and largest city) is Apia, situated on the island of Upolu.

Samoa was admitted to the United Nations on 15 December 1976.

== Education in Samoa ==

The [[Ministry of Education, Sports and Culture]] is responsible for education and the [http://www.mcit.gov.ws/ICT4DevelopmentProjects/SchoolNet/tabid/4169/language/en-US/Default.aspx Ministry of Communications and Information Technology] is also relevant because of its unit [http://www.mcit.gov.ws/ICT4DevelopmentProjects/SchoolNet/tabid/4169/language/en-US/Default.aspx ICT4Development] with projects such as Schoolnet, rural internet connection, mobile computer lab for schools, and [http://www.mcit.gov.ws/ICT4DevelopmentProjects/RuralConnectivityProgram/tabid/4163/language/en-US/Default.aspx telecentre]...

'''Educational System'''
The Samoan educational system is patterned after that of New Zealand. In 1994, school attendance was made mandatory for all children from 5 to 14 years of age or until completion of the eighth grade. There are 139 primary schools, 21 junior secondary schools, and 4 senior secondary schools that are administered by the Director of Education and four assistant directors. The Department of Education is headquartered in Malifa.

Twenty-two educational districts are attended to by 23 field administrators. These are responsible for supervising staff performance, staffing of schools, and transferring of teachers. They also oversee school administration and educational programmes. Families and the government share the responsibility of school financing. The government is liable for the salaries of teaching and administrative personnel, while the village or district owns the school buildings and equipment.

(sourced from http://education.stateuniversity.com/pages/1297/Samoa.html)

=== Schools in Samoa ===


''There are 38 nongovernmental schools that are run by their own directors and school boards. These schools are largely self-financed, but some funds do come from the government. The villages that own them run the primary and junior secondary schools. School committees, which are called Komiti fa'atino oAoga, are the school managers. The committee consists of the principal, inspector, pastor (pulenu'u), and villagers.''

There are 157 schools located throughout the country. Primary school enrollment is approximately 36,000 students. Forty-eight percent of the students are female; however, their attendance is irregular. Some of the schools are overcrowded and in a state of disrepair.

During the first six years, students are taught in Samoan, with English being introduced orally during the third year. In the seventh and eighth years, English is the language of instruction.

After eight years of school, students take a national examination. The rationale behind the exam is the need to rank students for selection into secondary schools.

Throughout the secondary education system, the mode of instruction is English. Samoan can be taken as a separate course. The secondary program is five years in duration and is divided into a three-year junior secondary program, which is followed by a two-year senior secondary program. Entry into the senior secondary program is highly selective.

Progress through the system is tied to three examinations. The tests are administered locally, utilizing trained examiners with assistance provided by the South Pacific Board of Educational Assessment team. Students in their thirteenth year are given the Pacific Senior Secondary Certificate Examination. Performance in this test is instrumental in determining the students' academic future; the most successful gain entry into the university preparatory year.

The Ministry of Education, Sports and Culture has various strategic plans and reports available - see http://www.mesc.gov.ws/index.php?option=com_content&view=article&id=82&Itemid=148

=== Further and Higher education ===

See the National University of Samoa - below.

==== Universities in Samoa ====


The National University of Samoa is the only university. It is a coeducational, publicly-supported university in Apia, Samoa. It currently occupies a campus built in part with funding from the Government of Japan. It provides certificate, diploma, and undergraduate degree programmes, as well as technical and vocational training. Additionally, the Center of Samoan Studies at NUS offers undergraduate and graduate degrees in Samoan Studies, as well as post-graduate diplomas and certificates.

The University was established in 1984. Its first degree, the Bachelor of Education, was launched in 1987. A year later, the Bachelor of Arts degree was introduced. The first graduates in both programs were awarded their degrees in 1990. Soon after, the Faculty of Commerce and the Faculty of Science were established. The Samoan Health Department's School of Nursing was merged into the university in 1993 as the Faculty of Nursing, and the Western Samoa Teacher's College was merged in during 1997 as the Faculty of Education. The Institute of Samoan Studies was established in 1999. In 2006, Samoa Polytechnic merged into the university as the Institute of Technology.

Its web site is at http://www.nus.edu.ws

==== Polytechnics in Samoa ====

Note that in 2006, Samoa Polytechnic merged into the National University of Samoa as its Institute of Technology.

==== Colleges in Samoa ====


== Education reform ==
No information.

=== Schools ===

=== Post-secondary ===

=== Schools ===

=== Post-secondary ===

== Quality assurance ==

=== Schools ===

=== Post-secondary ===


The Samoa Qualifications Authority ([[SQA]]) accredits post-secondary providers as a mechanism to ensure that the courses and programmes meet quality standards and adhere to the national qualification framework.

Samoa is home to [http://www.oceaniamed.org/graduateMBBS/ Oceania University of Medicine] (OUM) which is a member of the Philippine Accrediting Association of Schools, Colleges and Universities ([[PAASCU]]).

== Information society ==


== ICT in education initiatives ==

According to an joint publication by [[ICDE]] and others:
:the integration of computer and communications technology into education is still in its initial stages and implemented through a variety of projects such as Samoa School Net and the UNDP proposed funded [http://www.undp.org.ws/FocusAreas/DemocraticGovernance/ICTforDevelopmentinSamoa/tabid/6346/language/en-US/Default.aspx e-bus]. There are currently two broad initiatives in the area of ICT: the provision of ICT support and services and the provision of ICT training and education directed towards schools. The issue of online delivery is still relatively undeveloped and distance education is primarily delivered in a more traditional manner, with the USP providing distance and online options. The regulatory framework in Samoa is most appropriate for that mode. However, it is likely in the future that the interest in the online environment will increase rapidly and it is unclear as to whether Samoa is ready for that change.

'''Source''': ''Regulatory Frameworks for Distance Education: A pilot study in the Southwest Pacific/South East Asia Region. Final Report'', DEHub, the Australasian Council for Open and Distance Education ([[ACODE]]), the Australian Universities Quality Agency ([[AUQA]]) and the International Network for Quality Assurance Agencies in Higher Education ([[INQAAHE]]), the International Council for Open and Distance Education ([[ICDE]]), December 2011, http://www.icde.org/projects/regulatory_frameworks_for_distance_education/final_report, April 2012.

In Samoa, many government secondary schools are currently offering computer studies and communications technology at Years 9, 10, 12 and 13. For a number of years now, Samoan students have sat the PSSC computer studies examination. Samoa designed and developed a Computer Studies curriculum for Years 12 and 13, which was implemented in 2005 at selected secondary schools.

Radio broadcasts are still produced by the Ministry to support the delivery of the curriculum in primary schools. AusAID’s usually through the Primary Education and Materials Project donate to each primary school a CD player and CDs containing additional materials to support the curriculum. New equipment to produce these educational CDs are also provided to the Ministry of Education, Sports and Culture Broadcasting Unit.

However, national ICT policies and strategic plan as such have scarcely been implemented.

=== Virtual initiatives in schools ===


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


'''[[National University of Samoa]]'s Virtual Classroom''', a VLE using Moodle to supplement on-campus instruction. There are 27 classes currently hosted from 5 faculties of the Institute of Higher Education (IHE).

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==


# [[Ministry of Education, Sports and Culture]], http://www.mesc.gov.ws
# ''PCF5:Development of E-Learning in Education in Samoa: Issues, Challenges, Strategies and Recommendations for the Way Forward'' at http://directory.wikieducator.org/PCF5:Development_of_E-Learning_in_Education_in_Samoa:_Issues,_Challenges,_Strategies_and_Recommendations_for_the_Way_Forward

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> [[Countries]]
 
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[[Category:Samoa| ]]


[[Category:Oceania]]
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[[Category:VISCED]]
[[Category:Commonwealth Oceania]]

Solomon Islands

2012-07-06T14:26:32Z

NikkiCortoos: added tag Category:Commonwealth Oceania

''by [[Tom Levec]] of [[ATiT]] for [[VISCED]], based on initial [[Re.ViCa]] entry by [[Paul Bacsich]]''

''For entities in Solomon Islands see [[:Category:Solomon Islands]]''

== Experts situated in Solomon Islands ==


None so far.

== Solomon Islands in a nutshell ==



The Solomon Islands is a country in Melanesia, east of [[Papua New Guinea]], consisting of nearly one thousand islands. Together they cover a land mass of 28,400 square kilometres (10,965 sq mi).

The population is 523,000.

The capital is Honiara, located on the island of Guadalcanal.

The Solomon Islands are believed to have been inhabited by Melanesian people for thousands of years. The United Kingdom established a protectorate over the Solomon Islands in the 1890s. Some of the most bitter fighting of World War II occurred in the Solomon Islands campaign of 1942–45, including the Battle of Guadalcanal. Self-government was achieved in 1976 and independence two years later. The Solomon Islands is a constitutional monarchy with Queen Elizabeth II as the head of state.

Since 1998 ethnic violence, government misconduct and crime have undermined stability and society. In June 2003 an Australian-led multinational force, the Regional Assistance Mission to Solomon Islands (RAMSI), arrived to restore peace, disarm ethnic militias and improve civil governance.

The North Solomon Islands are divided between the independent Solomon Islands and Bougainville Province in Papua New Guinea.

== Education in Solomon Islands ==

(sourced mainly from http://en.wikipedia.org/wiki/Education_in_the_Solomon_Islands)

Education in the Solomon Islands is not compulsory and only 60 per cent of school-age children have access to primary education.

From 1990 to 1994, the gross primary school enrollment rose from 84.5 percent to 96.6 percent. Primary school attendance rates were unavailable for the Solomon Islands as of 2001. While enrollment rates indicate a level of commitment to education, they do not always reflect children’s participation in school. Efforts and plans made by the Department of Education and Human Resource Development to expand educational facilities and increase enrollment are said to have been hindered by a lack of government funding, misguided teacher training programs, poor coordination of programmes, and a failure of the government to pay teachers. The percentage of the government=s budget allocated to education was 9.7 percent in 1998, down from 13.2 percent in 1990.

=== Schools in Solomon Islands ===

''Primary''

*Woodford International Primary School
*Kieta Primary School

''Secondary/High''

*North Solomons International High School
*King Geroge IV
*Goldie College
*St Joseph's School Tenaru
*Su'u Secondary School
*Betikama Adventist College


=== Further and Higher education ===

==== Universities in Solomon Islands ====

The [[University of the South Pacific]] has a campus on Guadalcanal.

==== Polytechnics in Solomon Islands ====


==== Colleges in Solomon Islands ====


== Education reform ==

=== Schools ===

=== Post-secondary ===

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

== Quality assurance ==

=== Schools ===

=== Post-secondary ===


== Information society ==


== ICT in education initiatives ==

A few schools in urban areas have been building IT strategies and acquiring donated equipments. This seems to be as a result more of enlightened school management than of official IT strategy.

*For instance ''Betikama Adventist College'' lays claim to having an in-house IT strategy in place and to having been successful in acquiring 10 donated second-hand computers. However, they have had problems implementing the strategy due to inadequately prepared facilities and lack of support in the form of technicians. Observing the association between these problems and the lack of a central ICT strategy in education, the school recognises the need for further ICT development at a secondary level and would welcome a move in that direction.
*In rural areas the problems are compounded by lack of basic power and communications, poor transportation and shortages of all resource materials. However, this is where the need is greatest. The economic consequences of the ethnic conflict have had serious negative effects upon the ability of the Ministry of Education to continue financing overseas post-secondary scholarships. The Ministry’s priority is basic education, but the magnitude of the problems precludes financing even that properly.

The necessity of finding local solutions to post-secondary training becomes important in this context. In addition, distance education, properly resourced and organised, could assist in reversing the accelerating trend of an increasing number of school ‘push-outs’ and drop-outs throughout the educational system.

*The situation in tertiary education is mixed. ''The Solomon Islands College of Higher Education'' (SICHE) did not have a computer lab until 2007. SICHE has suffered greatly during the economic collapse following the ethnic conflict, and is now undergoing a review for restructuring under an EU-financed program.
*The University of the South Pacific (USP) already has a USP Centre in Solomon Islands, and there are plans to open a campus. USP has identified the need to promote and facilitate more ICT awareness and capacity building for students. The USP Centre is linked to the USP-Net satellite system, which offers a 64kbps Internet link, video conferencing and other facilities. It is a minimum requirement to have PCs available to students for the purposes of supporting them in:
**(a) research via Internet and through shared resources made available on USP-Net;
**(b) communication via email; and
**(c) office computing, so that students are able to present their results in a standardised and efficient manner.

''Other ICT For Education Initiatives''

*''Youth First Computer Centre''
**With funding from the Global Knowledge Partnership (GKP), the Rural Development Volunteers Association (RDVA) has established the Youth First Computer Centre, which is targeted especially at students who need access to computers and the Internet to conduct research for assignments and to learn how to use the ICT. The Youth First Computer Centre is providing basic computer training, electronic library, secretarial services and Internet access.
**Ten (10) primary schools, six (6) community high schools, two (2) national high schools and the Solomon Islands College of Higher Education are within the vicinity. The Centre has also extended its services to the public and school push-outs.
**The Coordinator reports to the chairman of the association and is an active member of the Solomon Islands ICT Working Group which acts as an advisory body. In this way multi-stakeholder interests is coordinated with respect to national development priorities, allowing the greatest potential for synergies to result from collaboration, and through cross-fertilisation of ideas and best solutions.
**The centre has been providing near full capacity with four main schools providing regular batches of students for training. However, less than 5% of students in Honiara have attended training in the centre. This is due to the lack of capacity (the centre has only 10 computers but is expecting ten extra donated computers soon - this was a 2005 report).
*''People First Network''
**The People First Network (PFnet) project, itself also a project of RDVA in partnership with the Department of Provincial Government and Constituency Development, has also been pioneering the use of ICT in education. With its growing rural network, PFnet was ideally positioned to pioneer local solutions in distance education. This fact was recognised by the University of the South Pacific Centre of Honiara (USP Centre). Consequently, a project proposal was successfully submitted to the Pan Asia Networking R&D Grants scheme for 2002, administered by the Asia Media Information Centre.
**This project is implemented by RDVA in partnership with the USP Centre, with PFnet facilitating the networking and providing technical assistance. The project aims to utilise an existing rural Internet connection provided by PFnet to pilot a distance learning facility in one of Solomon Islands’ rural community high schools.
**The site chosen for the project was the country’s first rural community email facility, opened at Sasamungga, Choiseul, in October 2001, with the nearby Sasamungga Community High School.
**The project entails the application of a distance-learning program especially designed to integrate with the PFnet facilities. It also contains a research component that measures awareness of ICT in the community and studies the impacts of the email station.
*Since 2004, the Education Sector Investment and Reform Programme (ESIRP) has had several initiatives involcing ICT in education:
**The Distance Learning Centres Project (DLCP) makes use of the following:
***A satelite terminal (VSAT) providing at each location broadband of at least 33kbps CIR bursting upwards. This is expected to increase over time.
***A local area network with laptop computers
***HF radio communications
***Prepaid telephone using Voice Over IP (VOIP)
***A physical and CD-ROM library
***Solar power supply also supplying light to the school staff houses and classrooms
***Permanent supervisor/trainer and facilitator
**The Education Management Information System (EMIS) development of an e-learning strategy
***The E-learning and distance education strategy encompasses Solomon Islands College of Higher Education, University of SOuth Pacific Honiara Extension Centre and all formal and informal learning networks using appropriate cost effective technology.

=== Virtual initiatives in schools ===


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


== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==

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> [[Countries]]
 
>> [[Main Page]]

[[Category:Solomon Islands| ]]


[[Category:Oceania]]
[[Category:Melanesia]]
[[Category:Commonwealth countries]]

[[Category:Countries in stubs]]
[[Category:Countries in merged template]]
[[Category:VISCED]]
[[Category:Commonwealth Oceania]]

Tonga

2012-07-06T14:26:30Z

NikkiCortoos: added tag Category:Commonwealth Oceania

''By [[Paul Bacsich]], [[Nikki Cortoos]] and [[Tom Levec]]''

''For entities in Tonga see [[:Category:Tonga]]''

== Experts situated in Tonga ==



None so far.

== Tonga in a nutshell ==




[[Image:Tonga.gif|right|thumb|256px|Source : http://www.cia.gov]]

''Tonga'', officially the '''Kingdom of Tonga''' (Tongan: '''Pule'anga Fakatu'i 'o Tonga''') is an archipelago in the South [[Pacific Ocean]] comprising 169 islands, of which 36 are inhabited. The total population is about 110,000, with 70% living on the main island of Tongatapu, and the rest of the population is spread across the four island groups of Vava'u, Ha'apai, ‘Eua and the Niuas. The Kingdom stretches over a distance of about 800 kilometres (500 miles) in a north-south line. The islands that constitute the archipelago lie south of [[Samoa]], about one-third of the way from [[New Zealand]] to [[Hawaii]].

Tonga, the only sovereign monarchy among the island nations of the Pacific Ocean, has a unique history as the only island nation in the region to have avoided formal colonial tutelage. Tonga has recently undergone an historic and fundamental change from an executive monarchy to a modern parliamentary democracy, with increased directly elected representatives. Candidates are required to register for elections as individuals, not as members of a political party. The first democratic elections were held in November 2010.

The population of Tonga is 106,146 (July 2012 estimate according to [https://www.cia.gov/library/publications/the-world-factbook/geos/tn.html CIA's World Factbook])

The capital (and largest city) is Nukuʻalofa, on the main island of Tongatapu.

Over 70% of the inhabitants of the Kingdom of Tonga live on its main island, Tongatapu. Although an increasing number of Tongans have moved into the only urban and commercial centre, Nukuʻalofa, where European and indigenous cultural and living patterns have blended, village life and kinship ties continue to be important throughout the country. Everyday life is heavily influenced by Polynesian traditions and especially by the Christian faith; for example, all commerce and entertainment activities cease from midnight Saturday until midnight Sunday, and the constitution declares the Sabbath to be sacred, forever. Some Tongans are Methodists with a significant Catholic minority and a number of members of the Church of Jesus Christ of Latter-day Saints (Mormons).

The Tongan language is the official language of the islands, along with English. Tongan is a Polynesian language which is closely related to Wallisian (Uvean), Niuean, Hawaiian, and Samoan.

== Education in Tonga ==


The [[Ministry of Education, Women Affairs and Culture]] is responsible for the general administration and implementation of various policies and programmes in regards to formal education.

Churches and other private organisations play important roles complementary to the Government's role in education.

Primary education has been compulsory since 1876. The 1974 Education Act requires that every child between the ages of 6 and 14 must attend school. In 1995, the gross primary enrollment rate was 122.2 percent, and the net primary enrollment rate was 95.3 percent. Primary school attendance rates were unavailable for Tonga as of 2001. While enrollment rates indicate a level of commitment to education, they do not always reflect children’s participation in school.

(sourced from http://en.wikipedia.org/wiki/Category:Education_in_Tonga and links from there)

According to a [[COL]] publication, the country ‘has made good progress towards achieving the [http://www.un.org/millenniumgoals/education.shtml Millennium Development Goals] (MDGs) and [http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/ Education for All] (EFA) goals and education remains the key priority’.

The COL has been working collaboratively with Tonga to progress the achievement of the MDGs and the Commonwealth priorities of Education, and Tonga helps to develop better policies and systems for open, distance, technology, mediated learning, and quality models and materials that can be adapted and replicated throughout the commonwealth.

