Virtual Education Wiki - User contributions [en]

Solomon Islands

2011-08-12T13:20:44Z

Tom Levec: /* ICT in education initiatives */ added E-learning strategy 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 ==

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

[[Category:Solomon Islands]]


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

Solomon Islands

2011-08-12T13:16:12Z

Tom Levec: /* ICT in education initiatives */ added EMIS and DLCP

== 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
***

=== Virtual initiatives in schools ===


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


== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==

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

[[Category:Solomon Islands]]


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

Solomon Islands

2011-08-12T13:02:50Z

Tom Levec: /* ICT in education initiatives */

== 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.

=== Virtual initiatives in schools ===


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


== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==

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

[[Category:Solomon Islands]]


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

Solomon Islands

2011-08-12T12:57:02Z

Tom Levec: /* ICT in education initiatives */ added further initiatives in 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.

=== Virtual initiatives in schools ===


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


== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==

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

[[Category:Solomon Islands]]


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[[Category:Countries in stubs]]
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[[Category:VISCED]]

Solomon Islands

2011-08-12T12:36:22Z

Tom Levec: /* ICT in education initiatives */ ICT initiatives in Solomon Island

Solomon Islands

2011-08-12T12:29:06Z

Tom Levec: /* Schools in Solomon Islands */ added Betikama Adventist College

Solomon Islands

2011-08-12T12:28:30Z

Tom Levec: /* ICT in education initiatives */ ICT initiatives in Betikama Adventist College in TOnga

Tonga

2011-08-12T12:20:12Z

Tom Levec: /* ICT in education initiatives */ added curriculum for ICT initiatives in tonga

== Experts situated in Tonga ==


None so far.

== Tonga in a nutshell ==



''Tonga'', officially the '''Kingdom of Tonga''' (Tongan: '''Pule'anga Fakatu'i 'o Tonga'''), an archipelago in the South [[Pacific Ocean]], comprises 169 islands, 36 of them inhabited. 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 also became known to geographers as the '''Friendly Islands''' because of the friendly reception accorded to Captain James Cook on his first visit in 1773. He happened to arrive at the time of the ʻinasi festival, the yearly donation of the first fruits to the Tuʻi Tonga, the islands' paramount chief, and received an invitation to the festivities.

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 is poised to become a constitutional monarchy after legislations reforms, and a more fully representative election, takes place in 2010.

The population of Tonga is 105,916 (July 2011 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.

[[Image:Tonga.gif|right|thumb|300px|Source : http://www.cia.gov]]

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 organizations 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)

=== 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
=== Schools ===

=== Post-secondary ===


== Information society ==


== 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.
*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 ===


== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==


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

[[Category:Tonga]]


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

[[Category:Countries of interest]]

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

Tonga

2011-08-12T12:05:33Z

Tom Levec: /* ICT in education initiatives */ added ICT initiatives in Tonga

== Experts situated in Tonga ==


None so far.

== Tonga in a nutshell ==



''Tonga'', officially the '''Kingdom of Tonga''' (Tongan: '''Pule'anga Fakatu'i 'o Tonga'''), an archipelago in the South [[Pacific Ocean]], comprises 169 islands, 36 of them inhabited. 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 also became known to geographers as the '''Friendly Islands''' because of the friendly reception accorded to Captain James Cook on his first visit in 1773. He happened to arrive at the time of the ʻinasi festival, the yearly donation of the first fruits to the Tuʻi Tonga, the islands' paramount chief, and received an invitation to the festivities.

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 is poised to become a constitutional monarchy after legislations reforms, and a more fully representative election, takes place in 2010.

The population of Tonga is 105,916 (July 2011 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.

[[Image:Tonga.gif|right|thumb|300px|Source : http://www.cia.gov]]

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 organizations 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)

=== 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
=== Schools ===

=== Post-secondary ===


== Information society ==


== 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.
*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.

=== Virtual initiatives in schools ===


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


== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==


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

[[Category:Tonga]]


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

[[Category:Countries of interest]]

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

Tuvalu

2011-08-12T11:50:29Z

Tom Levec: /* ICT in education initiatives */ added ICT in 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.

Its population is around 10,544 (July 2011 est.). 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.

=== 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]

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

[[Category:Tuvalu]]


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

Vanuatu

2011-08-12T08:46:20Z

Tom Levec: /* ICT in education initiatives */ added ICT initiatives in 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. 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 is 240,000.

The capital (and largest city) is Port Vila.

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

== 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 always 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.