'''Source''': http://www.col.org/SiteCollectionDocuments/CP_TONGA_2011.pdf, ‘KINGDOM OF TONGA, Focal Point: Mrs. Peaua M.F. Heimuli’, published 19 October 2011, accessed 13 April 2012, PDF.

=== Schools in Tonga ===


'''Tonga High School''' was established in 1947. The aim of the school was to provide an opportunity for students to achieve a level of education equivalent to that offered in neighbouring countries such as New Zealand and Australia. The school is situated in Tonga's capital, Nuku'alofa. The current school buildings were built with assistance from the Chinese Government. The buildings were officially opened on 2 July 2005. The facilities include 34 classrooms and 18 laboratories and can accommodate over a thousand students. There is a planned second phase of reconstruction which is due to begin in 2009 with the building of a gymnasium, swimming pool and a sports stadium. There were 1154 students enrolled at the school in 2005. Students can be members of four houses: Nua (Yellow), Kava (Red), Sangone (Blue) and Tele'a (Green).

'''Tupou College''' is a Methodist boys' secondary boarding school in Toloa on the island of Tongatapu, Tonga. Established in 1866 by James Egan Moulton, it claims to be the oldest secondary school in the Pacific Islands. Enrolment is some 1,000 pupils. From 1924 to 1937, the school expanded from 30 students to almost 400. The College has a 750-acre (3.0 km2) campus, on which crops of vegetables and fruit are grown.

The '''Ocean of Light International School''' is a private internationalist Bahá'í school dedicated to the development of the spiritual, intellectual, and physical potential of the students and to the fostering of a new world society identifying itself with the principles of a world citizenship, a universal value system, a world embracing administrative, economic, social and educational systems based on the concept of unity in diversity. To achieve this the School aims to develop in the students those capacities, skills, habits and attitudes necessary to enable them to provide for their families; to effectively contribute to the peace, prosperity and tranquillity of mankind and society; and to participate in the creation of new institutions, processes and relationships as they are defined and established. The School is directly administered by a non-profit Board of Education nominated by the National Spiritual Assembly of the Baha'is of Tonga. The school is known as a Baha'i school and is striving to incorporate Baha'i ideals, principles and concepts into the curriculum and organization of the school. The school is located in Kolomotu’a / Hofoa - about 3 kilometers from the centre of Nukuʻalofa. It offers classes from kindergarten (3 years old) to high school diploma using Cambridge International Examinations including the International General Certificate of Secondary Education. The school is listed by the Australian Defense Department as a Primary and Secondary "Benchmark school" for those posted to Tonga.[

=== Further and Higher education ===

==== Universities in Tonga ====


''''Atenisi University''' is the only university in Tonga and it was established in August 1975 by professor Futa Helu. It is part of the 'Atenisi Institute. Its web site is at http://www.atenisi.edu.to/ - and the courses offered for 2010 are listed at http://www.atenisi.edu.to/university/2010.html

There is also a study centre of the [[University of the South Pacific]], and according to its website, Tongan students can complete almost up to two thirds of some of the degree programs without travelling to the main campus in Suva, Fiji.

==== Polytechnics in Tonga ====


The '''Tonga Institute of Higher Education''' is a tertiary education institution. Its remit spans a number of programmes that focus on educating students in a variety of professional aptitudes and vocations. Its web site is http://www.tihe.org

==== Colleges in Tonga ====


== Education reform ==

=== Schools ===

=== Post-secondary ===

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

According to the Ministry for Education's [http://www.tongaeducation.gov.to/index.php?option=com_content&view=section&layout=blog&id=12&Itemid=166 website], the government pays 73% of tuition for Tongan USP private students

== Quality assurance ==

The ministry's Quality Assurance division looks after four main activities, namely Minimum Service Standard (MSS), the Tongan Monolingual Dictionary, Examinations and Curriculum Development.

The '''[http://www.tongaeducation.gov.to/index.php?option=com_content&view=category&layout=blog&id=79&Itemid=179 Examination Unit]''' maintains the National Examination which include annual examinations for placement of primary school students into government schools and the Tonga School Certificate, the national examination for Secondary School students at the 5th year stage.

It also acts as the official contact point for the [[South Pacific Board of Educational Assessment]] (SPBEA), an organisation which manages the matriculation examination for many South Pacific islands.

'''Source''': http://www.tongatapu.net.to/tonga/convictions/schools/admin/minedu/exam.htm, 2006.

The [http://www.tnqab.to/ Tonga National Qualifications and Accreditation Board] (TNQAB) leads the implementation of the [http://www.tnqab.to/TQF%20Document%20Final%20November2009.pdf Tonga Qualifications Framework (TQF)] (PDF format) in partnership with qualifications awarding bodies, Education and training providers so as other key stakeholders. Its duties are to:
* Establish Policies, Criteria, Accreditation, Monitoring, Reviewing, Register and Listing of providers of post compulsory education and training in Tonga
* Develop a National Qualifications Framework for post compulsory education and training, Review and revise cooperate plans

=== Schools ===

=== Post-secondary ===


== Information society ==


Some of Tonga's activities have been that it hosted two learning for content workshops in August 2008 to train local teachers and educators in collaborative online skills using high technology. With regard to '''open educational resources''', delegates from Tonga also attended the regional OERs workshop organised by COL and the Ministry of Education, NZ and held in Wellington in August 2007 and the UNESCO-COL [http://www.col.org/resources/publications/Pages/detail.aspx?PID=364 Guidelines for open Educational Resources (OER) in Higher Education] is fully supported by Tonga. Tonga has already begun to build capacity in developing OERs and will be encouraged to expand its contribution in 2012-2015.

'''Source''': http://www.col.org/SiteCollectionDocuments/CP_TONGA_2011.pdf, ‘KINGDOM OF TONGA, Focal Point: Mrs. Peaua M.F. Heimuli’, published 19 October 2011, accessed 13 April 2012, PDF.

== ICT in education initiatives ==

The Kingdom of Tonga has fostered ICT education for a number of years. The Ministry of Education created the Community Development and Training Centre (CDTC) in the 1970s. As an ICT programme developed with the growth of the field, it was incorporated within the CDTC in 1997. In 2002, a new facility was built to encourage the further expansion of the program. At this time the Tonga Institute of Higher Education was created to unify tertiary education programmes within the country. It is in this current incarnation where the majority of tertiary ICT education is provided to students. The Tonga Institute of Higher Education offers a two-year Diploma programme in Information Systems and Computer Science.

*The ''Tonga Institute of Higher Education'' (TIHE) is a part of the Ministry of Education, which has provided and obtained ample funding in the past, resulting in the largest deployment of ICT education within Tonga.
*''Tupou High School'', a Wesleyan school, offers a two-year Diploma program that is accredited with New Zealand schools.
*The [[University of the South Pacific]] (USP) also has a Centre in Tonga where they offer first-year courses in ICT, before students relocate to Fiji to complete their studies, called Institute of Education (IOE).
*The Unuaki o Tonga Royal Institute also offers a Diploma programme in ICT. These programs are all located on Tongatapu and are not available on outer islands.
*Many other programmes that the Ministry of Education (MOE) offers use ICT within their own programmes. The Accounting programme offers a number of courses in computerised accounting. Additionally, Agriculture, Tourism and Hospitality, and Teacher Training schools each require students to take basic computing courses in order to familiarise them with basic tasks. The Ministry of Education, and thus the government of Tonga, is primarily responsible for all education in Tonga. They also provide funds to the other private ICT programmes.

''ICT Curriculum''

The Technical Insitute of Higher Education's Information Technology programme has two tracks, Information Systems (IS) and Computer Science (CS). Both were modelled on programmes offered by the University of the South Pacific,
but have been further developed to reflect local needs as well as keep up to date with changing trends within technology. IS was created to address the need for skilled managerial positions, capable of making informed decisions regarding ICT as well as recognising and implementing possibilities by utilising ICT solutions. CSI is focused on creating students capable of critical thinking so that they can develop information systems able to be deployed in a professional environment.

Another goal of both programmes is to create students capable of setting up, maintaining and upgrading computer hardware, software and networks.

The curriculum for the Technical Institute of Higher Education is revised on a yearly basis to reflect new changes as well as to re-evaluate the worth of different segments. The full-time and part-time tutors within the programme will discuss these changes, as well as soliciting the input of professionals within the field of ICT in Tonga in order to garner feedback on the qualities they desire in future employees.

The primary concern presently is the retention and recruitment of skilled ICT professionals as tutors. There is a dire need of qualified ICT staffing in Tonga, thus the brightest and best often will move out of education and into the private sector.

=== Virtual initiatives in schools ===


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


Tonga is an active member of the [[Virtual University for Small States of the Commonwealth]] (VUSSC).

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==


# Ministry of Education, Women Affairs and Culture http://www.tongaeducation.gov.to
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> [[Countries]]
 
>> [[Main Page]]

[[Category:Tonga| ]]


[[Category:Oceania]]
[[Category:Polynesia]]
[[Category:Commonwealth countries]]

[[Category:Countries of interest]]

[[Category:Countries in merged template]]
[[Category:VISCED]]
[[Category:Commonwealth Oceania]]

Nauru

2012-07-06T14:26:28Z

NikkiCortoos: added tag Category:Commonwealth Oceania

''by [[Paul Bacsich]]''


== Partners and Experts in Nauru==



== Nauru in a nutshell ==



''Nauru'', officially the '''Republic of Nauru''' and formerly known as '''Pleasant Island''', is an island nation in [[Micronesia]] in the South [[Pacific]]. Its nearest neighbor is Banaba Island in [[Kiribati]], 300 km to the east.

Nauru is the world's smallest island nation, covering just 21 square kilometres (8.1 square miles).

The population of Nauru is 9,378 (July 2012 estimate according to CIA's [https://www.cia.gov/library/publications/the-world-factbook/geos/nr.html World Factbook]).

Its capital is Yaren.

Settled by Micronesian and Polynesian people, Nauru was annexed and claimed as a colony by the German Empire in the late 19th century. After World War I, Nauru became a League of Nations mandate administered by [[Australia]], [[New Zealand]], and the [[United Kingdom]]. During World War II, Nauru was occupied by Japanese troops who were bypassed by the Allied advance across the Pacific, and after the war ended, it entered into trusteeship again. Nauru was declared independent in 1968.

Throughout the first half of the 20th century, Nauru was a "rentier state". Nauru is a phosphate rock island, with deposits close to the surface, which allow for simple strip mining operations. This island was a major exporter of phosphate starting in 1907, when the Pacific Phosphate Company began mining there, through the formation of the British Phosphate Commission in 1919, and continuing after independence. This gave Nauru back full control of its minerals under the Nauru Phosphate Corporation, until the deposits ran out during the 1980s. For this reason, Nauru briefly boasted the highest per-capita income enjoyed by any sovereign state in the world during the late 1960s and early 1970s.

When the phosphate reserves were exhausted, and the environment had been seriously harmed by mining, the trust established to manage the island's wealth became greatly reduced in value. To earn income, the government resorted to unusual measures. In the 1990s, Nauru briefly became a tax haven and money laundering centre. From 2001 to 2008, it accepted aid from the Australian government in exchange for housing a detention centre that held and processed asylum seekers trying to enter [[Australia]].

From December 2005 to September 2006, Nauru became partially isolated from the outside world when Air Nauru, the only airline with service to the island, ceased to operate. (The only outside access to Nauru was then by ocean-going ships.) The airline was able to restart operations under the name Our Airline with monetary aid from [[Taiwan]].

In December 2009 Nauru became the fourth country to recognise [[Abkhazia]], and [[South Ossetia]], regions of [[Georgia]] which had been de facto independent since the early 1990s and were recognised as such by [[Russia]].

== Education in Nauru ==



The small republic faces immense economic and budgetary challenges to providing educational services to its small and remote population. During 2000-2005, Nauru's crisis caused a near-collapse of the education system and schools on the island barely functioned. Schools at all levels closed and the most skilled teachers left. Nauru is gradually rebuilding it educational systems following this period; it could be argued that this will take 5-10 years before some stability returns and students exit the secondary system of education seeking higher education.

'''Source''': ''Regulatory Frameworks for Distance Education: A pilot study in the Southwest Pacific/South East Asia Region. Final Report'', DEHub, the Australasian Council for Open and Distance Education ([[ACODE]]), the Australian Universities Quality Agency ([[AUQA]]) and the International Network for Quality Assurance Agencies in Higher Education ([[INQAAHE]]), the International Council for Open and Distance Education ([[ICDE]]), December 2011, http://www.icde.org/projects/regulatory_frameworks_for_distance_education/final_report, April 2012.

== Schools in Nauru ==





Attendance at school is compulsory for Nauruan children from 5 to 16 years old. Two types of schools are available, both coeducational: those run by the government and those by the Roman Catholic Church. Education is provided free by the government. In the early 1990s, Nauru had six pre-primary and two primary schools, one secondary school, and a technical school, as well as a mission school.

Education on Nauru is available up to the intermediate level.

== Further and Higher education ==

=== Universities in Nauru ===


Higher education mainly takes place overseas, primarily in [[Australia]], assisted by the government in the form of competitive scholarships.

There is also a university extension centre affiliated with the [[University of the South Pacific]] USP Nauru Campus.

=== Polytechnics in Nauru ===





=== Colleges in Nauru ===





== Education reform ==



=== Schools ===

=== Post-secondary ===









== Administration and finance ==

=== Schools ===



=== Post-secondary ===





== Quality assurance, inspection and accreditation ==

=== Schools ===



=== Post-secondary ===





== Information society ==







Telecommunications on Nauru have been extremely poor. Recently however, mobile phone services and basic Internet connectivity together with island-wide radio and TV coverage has become available.

'''Source''': ''Regulatory Frameworks for Distance Education: A pilot study in the Southwest Pacific/South East Asia Region. Final Report'', DEHub, the Australasian Council for Open and Distance Education ([[ACODE]]), the Australian Universities Quality Agency ([[AUQA]]) and the International Network for Quality Assurance Agencies in Higher Education ([[INQAAHE]]), the International Council for Open and Distance Education ([[ICDE]]), December 2011, http://www.icde.org/projects/regulatory_frameworks_for_distance_education/final_report, April 2012.
*or online: http://www.icde.org/projects/regulatory_frameworks_for_distance_education/country_profiles/nauru/

== ICT in education initiatives ==

: Despite Nauru's financial and educational challenges , innovative solutions to provision of distance education are gaining momentum as evidinced by the community radio station and the Nauru Government support for projects such as the COL’s Virtual University for the Small States of the Commonwealth ([[VUSSC]]). It can be argued that Nauru’s challenges in education can only be met by distance education.

===Radio Pasifik-Nauru===
A successful innovation is '''Radio Pasifik-Nauru''', Triple 9 FM, an educational community radio station that was started in April 2007, and which distributes audio recordings of lectures.

This community-based educational radio station was designed to assist students on Nauru to overcome isolation, frequent power cuts and the scarcity of transportation and fuel. Students from secondary schools and the University of the South Pacific ([[USP]]) can get help through the radio with their course work.

The station broadcasts a range of programming, including lectures and tutorials recorded weekly at the USP in Fiji. Each week, these recordings are sent digitally to Nauru and re-broadcast over Radio Pasifik-Nauru. USP lectures and tutorials comprise about half the station’s programming. The rest consists of local programming or pre-recorded segments on current affairs and topical interests. Most interestingly, programming includes audio files produced by universities in Australia, UK, Canada, US and New Zealand and from social media sites. Radio Pasifik-Nauru demonstrates that innovative approaches can succeed in delivering distance educaton even under conditions of extreme isolation.

Drawing on the University's satellite-communications network (USPNet), 2 staff members from Suva, Fiji and several volunteers from Nauru side blended live audio and video conferences, email, web/online resources and on-site tutoring in software and computer skills through training conducted by Nauru campus information technology (IT) staff. This training covered the basics of on-air announcing, script writing, broadcast ethics, simple audio-editing software, equipment operations, etc.

It is a sister station to USP’s main student and community radio station, Radio Pasifik, Triple 8 FM, located at
the Laucala Campus in Suva, Fiji. Radio Pasifik is the University of the South Pacific’s educational community-based radio station, which began broadcasting in 1996 as an educational, non-profit community radio station. The University provided financial assistance of F$90,000 to redevelop Radio Pasifik, which had temporarily closed in 2010 until December 2011. The new station will be broadcasted in six languages and streamed via internet to reach listeners around the region.

'''Sources''':
* ''Radio Pasifik Nauru begins on a wave of success'', USPBeat Volume 7, Issue 4, The University of the South Pacific, April 2007, April 2012
* ''Regulatory Frameworks for Distance Education: A pilot study in the Southwest Pacific/South East Asia Region. Final Report'', DEHub, the Australasian Council for Open and Distance Education ([[ACODE]]), the Australian Universities Quality Agency ([[AUQA]]) and the International Network for Quality Assurance Agencies in Higher Education ([[INQAAHE]]), the International Council for Open and Distance Education ([[ICDE]]), December 2011, http://www.icde.org/projects/regulatory_frameworks_for_distance_education/final_report, April 2012.
** or online: http://www.icde.org/projects/regulatory_frameworks_for_distance_education/country_profiles/nauru/
* ''Radio Pasifik-Nauru'', The Communication Initiative Network, June 2007, http://www.comminit.com/node/135145, April 2012
* ''University opens radio station'', The University of the South Pacific, Marketing & Communications Office, 29 December 2011, http://www.usp.ac.fj/news/story.php?id=931, April 2012
* 2007, http://www.apdip.net/resources/case/rnd13/view (currently not available)

=== Virtual initiatives in schools ===





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





== Lessons learnt ==



=== General lessons ===

=== Notable practices ===



== References ==



* ''Regulatory Frameworks for Distance Education: A pilot study in the Southwest Pacific/South East Asia Region. Final Report'', DEHub, the Australasian Council for Open and Distance Education ([[ACODE]]), the Australian Universities Quality Agency ([[AUQA]]) and the International Network for Quality Assurance Agencies in Higher Education ([[INQAAHE]]), the International Council for Open and Distance Education ([[ICDE]]), December 2011, http://www.icde.org/projects/regulatory_frameworks_for_distance_education/final_report, April 2012.
** or online: http://www.icde.org/projects/regulatory_frameworks_for_distance_education/country_profiles/nauru/

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> [[Countries]]
 
>> [[Main Page]]

[[Category:Nauru| ]]
[[Category:Oceania]]
[[Category:Micronesia]]
[[Category:Commonwealth countries]]
[[Category:Countries in stubs]]

[[Category:Countries in merged template]]
[[Category:VISCED]]
[[Category:Commonwealth Oceania]]

Fiji

2012-07-06T14:26:25Z

NikkiCortoos: added tag Category:Commonwealth Oceania

''by [[Paul Bacsich]], with some updates by [[Tom Levec]] of [[ATiT]]''

''For entities in Fiji see [[:Category:Fiji]]''

== Experts situated in Fiji ==


None so far.

== Fiji in a nutshell ==


(sourced from http://en.wikipedia.org/wiki/Fiji)

[[Image:Fiji.gif|right|center|250px|Source : http://www.cia.gov]]
''Fiji'' (Fijian: '''Matanitu ko Viti'''; Fijian Hindustani: फ़िजी), officially the '''Republic of the Fiji Islands''' (Fijian: '''Matanitu Tu-Vaka-i-koya ko Viti'''; Fijian Hindustani: फ़िजी द्वीप समूह गणराज्य, '''fiji dvip samooh ganarajya'''), is an island nation in the South [[Pacific]] Ocean east of [[Vanuatu]], west of [[Tonga]] and south of [[Tuvalu]]. The country occupies an archipelago of about 322 islands, of which 106 are permanently inhabited, and 522 islets. The two major islands, '''Viti Levu''' and '''Vanua Levu''', account for 87% of the population.

The population of Fiji is 890,057 (July 2012 estimate according to CIA's [https://www.cia.gov/library/publications/the-world-factbook/geos/fj.html World Factbook]).

The capital is Suva.

Fiji is divided into for major Divisions: Central, Eastern, Northern and Western. These divisions are further divided into 14 provinces.

Fiji, endowed with forest, mineral, and fish resources, is one of the more developed of the Pacific island economies, though still with a large subsistence sector. Natural resources include timber, fish, gold, copper, offshore oil potential, hydropower. Fiji experienced a period of rapid growth in the 1960s and 1970s but stagnated in the 1980s. Economic liberalization in recent years created a boom in the garment industry and a steady growth rate despite growing uncertainty of land tenure in the sugar industry. The expiration of leases for sugar cane farmers (along with reduced farm and factory efficiency) has led to a decline in sugar production despite a subsidized price.

Urbanization and expansion in the service sector have contributed to recent GDP growth. Sugar exports and a rapidly growing tourist industry - with 430,800 tourists in 2003 and increasing in the subsequent years - are the major sources of foreign exchange. Fiji is highly dependent on tourism for revenue. Sugar processing makes up one-third of industrial activity. Long-term problems include low investment and uncertain property rights.

The political turmoil in Fiji has had a severe impact on the economy, which shrank by 2.8% in 2000 and grew by only 1% in 2001.

Fijian is an Austronesian language of the Malayo-Polynesian family spoken in Fiji. It has 350 000 first-language speakers, which is less than half the population of Fiji, but another 200,000 speak it as a second language. The 1997 Constitution established Fijian as an official language of Fiji, along with English and Hindustani, and there is discussion about establishing it as the "national language", though English and Hindustani would remain official.

The Fiji Islands developed many languages, some similar and some very different. Missionaries in the 1840s chose the language of one island, Bau, off the southeast of the main island of Viti Levu, to be the official language of Fiji. Standard Fijian is based on the language of Bau, which is an East Fijian language. There are many other dialects that make up the West Fijian languages including dialects spoken in the Nadroga/Navosa and those of the western island groups and provinces.

== Education in Fiji ==

Primary school education in Fiji is compulsory for eight years. In 1998, the gross primary enrollment rate was 110.5 percent, and the net primary enrollment rate was 99.4 percent. As of 2001, attendance was decreasing due to security concerns and the burden of school fees, often due to the cost of transport. Adult illiteracy rates for the year 2000 were estimated at 7.1% (males, 5.0%; females, 9.1%).

The Ministry of Education is responsible for the administration and management of education policy and delivery of educational services. It provides the curriculum frameworks, policy guidelines and directions, and qualified teaching personnel that support all schools in the delivery of quality education for students. The core business of the Ministry of Education is the delivery of education and training services with these being provided specifically to:

* schools, pre-schools and training centres
* students in the years of compulsory schooling and those participating in Forms 5, 6 and 7 studies including vocational education and training programmes
* teaching personnel
* school management and controlling authority.

For more details see http://www.education.gov.fj

There are government schools as well as private schools operated by individual groups or by missions under government supervision. In 1990, public expenditure on education was 4.6% of GDP. In the mid-1990s there were 4,644 teachers and 145,630 pupils in 693 primary schools. Secondary schools had 3,631 teachers and 66,890 students. Of these, 6,653 students were enrolled in technical and vocational schools. The pupil-teacher ratio at the primary level was 23 to 1 in 1999. In the same year, 99% of primary-school-age children were enrolled in school.

=== Schools in Fiji ===


=== Further and Higher education ===

There were (until recently) four institutions of higher education in Fiji.

The Fiji-based [[University of the South Pacific]] has its campus in Suva and is financed by the 12 countries of the region. To the USP come 2,500 full-time students, with double this number studying by extension (distance learning) through local centres in the various neighbouring countries.

Other institutions include:

# Fiji School of Medicine, in Suva
# Fiji Institute of Technology, in Suva
# Teachers College, in Lautoka on the western side of Viti Levu.

All third-level institutions and universities had approximately 8,000 students and a faculty staff nearing 300 personnel.

==== Universities in Fiji ====


The only university (until 2010) was the University of the South Pacific. However, the Fiji School of Medicine is a university-level tertiary institution, and the Fiji National University has begun in January 2010.

'''Fiji School of Medicine'''

"The Fiji School of Medicine is a Tertiary Education Institution striving towards Excellence in Training and Education of Health Professionals in the South Pacific. It is located on the main island of Viti Levu.

As the premier medical institute in the South Pacific, FSM has been educating Health Care Professionals since its establishment in 1885 as Suva Medical School to train vaccinators. The School has produced many motivated and skilled health care professionals who are now serving in key positions in the Pacific and overseas.

The school now provides training in most health science disciplines including medicine, dentistry, pharmacy, physiotherapy, radiography, laboratory technology, public health, dietetics and environmental health."

It offers flexible modes of delivery - face-to-face, franchise, and Open and Distance Learning.

Its web site is at http://www.fsm.ac.fj

'''Fiji National University (2010 start)'''

The Fiji National University (FNU) is a new university established through the merger of 6 government-owned tertiary institutions in Fiji. Of these 6, two are institutions (Fiji Institute of Technology and Fiji School of Medicine) while 4 are parts of government departments (Fiji College of Advanced Education, Fiji College of Agriculture, Lautoka Teachers College, and Fiji School of Nursing).

The constituent parts now operate from 16 locations throughout Fiji, and collectively offer Certificates, Diplomas, Advanced Diplomas, Degrees and postgraduate qualifications. Approximately 25,000 students are expected to pass through the University each year. The University commenced operations from 1 January 2010.

The University comprises 5 Colleges:

# College of Humanities and Education
# College of Medicine, Nursing and Public Health,
# College of Engineering, Science and Technology,
# College of Agriculture, Forestry and Fisheries,
# College of Commerce, Hospitality and Tourism Studies.

Each College is headed by a Dean who reports to the University's Vice Chancellor.

The '''College of Medicine, Nursing and Health Sciences''' comprises the following Schools:
* Fiji School of Medicine, composed of the following departments: Medical Science, Health Science, Oral Health and Public Health, and Fiji School of Nursing.

The '''College of Engineering, Science and Technology''' comprises the following Institutes, Schools and Departments:
* Institute of Technology, composed of the following schools and departments: Automotive Engineering & Road Transport, Aviation, Building and Civil Engineering, Electrical and Electronic Engineering, Mechanical Engineering, Maritime Studies, and Printing Studies & Technology
* Institute of Science, composed of the following schools and departments: Biology, Chemistry, Physics, Mathematics and Computer Science, Food Technology, and Environmental Studies.

The '''College of Agriculture, Forestry and Fisheries''' comprises the following Schools and Departments: Agriculture, Forestry and Fisheries.

The '''College of Commerce, Hospitality and Tourism''' comprises the following Schools and Departments:
* School of Business and Economics, composed of the following departments: Accounting, Economics & Finance, Management & Industrial Relations, Information Technology, and Office Administration.
* School of Hospitality and Tourism Studies, composed of the Departments of Food & Beverage, and Accommodation Management.

The '''College of Humanities and Education''' comprises the following Schools:
* School of Education comprising (a) School of Physical Education, Sports Science & Recreation, and (b) School of Social Science
* School of Communication and Creative Arts, comprising departments of Communication, Language & Literature, Media Studies & Journalism, Film & Television, Graphic Arts & Design, and Fine Arts, Culture and Music.

=== Polytechnics in Fiji ===

'''Fiji Institute of Technology, in Suva'''

"The Fiji Institute of Technology is one of the largest technical and vocational institutes in Fiji. It has its own governing council which comprises of experienced people who are working in the Fiji Government, industries as well as the commercial field. FIT had its establishment in the 1960s and continues to deliver a wide range of new programmes offered which are tailor-made to suit our customers."

Its web site is at http://www.fit.ac.fj

==== Colleges in Fiji ====


'''Teachers College'''

There seem to be several institutions going under this name, perhaps different campuses of one institution:

# Davuilevu Teacher Training Institute
# Nasinu Teachers Training College
# Lautoka Teachers Training College

== Education reform ==

=== Schools ===

=== Post-secondary ===

== Administration and finance ==

=== Schools ===

=== Post-secondary ===
No information. This is likely to change considerably now that the Fiji National University is in operation.

== Quality assurance ==

=== Schools ===

=== Post-secondary ===


The [[University of the South Pacific]] is now a member of the [[Asia-Pacific Quality Network]] (APQN) - see http://www.quality.usp.ac.fj/index.php?id=5420

== Information society ==


== ICT in education initiatives ==
Initiatives in ICT education in schools only commenced in1996 in 10 schools Fiji Islands. By 2003, following the success of the initial 10 schools, 86 of the total 156 secondary schools in Fiji were already implementing the curriculum. Of the 86 schools, 35 had internet access and these 35 schools were concentrated in the town aread of Suva, Nasinu, Nausori, Lautoka, Ba and Labasa.

Significantly, the Nadi Muslim College utilized ICT and internet access for a variety of other purposes including a Smart School Plan which utilized ICT for school administration and operation, value added teaching, delivering other courses using ICT and also providing teachers and students alike with an open-access. Tailevu North College also integrated ICT in the teaching of other professional courses such as Carpentry, Automotive Engineering, Secretarial and Catering.

The curriculum according to the Ministry of Education aims at providing students the opportunity to:

*Become familiar with and understand the basic features of computers
*Develop skills to use the computer creatively
*Develop logic and problem-solving strategies in a variety of situations
*Use the computer and commercial software as a tool in writing (word-processing), and number intensive calculations (spreadsheet)
*Explore the social and economic implications of the computer
*Become aware of the availability of the information that is electronically stored, updated and manipulated by computers, as well as the potential for the misuse of information about individuals
*Evaluate their own attitudes and values as these relate to possible uses and abuses on computer technology in society
*Become aware of different types of computer related careers and their basic educational requirements

However, it is not certain if this curriculum has been revised since 2005.

=== Virtual initiatives in schools ===


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


See [[University of the South Pacific]].

== Lessons learnt ==

Unclear until the relationship of the Fiji National University and the [[University of the South Pacific]] is better understood.

=== General lessons ===

=== Notable practices ===


== References ==


# Ministry of Education, http://www.education.gov.fj
# Fiji: Implementation of ICT in Teacher Training, http://www.comminit.com/en/node/147606/308

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[[Category:Fiji| ]]


[[Category:Oceania]]
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[[Category:Countries of interest]]
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Tuvalu

2012-07-06T14:26:19Z

NikkiCortoos: added tag Category:Commonwealth Oceania

''Original minimal entry by [[Paul Bacsich]] for [[Re.ViCa]] - large update for [[VISCED]] by [[Nikki Cortoos]] of [[ATiT]] with help from [[Tom Levec]]''

''For entities in Tuvalu see [[:Category:Tuvalu]]''

== Experts situated in Tuvalu ==


None so far.

== Tuvalu in a nutshell ==



[[Image:Tuvalu map CIA-resource.gif|frame|right|Source: Original gif on: [https://www.cia.gov/library/publications/the-world-factbook/geos/tv.html the CIA's "The World Factbook" / Tuvalu]]]
''Tuvalu'', formerly known as the '''Ellice Islands''', is a Polynesian island nation located in the Pacific Ocean midway between [[Hawaii]] and [[Australia]]. Its nearest neighbours are [[Kiribati]], [[Samoa]] and [[Fiji]].

"Tuvalu" means "group of eight" referring to the country's eight traditionally inhabited islands, but today it comprises four reef islands and five true atolls with a gross land area of just 26 square kilometres (10 sq mi): Nukulaelae, Nanumea, Nanumaga, Niutao, Nui Vaitupu, Nukufetau, Vaitupu, Niulakita, Funafuti. In terms of physical land size, Tuvalu is the fourth smallest country in the world, larger only than the Vatican City—0.44 km²; Monaco—1.95 km² and Nauru—21 km².

The population of Tuvalu is 10,619 (July 2012 estimate according to CIA's [https://www.cia.gov/library/publications/the-world-factbook/geos/tv.html World Factbook]). It is the third-least populated independent country in the world, with only Vatican City and Nauru having fewer inhabitants.

It is also the second-smallest member by population of the [[United Nations]].

'''History'''

The first inhabitants of Tuvalu were Polynesian people. The islands came under Britain's sphere of influence in the late 19th century. The Ellice Islands were administered by Britain as part of a protectorate from 1892 to 1916 and as part of the Gilbert and Ellice Islands Colony from 1916 to 1974. In 1974 the Ellice Islanders voted for separate British dependency status as Tuvalu, separating from the Gilbert Islands which became [[Kiribati]] upon independence. Tuvalu became fully independent within the [[Commonwealth of Nations]] in 1978.

== Education in Tuvalu ==

The Ministry of Education, Sports and Culture is responsible for education in Tuvalu.

The government's strategy for education aims to raise standards in teaching and learning; enhance the relevance of the curriculum; ensure adequate availability of education for special needs; and strengthen management of the education system.

There are eight years of compulsory education starting at age seven. The pupil-teacher ratio for primary is 25:1 and for secondary 25:1 (2001/02). The school year starts in January.

Note: There is a Tuvalu Teachers Association, at the Education Department of Nauti Primary School.

(Sourced from http://www.commonwealth-of-nations.org/Tuvalu and [http://www.usp.ac.fj/?4766 Robert Whelan's Pacific eLearning Observatory brief])

=== Schools in Tuvalu ===

{| class="wikitable"
|-
! Topic
! Pre-primary
! Primary
|-
| Gross Enrolment Ratio (GER)
| 106 in 2008
| 107 in 2008
|-
| Gross Enrolment Ratio (GER) | Gender Parity Index (GPI)
| 1.18 in 2008
| 0.99 in 2008
|-
| Teacher-student ratio
|
| 19
|}
According to [http://www.unesco.org/en/efareport/ddm/?geoitem=TUV&indicator=BST_POP UNESCO]

'''Pre-primary education / Early Childhood Care Education (ECCE)'''

19 pre-schools provide schooling for children of 3 - 5 year olds. All ECCE centres are community supported. Salaries for teachers are also paid for by the community with a small assistance grant from the government specifically allocated for salaries. Despite this, the government is the major supplier of resources to each centre.

'''Primary education'''

All children receive free primary education from the age of seven. Education is compulsory for seven years. The Tuvaluan school system has seven years of primary and six years of secondary education. The Primary Education sector comprises of Year 1 to Year 8. There are [http://wikieducator.org/10_primary_schools 10 primary schools], one on each island except Funafuti, the main capital island, which includes two primary schools. All children get promoted at the end of each Year until Year 8 where students have to sit the National Year Eight Examination, an entrance examination to Motufoua Secondary School. Students who are not successful in this examination are allowed to repeat Year 8.

In 1994, 1,906 students were enrolled in 11 primary schools.

'''Secondary education'''

There are 2 secondary schools in Tuvalu: [http://wikieducator.org/Tuvalu/Motufoua_Secondary_School Motufoua Secondary School] (or "Motufoua High") on Vaitupu and Fetuvalu High School on Funafuti.

Students board at the school during the school term, returning to their home islands each school vacation. In 1990, secondary schools had 345 students with 31 teachers.

(sourced from Wikipedia > [http://en.wikipedia.org/wiki/Tuvalu#Education Tuvalu > Education] and http://www.nationsencyclopedia.com/Asia-and-Oceania/Tuvalu-EDUCATION.html)

According to [http://www.usp.ac.fj/?4766 Robert Whelan's Pacific eLearning Observatory brief] about Tuvalu in 2007, the long-term objective of the Ministry of Education is to develop ICT as a curriculum course to be taught in classes at both primary and secondary level. Implementation depends on the ease with which funds can be raised from government and donor partners such as ADB, NZAid and AUSAid.

In consultation with stakeholders, experts and teachers the Ministry has begun developing an ICT curriculum with a 5-10 year timeline. The policy would encourage the development of access and skills by enhancing students’ capability to explore, develop, communicate and present their ideas; providing a range of information sources to support their development knowledge; providing tools, equipment and components for designing, such as modeling; and encouraging design awareness using technology.

The Education for Life program has been another important policy initiative, focusing also on lifelong learning. The identified challenges however are the small population which is widely dispersed, inadequate infrastructure, high costs and a lack of expertise.

(Sourced from [http://www.usp.ac.fj/?4766 Robert Whelan's Pacific eLearning Observatory brief (2007)])

=== Further and Higher education ===

Adult illiteracy is less than 5%.

==== Universities in Tuvalu ====

Tuvalu is a partner in the regional [[University of the South Pacific]] (USP), which has its main campus in Suva, Fiji Islands, and a campus on Funafuti, which was established in 1979.

==== Polytechnics in Tuvalu ====

The Maritime Training School on Funafuti (founded in 1979) offers vocational, technical and commerce courses.

Tuvalu Marine School was opened in 1979 with Australian aid.

==== Colleges in Tuvalu ====

There are no colleages in Tuvalu.

(Sourced from Wikipedia > [http://en.wikipedia.org/wiki/Tuvalu#Education Tuvalu > Education] and http://www.nationsencyclopedia.com/Asia-and-Oceania/Tuvalu-EDUCATION.html)

== Education reform ==

=== Schools ===

=== Post-secondary ===

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

== Quality assurance ==

=== Schools ===

=== Post-secondary ===


== Information society ==


== ICT in education initiatives ==

Development of an ICT curriculum is one of the priorities endorsed for inclusion in the Education and Training Sector Master Plan (ETSMP). The Ministry of Education and Sports initiated the development of an ICT curriculum for Tuvalu schools in recognition of the significance of ICT in the modern world. The young generation of Tuvalu must be ICT
oriented and ‘computer literate’, and leaders in today’s digital economy. The Ministry of Education believes that ICT can act as a medium to bring the outside world into the classroom, through photos, animation or video clips, thereby immersing pupils in real life contexts. This will in turn model their perception on a more concrete and up to date understanding of the real world ‘out there’, thus enabling them to visualise concepts in a more constructive approach.

'''OLPC Tuvalu'''

Deployments in Tuvalu have started with 150 laptops contributed by OLPC Australia. Localisation projects have been opened on the OLPC Pootle server for the Tuvaluan language. For updates see http://wiki.laptop.org/go/OLPC_Tuvalu

=== Virtual initiatives in schools ===


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


== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==


# [http://www.unesco.org/en/efareport/ddm/?geoitem=TUV&indicator=BST_POP UNESCO's Educational For All Global Monitoring Report]
# [http://www.unesco.org/education/wef/countryreports/tuvalu/contents.html UNESCO > Education For All, 2000 Assessment Country Report of Tuvalu]
# [http://cms2.unescobkk.org/index.php?id=1875 UNESCO > ICT in Education in Tuvalu and USPNet]
# [http://www.usp.ac.fj/?4766 University of the South Pacific > Robert Whelan's Pacific eLearning Observatory brief (2007)])
# [http://en.wikipedia.org/wiki/Tuvalu#Education Wikipedia > Tuvalu > Education]
# [http://www.nationsencyclopedia.com/Asia-and-Oceania/Tuvalu-EDUCATION.html Nation’s Encyclopedia > Tuvalu Education])
# [http://wikieducator.org/Tuvalu/Motufoua_Secondary_School WikiEducator > Motufoua Secondary School]
# [http://wikieducator.org/10_primary_schools WikiEducator > Tuvalu’s 10 primary schools]

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Vanuatu

2012-07-06T14:26:17Z

NikkiCortoos: added tag Category:Commonwealth Oceania

''by [[Tom Levec]] of [[ATiT]] for [[VISCED]], based on a minimal entry by [[Paul Bacsich]] for [[Re.ViCa]]''

For entities in Vanuatu see [[:Category:Vanuatu]]

== Experts situated in Vanuatu ==



None so far.