The main university in Vanuatu is the University of the South Pacific in Port Vila is an educational institution co-owned by twelve Pacific countries. The Vanuata campus is the only law school in the university. The 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.


=== 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
**Montmartre College 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.
*Onesua College
*Aore Adventist High School
*Lycee Louis Antoine de Bougainville


=== 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/


==== Polytechnics in Vanuatu ====


==== Colleges in 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 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


----
> [[Vanuatu]]
 
>> [[Main Page]]

[[Category:Vanuatu]]


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

South Africa

2011-08-11T15:17:51Z

Tom Levec: /* ICT in education initiatives */ added useful links to ICT initiatives in south africa

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

''by Nikki Cortoos'' 

== 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.

=== 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.

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

=== Virtual initiatives in schools ===


'''[[iSchoolAfrica]]''' is an Apple project which provides each participating school with 1 mobile classroom containing 12 MacBooks, 12 video cameras and 1 projector. The mobile classroom, which fits into a secure, mobile case, is a way of deploying scarce resources and can be moved from classroom to classroom.
Each MacBook comes preloaded with the iLife suite of applications - allowing learners to make movies, music, websites etc. A trainer, the iSchoolAfrica facilitator (iSf), works with teachers in the classroom. The combination of mobile classroom and facilitator encourages teachers to develop confidence and competence, so that gradually teachers can start to use technology independently in the classroom.

The iSf identifies and trains the most committed and capable teacher in each school to become a resident facilitator, who takes over the facilitation and becomes responsible for lesson plan development and integration. The focus of the programme is learning and teaching, not tools, nor infrastructure.

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.

Member schools and sponsors:
Gauteng:
Peermont School Support Programme Corporate Sponsorship Schools:
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

Mini SA Corporate Sponsorship Schools:
Jeppe High School for Girls, Kensington
National School of the Arts, Braamfontein
Buhlebuzile Secondary School , Thokoza

Rio Corporate Sponsorship Schools:
Alabama Combined School, Klerksdorp
Are Fadimeheng Secondary, Klerksdorp
Technical High School, Klerksdorp
Sacred Heart College
Zonkizizwe Secondary, Katlehong
Kingsmead College, Rosebank

North-West
Bakubang Economic Development Unit Corporate Sponsor
BEDU Schools

Western Cape
Khanya: Western Cape Education Department Technology in Education Project Sponsored Schools:
Wynberg High School
Cedar High School

Eastern Cape, North-West and Limpopo
Sponsored schools:
Hatlani Muyexe Secondary, Muyexe
Dysselsdorp Secondary, Dysselsdorp
Gaoplotlake Secondary North-West

'''The South Africa Virtual School'''

The South Africa Virtual School is a partnership between the Personal Learning Center International of the state of Illinois in the United States and TMA, a service company in Mozambique and South Africa that offers a wide range of services to its clients. For more details, visit [[South Africa Virtual School]].

'''Thuthong Education Porta'''l
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?]

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South Africa

2011-08-11T15:04:48Z

Tom Levec: /* ICT in education initiatives */ added ICT initiatives for schools in South Africa

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

''by Nikki Cortoos'' 

== 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.

=== 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.

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

=== Virtual initiatives in schools ===


'''[[iSchoolAfrica]]''' is an Apple project which provides each participating school with 1 mobile classroom containing 12 MacBooks, 12 video cameras and 1 projector. The mobile classroom, which fits into a secure, mobile case, is a way of deploying scarce resources and can be moved from classroom to classroom.
Each MacBook comes preloaded with the iLife suite of applications - allowing learners to make movies, music, websites etc. A trainer, the iSchoolAfrica facilitator (iSf), works with teachers in the classroom. The combination of mobile classroom and facilitator encourages teachers to develop confidence and competence, so that gradually teachers can start to use technology independently in the classroom.

The iSf identifies and trains the most committed and capable teacher in each school to become a resident facilitator, who takes over the facilitation and becomes responsible for lesson plan development and integration. The focus of the programme is learning and teaching, not tools, nor infrastructure.

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.