== Vanuatu in a nutshell ==



''Vanuatu'', officially the '''Republic of Vanuatu''' (French: '''République de Vanuatu''', Bislama: '''Ripablik blong Vanuatu'''), is an island nation located in the South Pacific Ocean, part of [[Melanesia]].

The archipelago, which is of volcanic origin, is some 1,750 kilometres (1,090 mi) east of northern [[Australia]], 500 kilometres (310 mi) northeast of [[New Caledonia]], west of [[Fiji]], and southeast of the [[Solomon Islands]], near [[New Guinea]].

Vanuatu was first inhabited by Melanesian people. Europeans began to settle in the area in the late 18th century. In the 1880s [[France]] and the [[United Kingdom]] claimed parts of the country, and in 1906 they agreed on a framework for jointly managing the archipelago as the [[New Hebrides]] through a British-French Condominium. An independence movement arose in the 1970s, and the Republic of Vanuatu was created in 1980.

The population of Vanuatu is 227,574 (July 2012 estimate according to CIA's [https://www.cia.gov/library/publications/the-world-factbook/geos/nh.html World Factbook]).

The capital (and largest city) is Port Vila.

For more details see http://en.wikipedia.org/wiki/Vanuatu

The internet domain for Vanuatu is '''.vu'''

== Education in Vanuatu ==

There are no free schools in Vanuatu, both Public and Private. There are a number of primary schools in Port Vila and also some smaller villages too have a primary school. Most Ni Vanuatu children do not continue education beyond the primary school level. The main reason for this is due to low income wages. Most Ni Vanuatu children do not even complete the primary school.

There are a few international schools like Port Vila International School which offeres education up to Grade 10 based on the Australian and New Zealand curriculum to children of expatriates.

Senior school education can be done by distance learning.

Expatriates prefer to send their children to Australia and New Zealand for secondary school and for university. The Lycee Francaise is also a good public school and many expatriates too send their children there to acquire French language skills. Malapoa College is also a renowed high school.



=== Schools in Vanuatu ===

Schooling is very different in Vanuatu to what kids experience in New Zealand and Australia. Schools in Venuatu usually have their own fruit gardens, vegetable gardings from which they grow vegetables, sweet corn, manioc, sweet potatoes, igname and taro and at least twice a week, students work in the gardens. In this way, boarding schools are able to save money by growing, cooking and eating food from their own gardens. It is also good because the students learn more than just academic subjects, they learn life skills as well, and not just how to grow plants, but every Saturday and Sunday they have to cook their own food as well because there is no cook on the weekends.

Compared to New Australian and New Zealand schools they only have a limited amount of sporting equipment, a soccer field, 4 volley ball courts, a basketball court, and a Pétanque (French bowls)field. School fees are the same for Private and Public Secondary schools at 27,000 Vatus, the local currency (which is around $AUD330 or $NZ360) for a year. That might not sound much, but the normal monthly income for a Ni Vanuatu is 20,000VT ($AUD250 or $NZ270) and most Vanuatu families have at least three children so it means they could pay 4 months salary just for school fees.

''Primary''

* British Primary School Port Vila
* British Primary School Port Vila
* Port Vila International School
* Sarakata Primary School

''Secondary''

* Correspondence School Port Vila
* Malapoa College
* Matevulu College
* Montmartre College
* Onesua College
* Aore Adventist High School
* Lycee Louis Antoine de Bougainville

'''Montmartre College'''

This was the first French school in Vanuatu, and it still is the best. It is a Catholic boarding school with 350 boys and girls from Year 7 to 10, another 150 boys and girls Year 11 and to 13, and they only get to go back to town once a month. The students and most of the teachers are Ni Vanuatu (this is what the indigenous people are called) except they do have help from around the world. There are three Brothers "Frére du Sacré Coeur" from Canada, an old priest from France and they have Sisters to help as well, one from France, one from Wallis Islands, and another from Madagascar. Everybody lives on site; there is a private house for the teachers and a large dormitory for the students.



=== Further and Higher education ===

==== Universities in Vanuatu ====

* Revans University - http://www.revans-university.edu/revans/
* University of the South Pacific - http://www.vanuatu.usp.ac.fj/

The main university operating in Vanuatu is the University of the South Pacific. This has a campus in Port Vila

The campus is the only law school in the University of the South Pacific.



==== Polytechnics in Vanuatu ====


==== Colleges in Vanuatu ====


There is also a school of tourism, hospitality, health and community services at the Australia-Pacific Technical College (APTC) in Port Vila, offering vocational training for the Ni Vanuatu.

== Education reform ==

=== Schools ===

=== Post-secondary ===

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

== Quality assurance ==

=== Schools ===

=== Post-secondary ===


== Information society ==


== ICT in education initiatives ==

The Vanuatu Ministry of Education (MoE) supports and has in its policy the introduction of ICT into schools. The Ministry, however, has not done anything substantial to realise this.

There are more than 11,000 students in secondary schools and 45,000 in primary schools scattered through out the archipelago of 83 inhabited islands. Out of a total of 77 secondary schools (government, government assisted and private) only one offered the PSSC (Pacific Senior Secondary Certificate) computing studies course as of 2005. This is
possible only through the school’s own initiative, not as a matter of government policy.

Most of the other secondary schools (about 50) have computers that are mainly for administration purposes. There is no systematic uniform data program in use; each school uses what it has available. In secondary schools, there is a French assistance program funded by the French government that has put a database into French speaking schools.

Regarding ICT use, any development that goes on in any of the schools up to now has been purely the initiative of the school administration. They are left to fend for themselves in financing, personnel and facility resourcing.

=== Virtual initiatives in schools ===


==== Virtual schooling - distance education ====

'''The Correspondence School in Vanuatu'''

[[Te Kura]] (TCS), The Correspondence School in [[New Zealand]], offers distance learning to pupils in Vanuatu. There appears to be no systematic information, but there is evidence on the web of pupils studying. In particular see:

* THE CORRESPONDENCE SCHOOL STUDENT PRIZE WINNERS FOR 2009, http://www.correspondence.school.nz/all-news/media-releases/the-correspondence-school-student-prize-winners-for-2009 - where it is noted that the Dux for year 13 was from Vanuatu
* PETER CHANGES HIS WORLD, http://www.correspondence.school.nz/all-news/news/peter-changes-his-world - about a 12-year old pupil in Vanuatu who organised the solving of a community problem

A search on "vanuatu site:www.correspondence.school.nz" will reveal other stories on students in Vanuatu.

''In line with policy on this wiki we try, while aiming to document our researches, to minimise the amount of personal detail on the wiki, especially about students who are not adult.''

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


== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==
http://www.vanuatu.usp.ac.fj/library/Internet_School.htm

http://www.deakin.edu.au/arts-ed/education/schoolexp/global/vanuatu.php


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[[Category:Vanuatu| ]]



[[Category:Oceania]]
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Pitcairn

2012-07-06T14:26:14Z

NikkiCortoos: added tag Category:Commonwealth Oceania

''By [[Paul Bacsich]]''

''For entities (if any) in Pitcairn see [[:Category:Pitcairn]]''

== Experts situated in Pitcairn ==


None so far.

== Pitcairn in a nutshell ==


''Pitcairn'', the '''Pitcairn Islands''' (Pitkern: '''Pitkern Ailen'''), officially named the '''Pitcairn, Henderson, Ducie and Oeno Islands''', are a group of four volcanic islands in the southern Pacific Ocean. The islands are a British overseas territory (formerly a British colony), the last remaining in the Pacific. The four islands – named Pitcairn, Henderson, Ducie, and Oeno – are spread over several hundred miles of ocean and have a total area of about 18 square miles (47 km2). Only Pitcairn, the second largest and measuring about 2 miles across, is inhabited.

With only 50 inhabitants (from nine families), Pitcairn is also notable for being the least populated jurisdiction in the world (although it is not a sovereign nation).

The United Nations Committee on Decolonisation includes the Pitcairn Islands on the United Nations list of Non-Self-Governing Territories.

The islands are best known as home of the descendants of the Bounty mutineers and the Tahitians who accompanied them, an event retold in numerous books and films. This story is still apparent in the surnames of many of the islanders.

== Education in Pitcairn ==


=== Schools in Pitcairn ===

''There is a school on Pitcairn''.

Legislation first introduced in 1838 provides for the compulsory attendance of children between the ages of 5 and 15 and for a minimum five-hour day of 380 half-days a year. Today, the Education Officer is appointed by the Government from suitable qualified applicants who are New Zealand registered teachers. The Education Officer is also the Government Adviser and Editor of the island newspaper.

The fascinating history of the school is documented at http://library.puc.edu/pitcairn/pitcairn/education.shtml

There is a long-standing and interesting relationship between [http://www.puc.edu Pacific Union College] and Pitcairn, described at http://library.puc.edu/pitcairn/studycenter/pit_puc.shtml

=== Further and Higher education ===

==== Universities Pitcairn ====


==== Polytechnics Pitcairn ====


==== Colleges Pitcairn ====


== Education reform ==

=== Schools ===

=== Post-secondary ===

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

== Quality assurance ==

=== Schools ===

=== Post-secondary ===


== Information society ==


== ICT in education initiatives ==

=== Virtual initiatives in schools ===


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


== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==


----
> [[Countries]]
 
>> [[Main Page]]

[[Category:Pitcairn| ]]


[[Category:Oceania]]
[[Category:Polynesia]]

[[Category:British overseas territories]]

[[Category:Countries in stubs]]
[[Category:Countries in merged template]]
[[Category:VISCED]]
[[Category:Commonwealth Oceania]]

British Indian Ocean Territory

2012-07-06T14:26:10Z

NikkiCortoos: added tag Category:Commonwealth Oceania

== Experts situated in British Indian Ocean Territory ==


None so far.

== British Indian Ocean Territory in a nutshell ==



The ''British Indian Ocean Territory'' or '''Chagos Islands''' is an overseas territory of the [[United Kingdom]] situated in the [[Indian]] Ocean, halfway between [[Africa]] and [[Indonesia]]. The territory comprises the six atolls of the '''Chagos Archipelago''' with over 1,000 individual islands.

The largest island is '''Diego Garcia''', the site of a joint military facility of the United Kingdom and the United States.

The territory is an archipelago of 55 islands, the largest being Diego Garcia, accounting for almost three-quarters of the total land area of the territory, which is 60 km². The terrain is flat and low, with most areas not exceeding 2 metres above sea level. The climate is tropical marine; hot, humid, and moderated by trade winds.

The islands have a population of around 3600 - but few if any can be regarded as native to the islands.

The capital and largest city is Diego Garcia.

The islands have a complex history and arrangements for government - as documented in the Wikipedia article http://en.wikipedia.org/wiki/British_Indian_Ocean_Territory

With the exception of one two-lane motorway, most of the islands in the territory have no roads of any sort. Diego Garcia has a short stretch of paved road between the port and airfield; otherwise most transport is by bicycle.

Diego Garcia's military base is home to the territory's only airport (one paved runway over 3000 metres long, capable of operating very heavy bombers like the B-52) and only major seaport.

All economic activity is concentrated on Diego Garcia, where joint UK-US defence facilities are located. Approximately 2000 native inhabitants, known as the Chagossians or Ilois, were forcibly relocated to Mauritius before construction of UK-US military facilities; in 1995, there were approximately 1700 UK and US military personnel and 1500 civilian contractors living on the island.

Construction projects and various services needed to support the military installations are carried out by military and contract employees from the UK, Mauritius, the Philippines, and the US. There are no industrial or agricultural activities on the islands. The licensing of commercial fishing provides an annual income of about $1 million for the territory.

Separate telephone facilities for military and public needs are available, providing all standard commercial telephone services, including connection to the Internet. International telephone service is carried by communications satellite. The territory has three radio broadcast stations, one AM and two FM, and one television broadcast station. Because of its extreme equatorial location, Diego Garcia can use geosynchronous satellites over the Indian Ocean and also some over the eastern Atlantic Ocean.

== Education in British Indian Ocean Territory ==


=== Schools in British Indian Ocean Territory ===


=== Further and Higher education ===

==== Universities in British Indian Ocean Territory ====


==== Polytechnics in British Indian Ocean Territory ====


==== Colleges in British Indian Ocean Territory ====


== Education reform ==

=== Schools ===

=== Post-secondary ===

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

== Quality assurance ==

=== Schools ===

=== Post-secondary ===


== Information society ==


== ICT in education initiatives ==

=== Virtual initiatives in schools ===


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


== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==


----
> [[Countries]]
 
>> [[Main Page]]

[[Category:British Indian Ocean Territory]]


[[Category:British overseas territories]]
[[Category:Countries in merged template]]
[[Category:VISCED]]
[[Category:Countries in stubs]]
[[Category:Commonwealth Oceania]]

Kiribati

2012-07-06T14:25:15Z

NikkiCortoos: added tag Category:Commonwealth Oceania

== Experts situated in Kiribati ==


None so far.

== Kiribati in a nutshell ==


[[Image:Kiribati CIA-map.gif|frame|right|Source: Original gif on: [https://www.cia.gov/library/publications/the-world-factbook/geos/kr.html the CIA's "The World Factbook" / Kiribati]]]
''Kiribati'' (pronounced ''Kiribas''), officially the '''Republic of Kiribati''', is an island nation located in the [[Oceania]] region in the central tropical [[Pacific Ocean]]. The name '''Kiribati''' is the local pronunciation of '''Gilberts''', derived from the main island chain, the '''Gilbert Islands'''. Kiribati also consists of the Phoenix Islands and the Line Islands.

It is composed of 32 low lying flat and one raised coral island dispersed over 3,500,000 square kilometres (1,351,000 square miles) straddling the equator and bordering the International Date Line to the east. This makes Kiribati the most scattered archipelago in the world with an east-west diameter equivalent to the Los Angeles-New York distance.

The population is 100,743 (a July 2011 estimate according to CIA's World Factbook).

The capital city is South Tarawa, which hosted one of the bloodiest battles of World War II between the American marines and the Japanese Imperial forces. South Sarawa accommodates more than a third of the entire population of Kiribati. One of its islands in the far east, Millennium Island, became very famous at the turn of the millennium, when it became the first island in the world to receive the first sunrise of the new millenium. Fanning Island, also in the far east is famous as one of the Virgin destinations for world cruise tourists on the Norwegian Cruise Line.

Kiribati gained political independence in 1979 from the British who had ruled for 87 years. It has a 42-member unicameral law making body or legislature called the Maneaba Maungatabu, an independent judiciary and an executive headed by the Beretitenti (local word for President) and his 12 cabinet ministers including the Attorney General.

Kiribati’s economy is based mainly on its large fishery resources from which Government derives substantial revenues from fishing access fees paid by distant water fishing nations, its earnings on its Revenue Equalisation Reserve Fund (RERF), remittances of over a thousand sailors working on foreign merchant and fishing vessels and to a lesser extent, on its copra and seaweed exports.

== Education in Kiribati ==
Education delivery in Kiribati is a joint partnership effort between the government and the churches. Formal primary education in Kiribati, since 1977, is compulsory and free from class 1 - 6 usually ranging between ages 6 - 11. Juniour secondary school, this means from forms 1 - 3, usually ranging between ages 12 - 14, is also free although not compulsory. Senior secondary education from forms 4-7 ranging from ages 15-18 is subsidised by the state, making it easier for parents to sponsor their children.

Therefore, government assumed responsibility for all primary schools, with the churches being asked to change their focus to secondary education. There was some consolidation of the number of primary schools over the early part of the 1990's. In 1996, there were 17,279 children enrolled in 82 primary schools in Kiribati. The average pupil/teacher ratio in the primary school system was 24.0 to 1 and 4,023 students in 10 secondary schools.

The curriculum places emphasis on basic disciplines as well as professional subjects. English, Maths, Natural Sciences (environmental studies, biology, chemistry, physics and computer science), Social Sciences (including History and Geography) and Cultural Studies (including Kiribati language and traditional skills). It also includes such optional subjects as Accounting, Commerce, Home Economics and Industrial Arts. Cultural studies for Kiribati studies is essential for selection into junior secondary but not so for selection into Forms 6 and 7, as these are academically biased towards preparation for University education, in which the need for local language and skills is not critical.

The goal for the education sector is an education system achieving high standards, broad coverage, relevance and cost effective delivery.

Medium term objectives for the sector are:

*Upgrade resourcing of the primary school system
**This will be done by giving priority to teacher training, classroom upgrading, and provision of teaching aids and textbooks, at the primary education level.
*Universal access to education up to Form 3
**Proceed with Junior Secondary School programme in a staged and cost effective manner.
*Improved cost effectiveness of all levels of the education system
**This will be possible by retaining and building on church and community participation in delivering education at all levels
**Optimising pupil/teacher ratios
**Introducing fees for all non-compulsory services
**And by seeking efficiencies in the provision of post-secondary education, in both local institutions and in the funding of training at overseas tertiary institutions
*Improved quality and relevance of the education system
**Supporting community and church groups in establishing early childhood education principles in the pre-school system
**Improving linkages between the education system and the job market


=== Schools in Kiribati ===
''Secondary Schools''

There are 13 prominent secondary and high schools in Kiribati. They are:
*Government Secondary Schools
**King George V and Elaine Bernacchi School (KGV/EBS) located in South Tarawa
**Meleangi Tabai Secondary School (MTSS) located in Linnex
**Teabike College (TC) located in Southern Kiribati
*Private Secondary Schools
**Catholic Secondary Schools
***St. Joseph's College (SJC) located in Northern Kiribati
***Immaculate Heart College (IHC) located in North Tarawa
***St. Louis High School (SLHS) located in South Tarawa
***Sacred Heart High School (SHHS) South Tarawa
**Kiribati Protestant Secondary Schools
***Hiram Bingham High School (HBHS) located in Southern Kiribati
***Stephen Whitmee High School (SWHS) located in Northern Kiribati
***George Eastman High School (GEHS) located in Northern Kirbati
**Seventh Day Adventist Secondary Schools
***Kauma High School (KHS) located in Central Kiribati
**Latter Day Saints Secondary Schools
***Moroni High School (MHS) located in South Tarawa
**Church of God Secondary Schools
***Church of God Secondary School (COGHS) located in South Tarawa


=== Further and Higher education ===
Vocational training and university education in Kiribati through the local government, or by foreign governments, award numerous scholarships to fund training and education. These funding is based on academic merit and human resource or man-power requirements of the country.

==== Universities in Kiribati ====
Tertiary training is undertaken at the University of the South Pacific, and at a number of local institutions including:
*Atoll Institute
*Kiribati Teachers College (which trains primary school teachers)
*The Marine Training School
*Tarawa Technical Institute
Consideration is being given to consolidating some of these institutions into a College of higher education.


==== Polytechnics in Kiribati ====
*The Marine Training School
*Tarawa Technical Institute


==== Colleges in Kiribati ====
*Kiribati Teachers College (which trains primary school teachers)


== Education reform ==

=== Schools ===

=== Post-secondary ===

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

== Quality assurance ==

=== Schools ===

=== Post-secondary ===


== Information society ==


== ICT in education initiatives ==
Computer sciences have been offered as optional courses in Kiribati schools for a long time but ICT as such is absent if only, relatively new. Schools like Moroni High School, KGV/EBS and USP Centre have had computer labs and have offered computer studies for long. The cost of internet connectivity in Kiribati is still relatively high and poor and most schools have no access to the internet. Hence in 2005, there was no known national curriculum on ICT.

=== Virtual initiatives in schools ===


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


== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


Kiribati is one of the 12 member countries of the [[University of the South Pacific]] ([[USP]]), and therefore it has access to the facilities of the university, including the USP Centre on Tarawa and, through it, to the USPNet satellite system.

For details of ICT in Education see http://www.unescobkk.org/fileadmin/user_upload/ict/Metasurvey/KIRIBATI.PDF

''This could be expanded here into a full country report.''

== References ==


----
> [[Countries]]
 
> [[Main Page]]



[[Category:Kiribati]]
[[Category:Countries in merged template]]
[[Category:Oceania]]
[[Category:Micronesia]]
[[Category:Commonwealth countries]]

[[Category:Countries in stubs]]
[[Category:Wikieducator for more]]
[[Category:VISCED]]
[[Category:Commonwealth Oceania]]

Commonwealth Oceania

2012-07-06T14:24:13Z

NikkiCortoos: changed category Commonwealth Oceania

''Commonwealth Oceania'' consists of all those countries in Oceania which are members of the [[Commonwealth of Nations]] or British Overseas Territories of the UK.

'''Commonwealth members in Oceania'''

# [[Kiribati]]
# [[Samoa]]
# [[Solomon Islands]]
# [[Tonga]]
# [[Nauru]]
# [[Fiji Islands]]
# [[Tuvalu]]
# [[Vanuatu]]

'''Realm of the UK - British Overseas Territories '''

# [[British Indian Ocean Territory]]
# [[Pitcairn Islands]]

----
> [[Oceania]]
 
> [[VISCED supraregions]]
 
> [[Countries]]
 
>> [[VISCED]]

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

[[Category:Commonwealth Oceania]]

South Africa

2012-07-06T14:22:56Z

NikkiCortoos: added IQAA and certain headings tpl

To view the virtual HE initiatives, go to the [[Virtual Initiatives in South Africa]] Re.ViCa page.

''by Nikki Cortoos'' 

== Partners and Experts situated in South Africa==

* [[Herman van der Merwe| Herman J. van der Merwe]], North West University, South Africa
Ariellah Rosenberg, ORT SA

Laura Czerniewicz, Director of the Centre for Educational Technology (CET) at the University of Cape Town.

== South Africa in a nutshell ==


[[Image:South-Africa-map.png|thumb|250px|Map of South Africa]]
The Republic of South Africa (also known by other official names) is a country located at the southern tip of Africa. South Africa's coast borders both the Atlantic and Indian oceans. To the north of South Africa lie [[Namibia]], [[Botswana]], [[Zimbabwe]], [[Mozambique]] and [[Swaziland]], while the Kingdom of [[Lesotho]] is an independent enclave surrounded by South African territory.

South Africa is known for its diversity, and eleven official languages are recognised in its constitution. English is the most commonly spoken language in official and commercial public life, however it is only the fifth most spoken home language.

South Africa is ethnically diverse, with the largest Caucasian, Indian, and racially mixed communities in Africa. Although 79.6% of South Africa's population is Black, this category is neither culturally nor linguistically homogeneous, as they speak a number of different Bantu languages, nine of which have official status.

Population (2010): 49.99 million. Composition--black 79.4%; white 9.2%; colored 8.7%; Asian (Indian) 2.7%. (2010 Mid-Year Population Estimate Report at http://www.statssa.gov.za). This makes it quite large compared with the typical European country.

The main Cities are: Capitals--administrative, Pretoria; legislative, Cape Town; judicial, Bloemfontein.
Other cities--Johannesburg, Durban, Port Elizabeth.

(Above section adapted from http://en.wikipedia.org/wiki/South_Africa and http://www.info.gov.za/aboutsa/landpeople.htm)

== Education in South Africa ==



In recent history, South Africa has seen major changes, both in governments, society and education as the ''Apartheid'' only came to a halt in 1994. Apartheid was a government-enforced system of racial segregation which had a very limiting impact on the everyday life, living areas, job opportunities and education of coloured people in South Africa. An example of this is the ''Bantu Education Act of 1953 (No. 47)'' which enforced racial segregation in education. The Apartheid lasted from 1948 to 1994, after which the Constitution was established and the educational system was revised to improve racial diversity and equality in education.

'''Document of relevance:'''
* [http://en.wikipedia.org/wiki/Apartheid Wikipedia entry on Apartheid]
* [http://countrystudies.us/south-africa/56.htm South Africa: A Country Study > Education, 1996] by Rita M. Byrnes, ed. for the Library of Congress, USA.
* [http://en.wikipedia.org/wiki/Bantu_Education_Act Wikipedia's page on Bantu Education Act of 1953 (No. 47)]

The '''Bill of Rights''', contained in the '''Constitution''', 1996, even mentions ''the need to redress the results of past racially discriminatory laws and practices'' (Section 29. Paragraph 2.3 ).

The Bill stipulates that everyone has the right to a basic education, including adult basic education and further education, which the State, through reasonable measures, must progressively make available and accessible:
28. Children: ''Every child has the right (...) not to be required or permitted to perform work or provide services that (...) place at risk the child's well-being, '''education''', physical or mental health or spiritual, moral or social development;''
29. Education:
#''Everyone has the right to a basic education, including adult basic education; and to further education, which the state, through reasonable measures, must make progressively available and accessible."
#''Everyone has the right to receive education in the official '''language''' or languages of their choice in public educational institutions where that education is reasonably practicable. In order to ensure the effective access to, and implementation of, this right, the state must consider all reasonable educational alternatives, including single medium institutions, taking into account equity; practicability; and the need to redress the results of past racially discriminatory laws and practices.''
#''Everyone has the right to establish and maintain, at their own expense, independent educational institutions that ''do not discriminate on the basis of race; are registered with the state; and maintain standards that are not inferior to standards at comparable public educational institutions.''
#''Subsection (3) does not preclude state subsidies for independent educational institutions.''

'''Sources & Related Documents''':
* [http://www.info.gov.za/documents/constitution/1996/96cons2.htm#7 Bill of Rights > Section 28. Children > Paragraph 1.f.ii and Section 29. Education]
* [http://www.info.gov.za/documents/constitution/index.htm Constitution of the Republic of South Africa, 1996] and amendments
* [http://www.info.gov.za/aboutsa/education.htm#Educationpolicy South African Government Information - Education Policy (web page)]
* [http://www.education.gov.za/Documents/policies/freequalityEducationoall.pdf Plan of Action Improving access to free and quality basic education for all (PDF)], June 2003 by the Department of Education

The '''[http://www.che.ac.za Council for Higher Education (CHE)]''' has also published the Ministry of Education's [http://www.info.gov.za/otherdocs/2001/langframe.pdf Language Policy Framework for South African Higher Education (PDF)] in 2001, which has the promotion of multilingualism as a central aspect. It also affects the language of each qualification certificate and transcript issued to a student within the South African higher education system, as stated in the [http://nd.sauvca.org.za/resources/HEQF%20as%20gazetted%205%20October%202007.pdf Higher Education Qualifications Framework (HEQF) (PDF)], 2007.

The [http://www.info.gov.za/gazette/acts/1996/a27-96.htm National Education Policy Act, 1996 (Act 27 of 1996)], empowers the Minister of Education to determine national norms and standards for education planning, provision, governance, monitoring and evaluation. The South African government is divided into departments instead of what we call ''Ministries''. '''[http://www.education.gov.za. Department of Education]''' is responsible for formulating policy, setting norms and standards, and monitoring and evaluating all levels of education and also in funding Higher Education Institutions through subsidies and by providing financial support to students through '''[http://www.nsfas.org.za/ National Student Financial Aid Scheme (NSFAS)]'''.

The government puts its focus on '''equity, quality of teaching and learning and literacy'''. As the Department of Education states on its site:
:''"Our vision is of a South Africa in which all our people have access to lifelong education and training opportunities, which will in turn contribute towards improving the quality of life and building a peaceful, prosperous and democratic society"'' and part of its mission is ''"creating a vibrant further education and training system to equip youth and adults to meet the social and economic needs of the 21st century."''

In 1994 The government-in-waiting’s commitment to increasing access to education through the use of distance education methods was evident in the 1994 Policy Framework for Education and Training (ANC Education Department, Johannesburg):
:''The '''development of a well-designed and quality distance education system based on the principles of open learning''' is the only feasible approach to meeting the needs of the vast numbers of our people who were systematically deprived of educational opportunity in the past, while at the same time providing opportunities for the youth coming up through the educational system at present. It will allow people access to education and training and the ability to determine where, when, what and how they want to learn (ANC, 1994:78).''
:'''Source''': [http://www.nadeosa.org.za/Resources/Reports/NADEOSA%20QC%20Section%201.pdf Designing and Delivering Distance Education: Quality Criteria and Case Studies from South Africa. Section One (PDF - EN - 17 pages], by Tessa Welch and Yvonne Reed with NADEOSA Quality Criteria Task Team

Formal education in South Africa is categorised according to three levels – General Education and Training (GET), Further Education and Training (FET) and Higher Education (HE). By mid-2007, the South African public-education system had 12,3 million learners, 387 000 educators, 26 592 schools, 2 278 Abet centres, 50 public FET institutions, 4 800 Early Childhood Development (ECD) centres and 23 HE institutions.

There are also policy frameworks in South Africa that focus on inclusion such as the Policy Framework on HIV and AIDS in October 2008, which was adopted by the Minister of Education (Naledi Pandor in 2009), and the 23 public sector higher education institutions in South Africa. HEAIDS is South Africa’s nationally co-ordinated, comprehensive and large-scale effort designed to develop and strengthen the capacity, the systems, and the structures of all HEIs in managing and mitigating the causes, challenges and consequences of HIV/AIDS in the sector and to strengthen the leadership role that can and should be played by the HE sub-sector.

'''Source''': [http://www.hesa.org.za/hesa/content.asp?id=416 Higher Education South Africa (HESA) > HEAIDS], [http://www.hesa.org.za/resources/0000000036/0000000064/0000000066/HEAIDS%20Strategic%20Framework%20Final.pdf Strategic framework 2006-2009 and beyond (PDF)].

'''Related document''': [http://www.hesa.org.za/resources/PFAdoption%20MR%20291008FINAL.pdf HESA > Press Release > ''SA higher education adopts policy framework to mitigate HIV and AIDS at institutions'' (PDF)], Oct. 2008

'''Councils and advocacy groups''':
* [http://www.hesa.org.za/ Higher Education South Africa (HESA)] represents all 23 public universities and universities of technology. It is the successor of the South African Universities Vice-Chancellors Association (SAUVCA) and the Committee of Technikon Principals (CTP). The launch of HESA was in part driven by the restructuring of the higher education sector, which resulted in the establishment of new institutional types, but also by the need for a strong, unified body of leadership.
* the [http://www.acde-africa.org African Council for Distance Education (ACDE)]
* the [http://www.sace.org.za/ South African Council for Educators (SACE)] aims to enhance the status of the teaching profession, and to promote the development of educators and their professional conduct
* the [http://www.sanc.co.za/ South African Nursing Council (SANC)] which focuses on nursing education and practice standards
* the [http://www.sacee.org.za/ South African Council for English Education (SACE)] promotes the use of English as one of South Africa's official languages. (If web site is offline, there is also information on [http://www.myggsa.co.za/connect/receivers/the_south_african_council_for_english_education/ myggsa.co.za])
* the [http://www.sarua.org/ Southern African Regional Universities Association (SARUA)] is an association for the 63 public universities in the [http://www.sadc.int/ Southern African Development Community (SADC)] region
* the [http://www.aau.org Association of African Universities (AAU)] which strives to raise the quality of higher education in Africa and strengthen its contribution to African development by fostering collaboration among its member institutions
* the [http://www.che.ac.za/ Council on Higher Education (CHE)] is an independent statutory body responsible for advising the [http://www.education.gov.za/ Minister of Education] on all matters related to higher education policy issues, and for quality assurance in higher education and training
* the [http://www.saqa.org.za South African Qualification Authority (SAQA)]
* one of the roles of the [http://satnonline.net South African Technology Network (SATN)] is to ''provide a forum to discuss higher education issues in the universities of technology, including co- operative education, teaching, research training; technological innovation and technology transfer, advocate the needs, interests and purposes of technological higher education and their communities to government, industry and other groups'' and to ''develop policy positions and guidelines on various related higher education matters''

'''Related Documents''':
* [http://africa.msu.edu/Ter_con2.htm South African Government Agencies and Policy Documents and Speeches on Education], up to 2004
* [http://www.education.gov.za/Documents/policies/policies.asp Department of Education > Documents > Policies]
* [http://www.info.gov.za/acts/1996/a84-96.pdf The South African Schools Act, 1996 (Act 84 of 1996) The South African Schools Act, 1996 (Act 84 of 1996) (PDF)]

=== South Africa education system === 

The Constitution has vested substantial power in the provincial legislatures and governments to run educational affairs (other than universities and universities of technology), subject to a national policy framework. The national Department of Education is responsible for formulating policy, setting norms and standards, and monitoring and evaluating all levels of education. It also funds HE institutions through subsidies and by providing financial support to students through the National Student Financial Aid Scheme (NSFAS).

'''Source:''' [http://www.info.gov.za/aboutsa/education.htm#Nationalandprovincialdepartments South African Government Information - National and Provincial Departments]

Formal education in South Africa is categorised according to three levels:
# '''General Education and Training (GET)''': consists of the Reception Year (Grade R) and schooling up to Grade 9 and the equivalent ''Adult Basic Education and Training (ABET)'' qualification.
# '''Further Education and Training (FET)''': consists of grades 10 to 12 in schools and all education and training from the National Qualifications Framework (NQF) levels 2 to 4 (equivalent to grades 10 to 12 in schools), and the N1 to N6 in FET colleges. After completion of level 1 of the NQF, a learner could achieve a GETC and after completion of level 4 of the NQF, an FETC.
# '''Higher Education (HE)''': consists of a range of degrees, diplomas and certificates up to and including post-doctoral degrees

'''Educational levels'''

{| class="wikitable" border="1" width="100%"
| align="center" style="background:#f0f0f0;"|'''Band'''
| align="center" style="background:#f0f0f0;"|'''Age'''
| align="center" style="background:#f0f0f0;"|'''School grade'''
| align="center" style="background:#f0f0f0;"|'''NQF Level'''
| align="center" style="background:#f0f0f0;"|'''Qualification Type'''
|-
| rowspan="9"| Higher Education and Training
|rowspan="3"|21||
|rowspan="3"|8||Post-doctoral research degrees (Postgraduate Diploma, Bachelor Honours Degree at Exit Level 8)
|-
| ||Doctorates
|-
| ||Masters degrees
|-
|rowspan="2"|20||
|rowspan="2"|7||Professional Qualifications / Post Graduate Certificate
|-
| ||Honours degrees (Advanced Diploma, Bachelor\'s Degree at NQF Exit Level 7)
|-
|rowspan="2"|19||
|rowspan="2"|6||National first degrees
|-
| ||Higher diplomas (Advanced Certificate, Diploma at NQF Exit level 6)
|-
|rowspan="2"| 18||
|rowspan="2"|5||National diplomas
|-
| ||National certificates (Higher Certificate at NQF Exit Level 5)
|-
| rowspan="3"| Further Education and Training ||17||12||4||National certificates
|-
| 16||11||3||
|-
| 15||10||2||
|-
| rowspan="9"|General Education and Training (ABET Level 4)
| style="background:#0099dd;"|14||9
| rowspan="9"|1||
|-
|style="background:#0099dd;"|13||8||
|-
|style="background:#0099dd;"|12||7||
|-
|style="background:#0099dd;"|11||6||
|-
|style="background:#0099dd;"|10||5||
|-
|style="background:#0099dd;"|9||4||
|-
|style="background:#0099dd;"|8||3||
|-
|style="background:#0099dd;"|7||2||
|-
|style="background:#0099dd;"|6||1||
|-
| ||5||0/R||||Grade R (reception year)
|-
||Legenda
|style="background:#0099dd;"|
|colspan="3"|'''Compulsory education'''
|}

* The age of a child entering grade 1 is age five turning six by 30 June in the year of admission.
* Grade R (reception year) or grade 0, the age is four turning five by 30 June in the year of admission.
* Grade 12 is the ''year of matriculation'': the final exams of high school are administered by the government and are called ''"matric exams"'' so students in the final year of high school (grade 12 or the ''matriculation grade'') are known as "matrics" and if they pass these exams they are called ''matriculants'' or it's said that they ''"matriculated"''. Becoming a matriculant is required (with certain minimum conditions) for tertiary education. Some private schools also offer a post-matric "sixth form" year which allows students to sit for A-level examinations.

* The minimum requirement for admission to a higher education institution from 1 January 2009 is the National Senior Certificate. '''Related document''': [http://www.education.gov.za/Documents/policies/AdmissionRequirements.pdf Minimum Admission Requirements - for Higher Certificate, Diploma and Bachelor's Degree, Programmes requiring a National Senior Certificate (EN – PDF)], 2005, by the Department of Education
* ''Government is (...) bound by the Constitution to progressively improve access to further education and training (FET) (which is Grades 10 to 12 in schools).''

'''Source''': [http://www.education.gov.za/Documents/policies/freequalityEducationoall.pdf Plan of Action Improving access to free and quality basic education for all (PDF)], June 2003 by the Department of Education

'''Teacher-student ratio'''

''There is usually some correlation between class size and fees. The average teacher-to-pupil ratio in state schools is 1:33, as compared with 1:18 in private schools. At those state-aided schools where parents pay for extra teachers by way of school fees, and at the more expensive private schools, the maximum number of pupils is usually about 30. At poorer schools this is often higher, with as many as 40 to 50 children in a classroom.''

'''Sources:'''
* [http://www.southafrica.info/services/education/edufacts.htm ''A parent's guide to schooling''] > [http://www.southafrica.info/services/education/edufacts.htm#14 How large will my child's class be?]
* [http://www.info.gov.za/aboutsa/education.htm South African Government Information - Introduction (web page)]
* [http://en.wikipedia.org/wiki/Matriculation_(South_Africa) Matriculation in South Africa (Wikipedia page)]
* [http://nd.sauvca.org.za/resources/HEQF%20as%20gazetted%205%20October%202007.pdf GOVERNMENT GAZETTE, 5 OCTOBER 2007]
* [http://www.southafrica.info/about/education/education.htm Levels of education in South Africa], 2006.