Member schools and sponsors:
Gauteng:
Peermont School Support Programme Corporate Sponsorship Schools:
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

Mini SA Corporate Sponsorship Schools:
Jeppe High School for Girls, Kensington
National School of the Arts, Braamfontein
Buhlebuzile Secondary School , Thokoza

Rio Corporate Sponsorship Schools:
Alabama Combined School, Klerksdorp
Are Fadimeheng Secondary, Klerksdorp
Technical High School, Klerksdorp
Sacred Heart College
Zonkizizwe Secondary, Katlehong
Kingsmead College, Rosebank

North-West
Bakubang Economic Development Unit Corporate Sponsor
BEDU Schools

Western Cape
Khanya: Western Cape Education Department Technology in Education Project Sponsored Schools:
Wynberg High School
Cedar High School

Eastern Cape, North-West and Limpopo
Sponsored schools:
Hatlani Muyexe Secondary, Muyexe
Dysselsdorp Secondary, Dysselsdorp
Gaoplotlake Secondary North-West

'''The South Africa Virtual School'''

The South Africa Virtual School is a partnership between the Personal Learning Center International of the state of Illinois in the United States and TMA, a service company in Mozambique and South Africa that offers a wide range of services to its clients. For more details, visit [[South Africa Virtual School]].

'''Thuthong Education Porta'''l
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/

=== 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?]

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South Africa

2011-08-11T13:23:57Z

Tom Levec: /* ICT in education initiatives */ added ICT initiatives in education

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

''by Nikki Cortoos'' 

== 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.

=== 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.

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

=== Virtual initiatives in schools ===


'''[[iSchoolAfrica]]''' is an Apple project which provides each participating school with 1 mobile classroom containing 12 MacBooks, 12 video cameras and 1 projector. The mobile classroom, which fits into a secure, mobile case, is a way of deploying scarce resources and can be moved from classroom to classroom.
Each MacBook comes preloaded with the iLife suite of applications - allowing learners to make movies, music, websites etc. A trainer, the iSchoolAfrica facilitator (iSf), works with teachers in the classroom. The combination of mobile classroom and facilitator encourages teachers to develop confidence and competence, so that gradually teachers can start to use technology independently in the classroom.

The iSf identifies and trains the most committed and capable teacher in each school to become a resident facilitator, who takes over the facilitation and becomes responsible for lesson plan development and integration. The focus of the programme is learning and teaching, not tools, nor infrastructure.

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.

Member schools and sponsors:
Gauteng:
Peermont School Support Programme Corporate Sponsorship Schools:
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

Mini SA Corporate Sponsorship Schools:
Jeppe High School for Girls, Kensington
National School of the Arts, Braamfontein
Buhlebuzile Secondary School , Thokoza

Rio Corporate Sponsorship Schools:
Alabama Combined School, Klerksdorp
Are Fadimeheng Secondary, Klerksdorp
Technical High School, Klerksdorp
Sacred Heart College
Zonkizizwe Secondary, Katlehong
Kingsmead College, Rosebank

North-West
Bakubang Economic Development Unit Corporate Sponsor
BEDU Schools

Western Cape
Khanya: Western Cape Education Department Technology in Education Project Sponsored Schools:
Wynberg High School
Cedar High School

Eastern Cape, North-West and Limpopo
Sponsored schools:
Hatlani Muyexe Secondary, Muyexe
Dysselsdorp Secondary, Dysselsdorp
Gaoplotlake Secondary North-West

'''The South Africa Virtual School'''

The South Africa Virtual School is a partnership between the Personal Learning Center International of the state of Illinois in the United States and TMA, a service company in Mozambique and South Africa that offers a wide range of services to its clients. For more details, visit [[South Africa Virtual School]].

'''Thuthong Education Porta'''l
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/

=== 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?]

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Tuvalu

2011-08-11T12:18:00Z

Tom Levec: /* Schools in Tuvalu */ typo

== 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.

Its population is around 10,544 (July 2011 est.). 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 ==

=== 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]

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

[[Category:Tuvalu]]


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

Belgium

2011-08-11T12:05:25Z

Tom Levec: /* Virtual initiatives in schools */ added link

You can go directly to the [[Virtual Campuses in Belgium]] wiki page.

''by [[Nikki Cortoos]] and [[Ilse Op de Beeck]]''


== Partners and Experts in Belgium ==


* [[AVNET_-_K.U.Leuven| AVNet - K.U.Leuven]]
* [[EUROPACE| EuroPACE]]
* [[ATiT| Audiovisual Technologies, Informatics and Telecommunications bvba (ATiT)]]

Note: One of the universities in Belgium is [[K.U.Leuven]].

== Belgium in a nutshell ==


[[Image:Belgium_map.gif|frame|left|Source: Original gif on: [https://www.cia.gov/library/publications/the-world-factbook/geos/be.html the CIA's "The World Factbook" / Belgium]]]
The Kingdom of Belgium is a country in northwest [[Europe]]. It is a founding member of the [[European Union]] and hosts its headquarters, as well as those of other major international organizations, including NATO. Belgium covers an area of 30,528 km2 (11,787 square miles) and has a population of about 10.5 million. Belgium is a federal state in Europe with a constitutional monarchy, founded in 1830, and its capital is Brussels.