'''Distance education in primary education'''

OLSET is a provider of Open and Distance Learning in South Africa specifically for primary school children. Committed to the goal of 'Education for All', OLSET, a South African-based NGO working in collaboration with the country's National and Provincial Departments of Education, actively supports the United Nations Millennium Development Goals (MDGs) through the considerable geographic outreach of its Interactive Radio Learning Programme. In 2008-9 OLSET's English In Action Radio Learning Programme reached over 1.8 million learners and 52,000 teachers in seven of South Africa’s nine provinces. A highly-regarded education provider, OLSET has worked and works in collaboration with, inter alia, South African Provincial Departments of Education, South African Broadcasting Corporation, UNICEF/Operation Lifeline Sudan, UNESCO IICBA, the British Council, DFID and the BBC.

'''Source''': http://www.olset.org.za

The [http://www.education.gov.za/ Department of Education] established the Thutong portal, with the aim to aims to improve learning in the country through appropriate use of technology. It offers free educational resources, policy information, and interactive services concerning all aspects of the South African Schooling Sector.
'''Source''': http://www.thutong.doe.gov.za/

There are organisations that are trying to enhance education with digital resources and connectivity such as the e-Schools' Network, founded in 1993 is a non-profit, self-funded, organisation that provides 1700 schools and the FET College community e-services such as SchoolMail, (a mailbox for each learner and educator in a school), connectivity and communication solutions and training support.
'''Source''': http://www.esn.org.za/

The '''Further Education & Training (FET) ''' institutions were affected by restructuring as they were reduced from 152 to 50 institutions.

'''Source''': [http://www.info.gov.za/aboutsa/education.htm South African Government - Information about Education]:

== Schools in South Africa ==


All South Africans have the right to a basic education, including adult basic education and further education. According to the Bill of Rights of the country's Constitution, the state has an obligation, through reasonable measures, to progressively make this education available and accessible. Under the South African Schools Act of 1996, education is compulsory for all South Africans from the age of seven (grade 1) to age 15, or the completion of grade 9. General Education and Training also includes Adult Basic Education and Training.

School life spans 13 years or grades, from grade 0, otherwise known as grade R or "reception year", through to grade 12 or "matric" – the year of matriculation. Grades 1 to 9 are compulsory, and classified as General Education and Training. Grades 10 to 12 are considered to be Further Education and Training. Grade 12 is the year of matriculation, which is required (with certain minimum conditions) for tertiary education. Some private schools also offer a post-matric "sixth form" year which allows students to sit for A-level examinations.

The Ministry of Basic Education focuses on adult basic education and training in addition to primary and secondary education. The central government provides a national framework for school policy, but administrative responsibility lies with the provinces. Power is further devolved to grassroots level via elected school governing bodies, which have a significant say in the running of their schools. Private schools and higher education institutions have some autonomy, but are expected to fall in line with some government policies – no child may be excluded from a school on grounds of his or her race or religion, for example.

The Further Education and Training (FET) branch is responsible for the development of policy for grades 10 to 12 in public and independent schools, as well as in public and private FET colleges. It monitors the integrity of assessment in schools and colleges, and offers an academic curriculum as well as a range of vocational subjects. FET colleges cater for out-of-school youth and adults. It also oversees, coordinates and monitors the system’s response to improved learner participation and performance in maths, science and technology. It also devises strategies aimed at the use of information and communication technology (ICT), and supports curriculum implementation through the national educational portal, Thutong (Setswana, meaning "place of learning").

The breakdown of schools includes 26 065 ordinary schools and 9 166 other education institutions – including special schools, early childhood development (ECD) sites, public adult basic education and training (ABET) centres, public further education and training (FET) institutions and public higher education (HE) institutions.

The total of 26 065 ordinary schools comprised 15 358 primary schools, with 6 316 064 pupils and 191 199 teachers; 5 670 secondary schools, with 3 831 937 pupils and 128 183 teachers; and 5 037 combined and intermediate schools, with 2 253 216 pupils and 74 843 teachers.

Other educational facilities include 2 278 ABET centres, 50 public FET institutions, 4 800 ECD centres and 23 HE institutions.

In state-funded public schools, the average ratio of pupils to teachers is 31.5 to one, while private schools generally have one teacher for every 17.5 pupils.

Compared with most other countries, education gets a large proportion of public spending – usually around 20% of total state expenditure. The greatest challenges lie in the poorer, rural provinces like the Eastern Cape and KwaZulu-Natal. Schools are generally better resourced in the more affluent provinces such as Gauteng and the Western Cape.

Illiteracy rates currently stand at around 18% of adults over 15 years old (about 9-million adults are not functionally literate), teachers in township schools are poorly trained, and the matriculation pass rate remains low.

A small selection of schools is:
* Secondary schools involved in the [[NEPAD e-schools Initiative]]:
** Isiphosethu High School
** Thozamisa High School
** Lomahasha Secondary School
** Ipetleng Secondary School
** Hendrick Makapan High School
** Maripe Secondary School
* Secondary schools involved in the [[iSchoolAfrica]]:
**Thuto-Lesedi Secondary School, Vosloorus
**Sunward Park High School, Boksburg
**Tembisa Secondary School
**Unity Secondary School, Daveyton
**Germiston High School
**Lethulwazi Secondary School, Vosloorus
**General Smuts High School
**Jeppe High School for Girls, Kensington
**National School of the Arts, Braamfontein
**Buhlebuzile Secondary School , Thokoza
**Alabama Combined School, Klerksdorp
**Are Fadimeheng Secondary, Klerksdorp
**Technical High School, Klerksdorp
**Sacred Heart College
**Zonkizizwe Secondary, Katlehong
**Kingsmead College, Rosebank
**BEDU Schools
**Khanya: Western Cape Education Department Technology in Education Project Sponsored Schools:
**Wynberg High School
**Cedar High School
**Hatlani Muyexe Secondary, Muyexe
**Dysselsdorp Secondary, Dysselsdorp

== Further and Higher education ==

The Wikipedia [http://en.wikipedia.org/wiki/List_of_universities_in_South_Africa List of universities in South Africa] is informative at a general level as well as for details. It also provides comprehensive listings of the many other providers both domestic and foreign.

Public universities in South Africa are divided into: traditional universities, which offer theoretically-oriented university degrees; universities of technology, which offer practically-oriented diplomas and degrees in technical fields; while the list on Wikipedia also makes a distinction for comprehensive universities (indicated with a star), which offer a combination of both types of qualification.

There are also a large number of other educational institutions in South Africa - some are local campuses of foreign universities, or foreign HEIs that conduct classes for students who write their exams at the distance-education [[University of South Africa]] while other institutions offer unaccredited diplomas.

In 2004 South Africa started reforming its higher education system, merging the (university and non-university) HEIs into larger, regional unitary institutions which also caused a renaming of the so-called ''Technikons'' to ''Universities of Technology''.

More information about this reform can be found on this page under the section on [[#Other_reforms| Higher education reform]]

=== Universities in South Africa ===

# [http://www.uct.ac.za/ University of Cape Town (UCT)], (Cape Town)
# [http://ufh.ac.za/ University of Fort Hare (UFH)], (Alice), (East London)
# [http://www.uovs.ac.za/ University of the Free State (UOVS)], (Bloemfontein)
# [http://www.ukzn.ac.za/ University of KwaZulu-Natal (UKZN)], (Durban, Pietermaritzburg, Pinetown, Westville)
# [http://www.unorth.ac.za University of Limpopo], (Polokwane, Ga-Rankuwa)
# [http://www.nwu.ac.za/ North-West University (NWU)], (Mafikeng, Mankwe, Potchefstroom, Vanderbijlpark)
# [http://web.up.ac.za/ University of Pretoria (UP)], (Pretoria)
# [http://www.ru.ac.za/ Rhodes University (RU)], (Grahamstown)
# [http://www.sun.ac.za/ University of Stellenbosch (SUN)], (Stellenbosch)
# [http://www.uwc.ac.za/ University of the Western Cape (UWC)], (Cape Town)
# [http://www.wits.ac.za/ University of the Witwatersrand (Wits)], (Johannesburg)
# [http://www.uj.ac.za/ University of Johannesburg (UJ)], (Johannesburg) *
# [http://www.nmmu.ac.za/ Nelson Mandela Metropolitan University (NMMU)], (Port Elizabeth) *
# [[University of South Africa]] ([http://www.unisa.ac.za/ UNISA]), (Pretoria - Distance Education) *
# [http://www.univen.ac.za/ University of Venda (Univen)], (Thohoyandou) *
# [http://www.wsu.ac.za Walter Sisulu University for Technology and Science (WSU)], (Buffalo City, Butterworth, Mthatha, Queenstown) *
# [http://www.uzulu.ac.za/ University of Zululand (Unizulu)], (Empangeni) *

=== Universities of Technology (Polytechnics) in South Africa ===

There are 6 Universities of Technology (previously known as Technikons)
# [http://www.cput.ac.za/ Cape Peninsula University of Technology (CPUT)], (Bellville, Cape Town)
# [http://www.cut.ac.za/ Central University of Technology (CUT)], (Bloemfontein, Welkom)
# [http://www.dut.ac.za Durban University of Technology (DUT)], (Durban, Pietermaritzburg)
# [http://www.mut.ac.za/ Mangosuthu University of Technology (MUT)], (Durban)
# [[Tshwane University of Technology| Tshwane University of Technology (TUT)]] (Pretoria)
# [http://www.vut.ac.za/ Vaal University of Technology (VUT)], (Vanderbijlpark)

'''Relevant sources''':
* [http://satnonline.net/index.php?option=com_content&task=view&id=17&Itemid=31 SATN > Universities of Technology list]
*[http://www.info.gov.za/links/education.htm the government's page on HEIs]
* [http://www.hesa.org.za/hesa/index.php/click HESA > Public Universities] (with overview of founding date and number of students)

=== Colleges in South Africa ===


'''Notable provider'''

[http://www.cidafoundationuk.org/ CIDA Foundation UK] is a university that enables previously disadvantaged learners from taking up Higher Education. It depends on funding and sponsoring from companies and individuals and demands from its students that they go to their own communities and educate their peers. [..] The students to fully appreciate their education they all contribute financially towards tuition: £31 in total for year one, and £13 per month in years two to four. This is 6% of the cost of attending other universities in South Africa. [..] Students also help to run the campus by dedicating a minimum of five hours of their time each week. At the end of the course, rather than paying back a loan, students are encouraged to "pay it forward" by committing to funding another student from their hometown after they graduate and become employed.

'''Source:''' [http://www.cidafoundationuk.org/aboutus/?id=25 CIDA - About Us - Fees (web page)]

'''Relevant document:''' [http://www.education.gov.za/dynamic/imgshow.aspx?id=3338 Register of Private Higher Education Institutions, 13 July 2009 (PDF - EN)], 2009, by the Department of Education

== Education reform ==
=== Schools ===
The South African Schools Act (Act 84), passed by Parliament in 1996, aims to achieve greater educational opportunities for black children. This Act mandated a single syllabus and more equitable funding for schools.

While 65% of whites over 20 years old and 40% of Indians have a high school or higher qualification, this figure is only 14% among blacks and 17% among the coloured population.

The government is in particular targeting education for the poorest, with two notable programmes. One is fee-free schools, institutions that receive all their required funding from the state and so do not have to charge school fees. These have been identified in the country's most poverty-stricken areas, and made up 40% of all schools in 2007.

The other is the National Schools Nutrition Programme, which feeds about 7-million schoolchildren every day, including all those attending primary schools in 13 rural and eight urban poverty nodes. The programme was extended in 2009 to 1 500 secondary schools around the country, feeding 1-million secondary school pupils from grades 8 to 12. Under the programme, the Department of Education has also established almost 2 100 school gardens with the support of the Department of Agriculture, local government structures and a number of NGOs. In July 2010, the government announced plans to get more than 200 000 children between the ages of seven and fifteen enrolled in school by 2014 by increasing the number of no-fee schools, while widening feeding schemes.

Other priorities include early childhood development, HIV/Aids awareness programmes in schools, and adult basic education and training.

From 2010, all grade three, six and a sample of grade nine learners write annual national assessments that are independently moderated. In 2011, more than 19 000 schools participated.

Over the last 17 years, investment in education has doubled. Access to primary and secondary schooling has reached near universal enrolment figures. 98% of children from seven to 15 years are now enrolled in schools; 88% of six-year olds, and 70% of children aged four and five are in early childhood development centres.

The Department of Basic Education has set 4 targets to be achieved by 2014:

1. the number of Grade 12 learners who pass the national examinations and qualify to enter a Bachelor's programme at a university must increase from 105 000 to 175 000.

2. the number of Grade 12 learners who pass Mathematics and Physical Science must total 225 000 and 165 000 respectively.

3. the percentage of learners in grades three, six and nine in public schools who obtain the minimum acceptable mark in the national assessments for Language and Mathematics (or Numeracy) must improve from between 27% and 38% to at least 60%.

4. all children should have participated in a Grade R (Reception) programme before entering Grade One and at least 37% of children from birth to five years should have participated in an early childhood development programme. In 2009, more than 785 000 learners had access to a Grade R programme.

Starting from the 2011 academic year, government will introduce free education for the poor at undergraduate level. Students in Further Education and Training colleges who qualify for financial aid will not pay academic fees.

=== Post-secondary ===

In 1997, the '''[http://www.che.ac.za/documents/d000005/index.php Education White Paper 3]''' was published with the central proposition to create ''a single national co-ordinated higher education system that is planned, governed and funded as a single system''. To meet the transformation goals of this paper, a different HE system was necessary, as stated in the '''[http://www.che.ac.za/documents/d000009/ Towards a New Higher Education Landscape]''' report (2002). This also meant that what fell under the jurisdiction of the provincial administrations was to be transferred to a national coordination.

The '''National Plan for Higher Education (NPHE)''' was set up to provide a framework for the White Paper and the National Working Group (NWG) advised the Minister of Education on the appropriate arrangements for ''restructuring the provision of higher education on a regional basis through the development of new institutional and organisational forms, including institutional mergers and rationalisation of programme development and delivery'' (the NWG warned to prevent an ''academic drift'' towards university-type programmes at the expense of technikon-type programmes).
The NWG identified three main properties flowing from the principles, which it believes are critical to ensuring the “fitness for purpose” of the higher education system. These are ''equity, sustainability and productivity''.

In 2002, '''The Restructuring Of The Higher Education System In South Africa''' elaborated in detail on the restructuring of the HEI landscape and how to merge the dispersed institutions and campuses into regional unitary institutions. It made the HEIs refocus their mission but also their campuses and programmes. Its purpose was to regulate the Higher Education System in a response to globalisation, the growing economy and the needs of South Africa. Some statements taken from the document:
* ''The NWG believes that the implementation of its recommendations will result in the fundamental restructuring of the higher education system. It will transform the apartheid edifice of the higher education system and lay the foundation for a higher education system that is consistent with the vision, values and principles of our young and vibrant democratic order.''
* ''Distance education programmes at traditionally residential institutions should be strictly regulated'' as further in the document it was noted that one HEI outsourced the face-to-face guidance in its Learning Centers, therefore not ensuring quality education.
* ''Apart from the one urban university and one urban technikon, and apart from the one comprehensive rural institution offering both technikon and university programmes, no other publicly funded higher education institutions should be allowed to offer programmes in the province (KwaZulu-Natal), with the exception of the new dedicated distance education institution.''

The Ministry’s proposals would result in 23 higher education institutions and two National Institutes for Higher Education (outlined in Appendix 1), consisting of 11 Universities, 6 Universities of Technology (previously known as Technikons), 4 Comprehensive Institutions and 2 National Institutes for Higher Education.

The universities and technikons which were incorporated with others and thus no longer exist are listed at the end of the Wikipedia article [http://en.wikipedia.org/wiki/List_of_universities_in_South_Africa List of universities in South Africa].

'''Sources and Relevant Documents:'''
* [http://satnonline.net/media/FINAL%20EDITED%20VERSION-%20%20REPORT%20ON%20PI%20PROJECT%20Revised_251108.pdf Final Report: Development of Performance Indicators for Universities of Technology (UoTs) and UoT related parts of Comprehensive Universities (CUs)], November 2008 by [http://satnonline.net SATN Online]
* [http://www.auckland.ac.nz/webdav/site/central/shared/for/the-media/commentary/documents/commentary-issue-3.pdf Commentary - on issues in Higher Education > Universities of Technology], January 2008 by the [http://www.auckland.ac.nz University of Auckland]
* “Position, Role and Function of Universities of Technology in South Africa”, 2004 by [http://www.hesa.org.za/hesa/ Higher Education South Africa (HESA)]
* [http://www.education.gov.za/dynamic/imgshow.aspx?id=1225 ''Transformation and Restructuring: A New Institutional Landscape for Higher Education'' (PDF - 40 pages)], 2002, by the Ministry of Education .
* [http://www.info.gov.za/view/DownloadFileAction?id=70286 The Restructuring Of The Higher Education System In South Africa (PDf - EN - 89pages)], by the Ministry of Education, 2002.
* [http://www.che.ac.za/documents/d000009/ Towards a New Higher Education Landscape: Meeting the Equity, Quality and Social Development Imperatives of South Africa in the 21st Century], 2000, by the Council on Higher Education (CHE)
* [http://www.che.ac.za/documents/d000005/White_Paper3.pdf Education White Paper 3: A Programme for the Transformation of Higher Education (PDF)], 1997, by the Department of Education.
* ''Education Reform in Post-Apartheid South Africa'', a video in which Helen Ladd and Edward Fiske speak about their book from 2004, [http://www.amazon.com/Elusive-Equity-Education-Reform-Apartheid/dp/0815728409 Elusive Equity: Education Reform in Post-Apartheid South Africa], ISBN-13: 978-0815728405, 269 pages.
* [http://www.news.uct.ac.za/downloads/news.uct.ac.za/lectures/tbdavie/accautonomy.pdf 41st TB Davie Memorial Lecture ''Accounting for Autonomy: How Higher Education lost its Innocence''] by Jonathan D. Jansen, Dean of Education: University of Pretoria, 2004 (PDF - 11 pages) on the relation between the state and the Higher Education institutes and how autonomy in the South Africa Higher Education changed.
* [http://che.ac.za/documents/d000137/ Case studies on dealing with "pipeline students" within their respective institutions, Council of Higher Education (CHE), 2007]. In 2005, the HEQC requested a number of people from different merger contexts to produce case studies on dealing with so-called "pipeline students" within their respective institutions.

== Administration and finance ==

=== Schools ===
At about 5.3% of gross domestic product (GDP) and 20% of total state expenditure, South Africa has one of the highest rates of public investment in education in the world.

In the apartheid years, there was a separate government department for white children’s schools, black children’s schools and coloured children’s schools. The three departments had different funding available, different resources at their disposal and issued different exams.

The House of Representatives (HOR) was the department that handled coloured childrens schooling, the Department of Education and Training (DET) handled black children’s schooling and the white children’s schools were known as Model C Schools.

To this day former Model C schools still typically have the best facilities, best teachers and best educational opportunities for children. Former HOR schools, although not quite as sidelined as DET schools, still have relatively poor infrastructure and facilities. Former DET schools are by far the worst off even today.

All schools receive government funding, however former Model C schools are permitted to top up the funding with fees payable by the parents of the schools. Thus different Model C schools can have different budgets, different teacher to student ratios, and varying quality of facilities, all based on what the parents can afford.

Over and above these government funded schools are private or independent schools which receive no funding from the government and are funded entirely by fees paid by the parents.

Of the total enrolled pupils, 12 048 821 (85.0%) were in public schools and 352 396 (2.5%) were in independent schools. Of the pupils in other institutions, 761 087 (5.4%) were in public HE institutions, 320 679 (2.3%) were in public FET institutions, 292 734 (2.1%) were in public ABET centres, 289 312 (2.0%) were in ECD centres, and 102 057 (0.7%) were in special schools.

=== Post-secondary ===

A 2004 document of the Ministry Of Education called ''A New Funding Framework: How Government Grants Are Allocated To Public Higher Education Institutions lists a broad summary of the ways in which funds flowed to public universities and ''technikons'' (now Universities of Technology) in South Africa:
* 50% Government grants
* 25% Student tuition & other fees
* 25% Other private income
= 100% Annual funds for public higher education.

'''Source''': [http://www.education.gov.za/content/documents/405.pdf > ''A New Funding Framework: How Government Grants Are Allocated To Public Higher Education Institutions (PDF], 2004)(Diagram 1 p. 2/20)

'''Funding to institutions'''

"South Africa has one of the highest rates of government investment in education in the world. Education was allocated R105,5 billion in 2007/08."

'''Source:''' [http://www.info.gov.za/aboutsa/education.htm#intro South African Government Information - “About Education” web page]

The [http://www.saqa.org.za South African Qualification Authority (SAQA)] lists:
* 5.7% Public Expenditure on Education as a % of Gross National Income (GNI)
* 14.5% of Education budget allocated to higher education in (2008)
* A Loan/Grant scheme is in place
'''Source:''' SARUA (2008) – Pillay report, referenced on the [http://www.sarua.org/?q=South+Africa SARUA's South Africa web page]

This table ''Allocation of MTEF Budgets 2006/7 to 2008/9'' shows how the Medium Term Expenditure Framework (MTEF) budgets for the triennium 2006/07 to 2008/09 have been divided between the various
categories of grant in the new funding framework:

[[Image:South-Africa funding-budget.gif]]
'''Source''':[http://www.education.gov.za/Documents/policies/MinisterialStatement2May06.pdf Ministry of Education - Ministerial Statement of Higher Education Funding: 2006/7 to 2008/9 Quality Assurance (PDF)], 2006

In the Department of Education's Higher Education Information Management System (HEMIS), the properties of a qualification determines the total number of '''units of state subsidy''' approved by the Minister of Education for that qualification. The record of ''subsidy units'' per qualification is an essential part of the determination of full-time equivalent student totals. In turn these enable the Department of Education to calculate the annual subsidy grant for each public higher education institution. Subsidy units are at present described for each qualification in terms of "approved total years", "approved formal years", and "approved experiential years".

'''Source''': [http://nd.sauvca.org.za/resources/HEQF%20as%20gazetted%205%20October%202007.pdf The Higher Education Qualifications Framework - Higher Education Act, 1997 (Act No. 101 of 1997)], October 2007

'''Related Documents on Funding''':
* [http://che.ac.za/documents/d000146/ Review of Higher Education in South Africa (selected themes), 2007]
* The funding framework, published in the Government Gazette of 9 December 2003 (Vol 462, no 25824)

'''Bursaries for students'''

"In 2007/08, government allocated R1,8 billion to FET colleges. Over 25 000 students registered in newly developed technical and service skills-related programmes. Some R600 million was provided for bursaries to FET college students."

The [https://www.nsfas.org.za National Student Financial Aid Scheme (NSFAS)] is responsible for, among other matters, allocating loans and bursaries to eligible students in public HE.

'''Source:''' [http://www.info.gov.za/aboutsa/education.htm South African Government Information - “About Education” web page]

Furthermore there are also several scholarship options for South African students, for example the [http://www.mrc.ac.za/funding/researchopport.htm scholarships of the Medical Research Council of South Africa (MRC)]

'''Related Documents:'''
* [http://www.mrc.ac.za/funding/researchopport.htm Bursaries and training scholarships at Universities and Technikons], 2008
* [http://www.education.gov.za/emis/emisweb/statistics.htm Department of Education > EMIS > Statistics]
* [http://www.education.gov.za/emis/emisweb/06stats/daddy.pdf Education Statistics in South Africa - 2006 (PDF)] Published by the Department of Education in February 2008
* the [http://nd.sauvca.org.za/nishe/ National Information Service for Higher Education (NiSHE)] is a project of [http://www.hesa.org.za Higher Education South Africa (HESA)] to provide quality information and guidance to anyone interested in studying at a university or a university of technology in South Africa. This information can spread from entry requirements to qualification pathways related to career options.

== Quality assurance, inspection and accreditation ==

=== Schools ===
The [[Independent Quality Assurance Agency]] (IQAA) provides quality assurance through evaluation of schools, and encourages internal self-evaluation in schools. It is based in Cape Town, South Africa and operates throughout the Southern African region.

=== Post-secondary ===

The [http://che.ac.za/ '''South African Council on Higher Education''' (CHE)] is an independent statutory body responsible for advising the Minister of Education on all matters related to higher education policy issues, and for quality assurance in higher education and training. Its statutory responsibility for the promotion and assurance of quality in higher education is carried out by one permanent sub-committee, the '''[http://www.che.ac.za/about/heqc/ Higher Education Quality Committee (HEQC)]'''. The HEQC is responsible for evaluating and reporting on the effectiveness of the quality management systems of higher education institutions in relation to assessment, short courses, certification arrangements, and recognition of prior learning (RPL).

The Higher Education Act of 1997 (reference: [http://www.che.ac.za/documents/d000004/ Higher Education Act 101 of 1997]) states that the functions of the HEQC are to:
* promote quality in higher education
* audit the quality assurance mechanisms of higher education institutions
* accredit programmes of higher education

'''National Qualifications Framework'''

In 2007 the Minister of Education published the [http://nd.sauvca.org.za/resources/HEQF%20as%20gazetted%205%20October%202007.pdf Higher Education Qualifications Framework (HEQF) (PDF)] as set out in the Schedule as policy in terms of section 3 of the Higher Education Act, 1997 (Act No. 101 of 1997). It recognized that separate and parallel qualifications structures for universities and technikons have hindered the articulation of programmes and transfer of students between programmes and higher education institutions. The HEQF is designed '''to facilitate vertical, horizontal and diagonal progression''' and provides the basis for integrating all higher education qualifications into the National Qualifications Framework (NQF) and its structures for standards generation and quality assurance.

[http://www.saqa.org.za/ South African Qualifications Authority (SAQA)] is a body of 29 members appointed by the Ministers of Education and Labour with two major functions: to oversee first of all the development of the National Qualifications Framework (NQF), and second of all the implementation of the NQF

'''Accumulation of credits towards qualifications'''

[http://www.hesa-enrol.ac.za/mb Matriculation Board] is a project from [http://www.hesa.org.za Higher Education South Africa (HESA)] and strives to administer the Matriculation Board regulations as required by law for the 2006 and 2007 Senior Certificate examinations, and entry into public HE in 2007 and 2008, and via HESA it advises the Minister of Education on the minimum general admission requirements for first bachelor’s degree studies.

Credit accumulation and transfer (CAT) is the process whereby a student's achievements are recognised and contribute to further learning even if the student does not achieve a qualification.

The framework has nine qualification types mapped onto the six levels of the NQF occupied by higher education qualifications. Some levels have more than one qualification type. The framework comprises the following qualification types:
# Undergraduate
## Higher Certificate (primarily vocational, or industry oriented and minimum entry requirement is National Senior Certificate)
## Advanced Certificate (primarily vocational, or industry oriented and minimum entry requirement is Higher Certificate)
## Diploma (primarily professional, vocational or industry specific and minimum entry requirement is National Senior Certificate or alternate the Higher Certificate or Advanced Certiticate in a cognate field]
## Advanced Diploma (minimum entry requirement is an appropriate Diploma or Bachelor's Degree)
## Bachelor's Degree (often referred to as "professional" Bachelor's Degrees, minimum entry requirement is the National Senior Certificate)
#Postgraduate (postgraduate specialisation, minimum entry requirement Bachelor Honours Degree)
## Postgraduate Diploma (minimum entry requirement is an appropriate Bachelor's Degree)
## Bachelor Honours Degree (minimum entry requirement is a Postgraduate Diploma)
## Masters Degree (minimum entry requirement is a Bachelor Honours Degree or alternate a "professional" Bachelor's Degree with a minimum of 96 credits at level 8 or a Postgraduate Diploma)
## Doctoral Degree (minimum entry requirement is a Master's Degree)

The minimum requirement for admission to a higher education institution from 1 January 2009 is the '''National Senior Certificate''', whose specifications were approved by the Minister of Education (in the document National Senior Certificate - A qualification at level 4 on the National Qualifications Framework published in the Government Gazette, Vol. 481, 1\10. 27819, July 2005). Given the diversity of programmes and qualifications in higher education, the Minister has declared as policy the '''Minimum Admission Requirements for Higher Certificate/ Diploma and Bachelor's Degree Programmes''' (published in the Government Gazette, Vol. 482, No. 27961, August 2005) requiring a National Senior Certificate. These minima must be met by all applicants to entry level higher education qualifications. Applicants with different qualifications may only be admitted in they are judged equivalent by the designated equivalence-setting bodies.

'''Documents / web pages of relevance''':
* [http://che.ac.za/documents/d000155/ “Higher Education Monitor: A Case for Improving Teaching and Learning in South African Higher Education” by Ian Scott, Nan Yeld, Jane Hendry, 2007]
* [http://che.ac.za/documents/d000146/ Review of Higher Education in South Africa (selected themes), 2007]
* “The [http://www.sace.org.za/ South African Council for Educators (SACE)] aims to enhance the status of the teaching profession, and to promote the development of educators and their professional conduct.”
* [http://www.hesa.org.za/hesa/index.php/component/booklibrary/?task=view&id=14&catid=83 Internationalisation and Quality in South African Universities], 2003, by Michael Smout ([http://www.hesa.org.za/hesa/index.php/component/booklibrary/?task=mdownload&id=14 PDF])
*[http://www.hesa.org.za/hesa/index.php/component/booklibrary/?task=view&id=17&catid=83 Quality Assurance in South African Universities]), 2002, by Michael Smout ([http://www.hesa.org.za/hesa/index.php/component/booklibrary/?task=mdownload&id=17 PDF)]

== Information society ==

'''Organisations or Councils'''

* '''[http://www.schoolnet.org.za/ SchoolNet SA]''' is a non-profit educational organisation that creates learning communities of educators and learners who use ICT to enhance education in South Africa. Since 1997 SchoolNet SA manages a variety of projects covering all aspects of the use of ICTs, directed mainly at historically disadvantaged schools in South Africa.
* The [http://www.acde-africa.org African Council for Distance Education (ACDE)](Kenya) is a continental educational organization comprising African universities and other higher education institutions, which are committed to expanding access to quality education and training through open and distance learning. Prof. Barney Pityana, Principal & Vice-Chancellor, Univ. of South Africa is Chairman of the board.

'''Umbrella institutions'''
* [[SAIDE| The South African Institute for Distance Education (SAIDE)]] promotes open learning principles, the use of quality distance education methods and the appropriate use of technology
* [[NADEOSA| National Association of Distance Education Organisations of South Africa (NADEOSA)]] promotes access to lifelong learning of high quality

Documents of relevance:
* [http://www.wikieducator.org/ICT4EdAfrica/ICT4EdAfrica_Bibliography A Bibliography of ICT Applications in Education in Africa on WikiEducator.org]
* [http://www.unesco-ci.org/cgi-bin/portals/information-society/page.cgi?d=1&g=1567 UNSECO Observatory Portal > South Africa]
* [http://www.nrf.ac.za/focusareas/ict/ National Research Foundation > nformation and Communication Technology (ICT) and the Information Society in South Africa]
* [http://www.academic-conferences.org/pdfs/ICEL-08-booklet.pdf The Impact of South Africa’s ICT Infrastructure on Higher Education (p.69-76)] (PDF), 2008, by Cheryl Brown (University of Cape Town South Africa), Herbert Thomas (University of the Free State, South Africa), Antoinette van der Merwe and Liezl van Dyk (University of Stellenbosch, South Africa). A paper presented at ICEL 2008, which is included in the [http://www.academic-conferences.org/icel/icel2008/icel08-proceedings.htm Booklet with Abstracts of Papers].
* Landscaping Information and Communication Technologies in Higher Education in South Africa ([[Media:Landscaping_ICTs_in_HE_in_South_Africa.doc|WORD]] or [[Media:Landscaping_ICTs_in_HE_in_South_Africa.pdf| PDF]]), 2007, by Cheryl Brown, Herbert Thomas, Antoinette van der Merwe, Liezl van Dyk. A paper prepared for TENET Symposium 12-14 November 2007.
* [http://www.che.ac.za/documents/d000127/ Higher Education Monitor - Information and Communication Technologies (ICTs) and South African Higher Education: Mapping the Landscape] Research Report for the Council on Higher Education, July 2006, by Laura Czerniewicz, Neetha Ravjee, Nhlanhla Mlitwa.
* [http://www.nadeosa.org.za/Resources/Reports/NADEOSA%20QC%20Section%201.pdf Designing and Delivering Distance Education: Quality Criteria and Case Studies from South Africa. Section One (PDF - EN - 17 pages], by Tessa Welch and Yvonne Reed with NADEOSA Quality Criteria Task Team
* [http://www.che.ac.za/documents/d000070/ Enhancing the contribution of Distance Higher Education in South Africa], 2004, by the [http://www.saide.org.za South African Institute for Distance Education (SAIDE)]

== ICT in education initiatives ==
In all the different facets of the ICTs for education prism, South Africa boasts about two decades of accumulated experience from its wide range of projects and programmes pioneered by noteworthy champions across the stakeholder spectrum of communities, the private sector, civil society, donor, development, and government agencies.

ICT education policies are embedded within a broader national government economic, social, and development strategy which includes:

*Attention at the highest level in government to the role of ICTs in the promotion of economic growth, job creation, social development, and global competitiveness
*Linkages of South Africa’s strategy to a broader pan-African mandate as expressed in the commitment to the New Partnership for Africa’s Development (NEPAD) programme and its dedicated project promoting e-schooling
*Overhaul in the education and skills development system at all levels
*A dedicated policy on the transformation of learning and teaching through the use of ICTs, particularly in the formal schools

''Education Network and E-rate''

The Department of Communications (DOC) leads all ICT initiatives in South Africa through its Electronic Communications and Transactions Act (ECA) of 2002, which is an extension of its Telecommunications Act of 1996 and 2001 and which promotes the establishment of a Universal Service Agency (now referred to as the Universal Service
and Access Agency of Southern Africa (USAASA), a Universal Service Fund, an Education Network (EduNet), and an “e-rate,” all of which serve at least conceptually to support access to and use of ICTs in education institutions.

The Education Network is to be an entity that would network all public schools and education and training institutions.
The e-rate allows discounted access to Internet services to education institutions in South Africa. Section 73 of the ECA states that Internet services provided to all public schools and all public further education and training institutions must be provided at a minimum discounted rate of 50% of the total charge levied by the licensee. The discount includes, but is not limited to, any connectively charges for access to the Internet, charges for any equipment used for or in association with connectivity to the Internet, and all calls made to an ISP.

''E-education White Paper''

Policy development on ICTs in education date back to 1995, with the establishment of the Technology Enhanced Learning Initiatives (TELI) which was followed by the Feasibility Study for the Establishment of a Dedicated Educational Channel. In 2001, the National Department of Education and the Department of Communication jointly released a Strategy for Information and Communication Technology in Education, which is believed to have laid the basis for the e-Education White Paper adopted in 2004.

The goal of the policy is that every learner in the primary and secondary school sectors should be ICT capable by 2013. To achieve this, schools are expected to be developed into e-schools consisting of a community of both teachers and learners. E-schools are further defined as having:
*Learners who utilise ICTs to enhance learning
*Qualified and competent leaders who use ICTs for planning, management, and administration
*Qualified and competent teachers who use ICTs to enhance teaching and learning
*Access to ICT resources that support curriculum delivery
*Connections to ICT infrastructure

In such institutions, the teachers and learners are be able to function across three
dimensions:
*Operational – referring to skills to use ICTs
*Cultural – developing cultures that support the practices of using ICTs
*Critical – ability by teachers and learners to challenge assumptions embedded in the success stories about ICT

E-education is defined as much more than just developing computer literacy skills and the skills necessary to operate various types of ICTs. It is also the ability to:
*Apply ICTs, access, analyse, evaluate, integrate, present, and communicate information
*Create knowledge and information by adapting, applying, designing, inventing, and authoring information
*Function in a knowledge society by using appropriate technology and mastering communication and collaboration skills

South Africa has a host of dispersed and unco-ordinated programmes and projects that promote education through the use of ICTs at various levels of the education system, particularly in the formal schools sector. A study by SchoolNet South Africa (2002) lists 34 different programmes and projects in the schools sector. Since then a few have fallen by the wayside and some have tended to collaborate more closely. The need for coordination remains. Some of the individual government departments of education have had their own provincial strategies, particularly in the schools sector. The major programmes in the schools sector currently underway in South Africa are listed below:
*Community Education Computer Society (CECS) - NGO promoting access to training on ICTs in Southern Africa - http://www.cecs.org.za
*ICDL Foundation - Certified courses based on an end-user standard on ICTs training - http://www.icdl.org.za
*The AVOIR Project - The African Virtual Open Initiatives and Resources (AVOIR) Project, initiated by the University of the Western Cape (UWC), is a collaborative effort among several African higher education institutions. It attempts to create educational and business opportunities that contribute to the development of Africa through Free and Open Source Software (FOSS) development activities - http://www.avoir.uwc.ac.za
*Sakai SA - Three South African universities, the University of Cape Town, University of South Africa and North-West University, are collaborating on the deployment and extension of the Sakai Collaboration and Learning Environment (CLE). Sakai is a global consortium of over 100 higher education institutions jointly developing an open source CLE which is used to support teaching and learning, ad hoc group collaboration, support for portfolios and research collaboration - http://www.sakaiproject.org
*Media Works - Media Works is an established company that specialises in providing National Qualifications Framework-aligned training for Adult Basic Education and Training (ABET) and learnerships. They provide both face-to-face classes and computer-assisted learning through multimedia programmes with workbooks and facilitator sessions - http://www.mediaworks.co.za
*Women’sNet - is an NGO that promotes gender equality and justice in South Africa through the use of ICTs by providing training and facilitating content dissemination and creation that supports women, girls, and women’s and gender organisations and networks to take control of their own content and ICT use - http://www.womensnet.org.za

''NEPAD e-schools Initiative''
South Africa is home to the [[NEPAD e-schools Initiative]], a transnational ICT technology and skills enhancement initiative by the NEPAD e-Africa Commission, the ICT arm of the New Partnership for Africa's Development (NEPAD) which is based in Pretoria. It initiated ICT schooling in 16 countries in Africa through the demo NEPAD e-Schools Demonstration Project. The South African secondary schools involved in the demo are:
* Isiphosethu High School
* Thozamisa High School
* Lomahasha Secondary School
* Ipetleng Secondary School
* Hendrick Makapan High School
* Maripe Secondary School

''Mobile learning''
According to a survey of high-school learners in South Africa by the Youth Research Unit at the University of South Africa (UNISA) 98-99% of high school learners across all school types owned a cell phone. In South Africa, Robinson in 2010 estimates conservatively that are approximately 10- to 12-million WAP-enabled cell phone users in SA, and Goldstuck (2010) reports that for 450 000 users cell phones are the primary form of access to the Internet. According to one study by two youth marketing agencies (Student Village & Interact RDT) 78% of SA students access the internet via their cell phones.

'''Source''':
'' 'Mobile Is My Soul': More About Cell Phones in the South of Africa' '', Laura Czerniewicz, e-Literate blog, http://mfeldstein.com/mobile-is-my-soul-cell-phones-in-south-afric/, July 2011

=== Virtual initiatives in schools ===


'''[[iSchoolAfrica]]''' is an Apple project which supports a Youth Press Team in each participating school with hardware and software. iSchoolAfrica provides the schools with 1 mobile classroom containing 12 MacBooks with preloaded software, 12 video cameras and 1 projector, allowing learners to make movies, music, websites etc. The Youth Press Team involves teams in more than 20 schools across South Africa using the project to create newsworthy video content for TV. The Press Team project started with the World Cup 2010 in South Africa. For a list of participating schools, see [[iSchoolAfrica]].

'''Thuthong Education Portal'''
Offers a wide range of resources on teacher development, curriculum, legislation, educational policy, administration, links to external web resources on the internet and more. Requires (free) registration.

'''Mindset Network'''
Mindset delivers free educational material via satellite broadcasts, with supporting multimedia material in print and on the internet. It focusses on high school, primary school and health care workers. Video content is broadcast on Mindset Learn to 1 000 high schools and over a million homes in southern Africa.

'''The Learning Channel'''
Coming out of an educational series on SABC television, the Learning Channel offers free downloadable workbooks for matric subjects, as well as interactive video tutorials in a comprehensive list of subjects for sale. There are also resources in an archived site.

'''M-Web Learning'''
This site requires M-Web, Tiscali or Iafrica membership and offers resources for school-goers of all ages: textbooks, past exam papers and school projects, while learners can use forum boards to ask questions of a panel of experts.

'''South African History Online'''
This offers alternative perspectives of history, focusing on untold stories and giving learners a chance to construct their own oral histories. The Classroom section has comprehensive content for grades 4 to 12. There's also plenty of information for teachers, and a well-illustrated section on arts and culture. SA History Online aims to "break the silence on the historic and cultural achievements of the country’s black communities" and to celebrate the achievements of all those who "fought for the realisation of a common humanity, the building of a non-racial democracy and the celebration of our cultural diversity". (http://www.sahistory.org.za/)
The website is linked to a school and community-based outreach programme. Other components of the programme, which is sponsored by the Ford Foundation and Ireland Aid, include an annual history competition using television, print and radio to encourage the public to record their histories

'''Internet Biology Education Project'''
The University of the Western Cape's botany department, the Western Cape Schools Network and the Western Cape education department collaborate to improve the teaching and learning of biology with online assistance. The site hosts mailing lists and newsgroups, and contains a wide range of learning and teaching materials.
http://www.botany.uwc.ac.za/Sci_Ed/

'''South African Agency for Science and Technology Advancement'''

Saasta, part of the National Research Foundation (NRF), aims to promote public understanding and awareness of science, engineering and technology (SET), and to make science accessible and exciting to all South Africans. It seeks to build the quantity and quality of mathematics and science outputs at school level to expand the number of learners who will become scientists and innovators. South Africa was ranked very low in the 1993 and 1998/9 Trends in International Mathematics and Science Study, so the work done by SAASTA’s Education Unit is seen as important in encouraging young people to become scientists and engineers. Its work can be divided into three areas:

School science support, which includes educator and learner programmes, science enrichment projects and competitions.

SET careers, which exposes learners to career opportunities in science, engineering and technology.

Science resources, which includes resources to support the school science curriculum; enrichment materials; web-based materials; and online learning.

SAASTA derives its core funding from the Department of Science and Technology (DST).
http://www.saasta.ac.za/

'''SABC Education'''
The SA Broadcasting Corporation's education division provides information on the SABC's various educational programmes, plus details on school competitions, school TV, games and colouring-in exercises for kids. http://www.sabceducation.com/

For further information on ICT initiatives in South Africa, follow the following websites:

*http://www.intodev.org
*http://www.computersforkids.co.za
*http://www.edupac.co.za
*http://www.telkomfoundation.org
*http://www.linuxchix.org
*http://www.unganaafrika.org
*http://www.computeraid.org
*http://www.digitallinks.org
*http://www.eafricacommission.org
*http://www.netday.org.za
*http://www.learn.co.za
*http://www.learnthings.co.za
*http://www.naledi3d.com
*http://www.riverbend.co.za
*http://www.saide.org.za
*http://www.santecnetwork.org
*http://www.hp.com/einclusion/en/project/project_mogalakwena.html
*http://www.ulwaziproject.co.za/

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


To view the initiatives, go to the [[Virtual Initiatives in South Africa]] Re.ViCa page.

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==
'''Web sites'''
* [http://www.info.gov.za/ South Africa Government web site]
* [http://www.education.gov.za Department of Education (DoE)]
* [http://www.thutong.doe.gov.za/ DoE’s educational portal]
* [http://www.che.ac.za Council for Higher Education (CHE)]
* [http://www.sace.org.za/ South African Council for Educators (SACE)]
* [http://www.hesa.org.za/ Higher Education South Africa (HESA)]
* [http://www.hesa.org.za/hesa/content.asp?id=416 HEAIDS] by HESA
* [http://nd.sauvca.org.za/nishe/ National Information Service for Higher Education (NiSHE)] by HESA
* [http://www.hesa-enrol.ac.za/mb Matriculation Board] by HESA
* [http://www.sanc.co.za/ South African Nursing Council (SANC)]
* [http://www.sacee.org.za/ South African Council for English Education (SACE)]
* [http://www.acde-africa.org African Council for Distance Education (ACDE)]
* [http://www.nadeosa.org.za National Association of Distance and Open Learning in South Africa (NADEOSA)]
* [http://www.saide.org.za South African Institute for Distance Education (SAIDE)]
* [http://www.sarua.org/ Southern African Regional Universities Association (SARUA)]
* [http://www.aau.org Association of African Universities (AAU)]
* [http://www.saqa.org.za South African Qualification Authority (SAQA)]
* [http://satnonline.net South African Technology Network (SATN)]
* [http://www.nsfas.org.za/ National Student Financial Aid Scheme (NSFAS)]
* [http://www.olset.org.za Open Learning Systems Education Trust]
* [http://www.esn.org.za/ e-Schools' Network]
* [http://www.schoolnet.org.za/ SchoolNet SA]

'''Documents on the government’s information and DoE web site'''
* [http://www.education.gov.za/Documents/policies/policies.asp Department of Education > Documents > Policies]
* [http://www.education.gov.za/dynamic/imgshow.aspx?id=3338 Register of Private Higher Education Institutions, 13 July 2009 (PDF - EN)], 2009, by the Department of Education
* [http://www.education.gov.za/Documents/policies/AdmissionRequirements.pdf Minimum Admission Requirements - for Higher Certificate, Diploma and Bachelor's Degree, Programmes requiring a National Senior Certificate (EN – PDF)], 2005, by the Department of Education
* [http://www.education.gov.za/Documents/policies/freequalityEducationoall.pdf Plan of Action Improving access to free and quality basic education for all (PDF)], June 2003 by the Department of Education
* [http://www.education.gov.za/dynamic/imgshow.aspx?id=1225 ''Transformation and Restructuring: A New Institutional Landscape for Higher Education'' (PDF - 40 pages)], 2002, by the Ministry of Education .[http://www.info.gov.za/view/DownloadFileAction?id=70286 The Restructuring Of The Higher Education System In South Africa (PDf - EN - 89pages)], by the Ministry of Education, 2002.
* [http://www.info.gov.za/aboutsa/education.htm#intro South African Government Information - “About Education” web page]
* [http://www.info.gov.za/otherdocs/2001/langframe.pdf Language Policy Framework for South African Higher Education (PDF)], 2001
* [http://www.info.gov.za/documents/constitution/1996/96cons2.htm#7 Bill of Rights > Section 28. Children and Section 29. Education]
* [http://www.info.gov.za/documents/constitution/index.htm Constitution of the Republic of South Africa, 1996] and amendments
* [http://www.info.gov.za/aboutsa/education.htm#Educationpolicy Education Policy (web page)] [http://www.education.gov.za/Documents/policies/freequalityEducationoall.pdf Department of Education > Plan of Action Improving access to free and quality basic education for all (PDF)], June 2003 by the Department of Education
* [http://www.info.gov.za/gazette/acts/1996/a27-96.htm National Education Policy Act, 1996 (Act 27 of 1996)]
* [http://www.info.gov.za/acts/1996/a84-96.pdf The South African Schools Act, 1996 (Act 84 of 1996) The South African Schools Act, 1996 (Act 84 of 1996) (PDF)]
* [http://www.info.gov.za/aboutsa/education.htm#Nationalandprovincialdepartments South African Government Information - National and Provincial Departments]

'''Documents on other web sites'''
* [http://www.oecd.org/document/54/0,3343,en_33873108_39418625_40743286_1_1_1_1,00.html South Africa & the Organisation for Economic Co-operation & Development (OECD)]
* [http://en.wikipedia.org/wiki/South_Africa Wikipedia entry on South Africa]
* [http://en.wikipedia.org/wiki/Bantu_Education_Act Wikipedia entry on Bantu Education Act of 1953 (No. 47)] with regards to the Apartheid
* [http://countrystudies.us/south-africa/56.htm South Africa: A Country Study > Education, 1996] by Rita M. Byrnes, ed. for the Library of Congress, USA with regards to the Apartheid
* ''Education Reform in Post-Apartheid South Africa'', a video in which Helen Ladd and Edward Fiske speak about their book from 2004, [http://www.amazon.com/Elusive-Equity-Education-Reform-Apartheid/dp/0815728409 Elusive Equity: Education Reform in Post-Apartheid South Africa], ISBN-13: 978-0815728405, 269 pages.
* [http://www.news.uct.ac.za/downloads/news.uct.ac.za/lectures/tbdavie/accautonomy.pdf 41st TB Davie Memorial Lecture ''Accounting for Autonomy: How Higher Education lost its Innocence''] by Jonathan D. Jansen, Dean of Education: University of Pretoria, 2004 (PDF - 11 pages) on the relation between the state and the Higher Education institutes and how autonomy in the South Africa Higher Education changed.
* [http://www.aau.org/mrci/docs/sarua_final.pdf Mainstreaming Higher Education in National and Regional Development in Southern Africa (PDF- EN)], 2008, by the Study Team Sayed Y., MacKenzie I., Shall A., Ward J. for the Study Series 2008, Southern African Regional Universities Association (SARUA)
* [http://www.sarua.org/?q=South+Africa SARUA's South Africa > SARUA (2008) – Pillay report]
*South Africa ICTed Survey 2007

* Strategy and policies
** [http://www.oecdbookshop.org/oecd/display.asp?CID=&LANG=EN&SF1=DI&ST1=5KZG59W780VC Reviews of National Policies for Education - South Africa], 2008, by [http://www.oecdbookshop.org OECD Publishing]. Also see the [http://www.oecdbookshop.org/oecd/get-it.asp?REF=9108171E.PDF&TYPE=browse read-only e-book]
** [http://www.hesa.org.za/resources/0000000036/0000000064/0000000066/HEAIDS%20Strategic%20Framework%20Final.pdf Strategic framework 2006-2009 and beyond (PDF)].
** [http://www.hesa.org.za/resources/PFAdoption%20MR%20291008FINAL.pdf HESA > Press Release > ''SA higher education adopts policy framework to mitigate HIV and AIDS at institutions'' (PDF)], Oct. 2008
** [http://africa.msu.edu/Ter_con2.htm South African Government Agencies and Policy Documents and Speeches on Education], up to 2004
** [http://www.che.ac.za/documents/d000005/index.php Education White Paper 3: A Programme for the Transformation of Higher Education''', 1997 ([http://www.che.ac.za/documents/d000005/White_Paper3.pdf PDF])
** [http://www.che.ac.za/documents/d000009/ Towards a New Higher Education Landscape: Meeting the Equity, Quality and Social Development Imperatives of South Africa in the 21st Century], 2000, by the Council on Higher Education (CHE)
** [http://aafaq.kfupm.edu.sa/features/npafrica.pdf National Plan for Higher Education in South Africa (NPHE) (PDF)], 2001, by the Ministry of Education
** [http://www.che.ac.za/documents/d000004/ Higher Education Act 101 of 1997]

* Educational levels and institutions
** [http://www.southafrica.info/about/education/education.htm Levels of education in South Africa], 2006.
** [http://en.wikipedia.org/wiki/List_of_universities_in_South_Africa List of universities in South Africa]
** [http://satnonline.net/index.php?option=com_content&task=view&id=17&Itemid=31 SATN > Universities of Technology list]
** [http://www.hesa.org.za/hesa/index.php/click HESA > Public Universities] (with overview of founding date and number of students)

* Qualifications and Quality Assurance
** [http://en.wikipedia.org/wiki/Matriculation_(South_Africa) Matriculation in South Africa (Wikipedia page)]
** [http://satnonline.net/media/FINAL%20EDITED%20VERSION-%20%20REPORT%20ON%20PI%20PROJECT%20Revised_251108.pdf Final Report: Development of Performance Indicators for Universities of Technology (UoTs) and UoT related parts of Comprehensive Universities (CUs)], November 2008 by [http://satnonline.net SATN Online]
** [http://nd.sauvca.org.za/resources/HEQF%20as%20gazetted%205%20October%202007.pdf Higher Education Qualifications Framework (HEQF) (PDF)], 2007
** [http://che.ac.za/documents/d000155/ “Higher Education Monitor: A Case for Improving Teaching and Learning in South African Higher Education” by Ian Scott, Nan Yeld, Jane Hendry, 2007]
** [http://che.ac.za/documents/d000146/ Review of Higher Education in South Africa (selected themes), 2007]
** [http://nd.sauvca.org.za/resources/HEQF%20as%20gazetted%205%20October%202007.pdf The Higher Education Qualifications Framework - Higher Education Act, 1997 (Act No. 101 of 1997)], October 2007
** [http://www.auckland.ac.nz/webdav/site/central/shared/for/the-media/commentary/documents/commentary-issue-3.pdf Commentary - on issues in Higher Education > Universities of Technology], January 2008 by the [http://www.auckland.ac.nz University of Auckland]
** “Position, Role and Function of Universities of Technology in South Africa”, 2004 by [http://www.hesa.org.za/hesa/ Higher Education South Africa (HESA)]
** [http://www.hesa.org.za/hesa/index.php/component/booklibrary/?task=view&id=14&catid=83 Internationalisation and Quality in South African Universities], 2003, by Michael Smout ([http://www.hesa.org.za/hesa/index.php/component/booklibrary/?task=mdownload&id=14 PDF])
** [http://www.hesa.org.za/hesa/index.php/component/booklibrary/?task=view&id=17&catid=83 Quality Assurance in South African Universities]), 2002, by Michael Smout ([http://www.hesa.org.za/hesa/index.php/component/booklibrary/?task=mdownload&id=17 PDF)]

* Distance Education and ICT in HE
** [http://www.academic-conferences.org/pdfs/ICEL-08-booklet.pdf The Impact of South Africa’s ICT Infrastructure on Higher Education (p.69-76)] (PDF), 2008, by Cheryl Brown (University of Cape Town South Africa), Herbert Thomas (University of the Free State, South Africa), Antoinette van der Merwe and Liezl van Dyk (University of Stellenbosch, South Africa). A paper presented at ICEL 2008, which is included in the [http://www.academic-conferences.org/icel/icel2008/icel08-proceedings.htm Booklet with Abstracts of Papers].
** Landscaping Information and Communication Technologies in Higher Education in South Africa ([[Media:Landscaping_ICTs_in_HE_in_South_Africa.doc|WORD]] or [[Media:Landscaping_ICTs_in_HE_in_South_Africa.pdf| PDF]]), 2007, by Cheryl Brown, Herbert Thomas, Antoinette van der Merwe, Liezl van Dyk. A paper prepared for TENET Symposium 12-14 November 2007.
** [http://www.che.ac.za/documents/d000127/ Higher Education Monitor - Information and Communication Technologies (ICTs) and South African Higher Education: Mapping the Landscape] Research Report for the Council on Higher Education, July 2006, by Laura Czerniewicz, Neetha Ravjee, Nhlanhla Mlitwa.
** [http://www.nadeosa.org.za/Resources/Reports/NADEOSA%20QC%20Section%201.pdf Designing and Delivering Distance Education: Quality Criteria and Case Studies from South Africa. Section One (PDF - EN - 17 pages], by Tessa Welch and Yvonne Reed with NADEOSA Quality Criteria Task Team
** [http://www.che.ac.za/documents/d000070/ Enhancing the contribution of Distance Higher Education in South Africa], 2004, by the [http://www.saide.org.za South African Institute for Distance Education (SAIDE)]
** [http://www.wikieducator.org/ICT4EdAfrica/ICT4EdAfrica_Bibliography A Bibliography of ICT Applications in Education in Africa on WikiEducator.org]
** [http://www.unesco-ci.org/cgi-bin/portals/information-society/page.cgi?d=1&g=1567 UNSECO Observatory Portal > South Africa]
** [http://www.nrf.ac.za/focusareas/ict/ National Research Foundation > Information and Communication Technology (ICT) and the Information Society in South Africa]

* Administration
** [http://che.ac.za/documents/d000146/ Review of Higher Education in South Africa (selected themes), 2007]
** [http://www.education.gov.za/Documents/policies/MinisterialStatement2May06.pdf Ministry of Education - Ministerial Statement of Higher Education Funding: 2006/7 to 2008/9 Quality Assurance (PDF)], 2006
** [http://www.education.gov.za/content/documents/405.pdf > ''A New Funding Framework: How Government Grants Are Allocated To Public Higher Education Institutions (PDF], 2004)(Diagram 1 p. 2/20)
** [https://www.nsfas.org.za National Student Financial Aid Scheme (NSFAS)]
** [http://www.education.gov.za/emis/emisweb/statistics.htm Department of Education > EMIS > Statistics]
** [http://www.education.gov.za/emis/emisweb/06stats/daddy.pdf Education Statistics in South Africa - 2006 (PDF)], by the Department of Education in February 2008
** [http://www.mrc.ac.za/funding/researchopport.htm Bursaries and training scholarships at Universities and Technikons], 2008
** [http://che.ac.za/documents/d000137/ Case studies on dealing with "pipeline students" within their respective institutions, Council of Higher Education (CHE), 2007]. In 2005, the HEQC requested a number of people from different merger contexts to produce case studies on dealing with so-called "pipeline students" within their respective institutions.
** [http://www.mrc.ac.za/funding/researchopport.htm scholarships of the Medical Research Council of South Africa (MRC)]
** [http://www.southafrica.info/services/education/edufacts.htm ''A parent's guide to schooling''] > [http://www.southafrica.info/services/education/edufacts.htm#14 How large will my child's class be?]

* Blogs
** '' 'Mobile Is My Soul': More About Cell Phones in the South of Africa' '', Laura Czerniewicz, e-Literate blog, http://mfeldstein.com/mobile-is-my-soul-cell-phones-in-south-afric/, July 2011

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