The citizens of Belgium are called Belgians. Straddling the cultural boundary between Germanic and Latin Europe, Belgium is home for two main linguistic groups, the Dutch speakers/Flemings and the French speakers, mostly Walloons, plus a small group of German speakers. Belgium's two largest regions are the Dutch-speaking region of '''[[Flanders]]''' in the north, with 59% of the population, and the French-speaking southern region of '''[[Wallonia]]''' with 31% of the population. The '''Brussels-Capital Region''', officially bilingual, is a mostly French-speaking enclave within the Flemish Region and near the Walloon Region, and has 10% of the population. A small German-speaking Community exists in eastern [[Wallonia]]. Belgium's linguistic diversity and related political and cultural conflicts are reflected in the political history and a complex system of government.

<div style="padding: 2px; border:solid 4px #FEF2BF; background-color: #FEE6BF; color: #000000">
'''This Belgium page is a merger of the information found on the [[Flanders]] and [[Wallonia]] pages, but you can still visit those separate pages for your convenience. </div>

'''History'''

The name 'Belgium' is derived from Gallia Belgica, a Roman province in the northernmost part of Gaul that was inhabited by the Belgae, a mix of Celtic and Germanic peoples. Historically, Belgium, [[the Netherlands]] and [[Luxembourg]] were known as the Low Countries, a somewhat larger area than the current Benelux group of states. From the end of the Middle Ages until the 17th century, it was a prosperous centre of commerce and culture. From the 16th century until the Belgian revolution in 1830, many battles between European powers were fought in the area of Belgium, causing it to be dubbed "the battlefield of Europe" and "the cockpit of Europe" - a reputation strengthened by both World Wars. Upon its independence, Belgium eagerly participated in the Industrial Revolution. Its King privately possessed the [http://en.wikipedia.org/wiki/Congo_Free_State "Congo Free State"] in [[Southern Africa]] until it was later annexed by the Kingdom of Belgium as [http://en.wikipedia.org/wiki/Belgian_Congo the Belgian Congo]" until it became independent as the [http://en.wikipedia.org/wiki/Democratic_Republic_of_the_Congo Democratic Republic of the Congo]. The second half of the 20th century was marked by the rise of communal conflicts between the Flemings and the Francophones fuelled by cultural differences on the one hand and an asymmetrical economic evolution of [[Flanders]] and [[Wallonia]] on the other hand. These still-active conflicts have caused far-reaching reforms of the unitary Belgian state into a federal state. There is constant speculation by observers that this process of devolution might lead to the partition of the country.

'''Source''' [http://en.wikipedia.org/wiki/Belgium Wikipedia's page on Belgium]

'''Regions and Communities'''

Belgium is a double federation of:
[[Image:268px-Belgium_provinces_regions_striped.png|frame|right|Source: Original png on: http://en.wikipedia.org/wiki/Image:Belgium_provinces_regions_striped.png]]

*3 Communities which are responsible for the person-related issues such as '''education''', welfare, public health and culture:
**    the Dutch-speaking Community / Vlaamse Gemeenschap: [http://www.flanders.be Government], [http://www.vlaamsparlement.be/vp/engels.html Ministry and Parliamant]
**    the French-speaking Community / Communauté Française: [http://www.gcf.be/ Government], [http://www.cfwb.be/ Ministry] and [http://www.pcf.be Parliamant]
**   the German-speaking Community / Deutschsprachige Gemeinschaft: [http://www.dglive.be Ministry] and [http://www.dgparlament.be/ Parliament]

*3 Regions which are responsible for the territorial issues such as economy, infrastructure, agriculture, environment and employment
**   [http://www.flanders.be the Flemish Region]
**    [http://www.wallonie.be/ the Walloon Region]
**   [http://www.bruxelles.irisnet.be/ the Brussels-Capital Region] (officially bilingual)

*There are four language areas:
**   the Dutch area: the provinces* in Flanders: [http://www.antwerpen.be/ Antwerp], [http://www.limburg.be/ Limburg], [http://www.vlaamsbrabant.be/ Flemish Brabant], [http://www.west-vlaanderen.be West Flanders], [http://www.oost-vlaanderen.be East Flanders]
**   the French area: the provinces* in Wallonia: [http://www.hainaut.be Hainaut], [http://www.brabantwallon.be/ Walloon Brabant], [http://www.namur.be Namur], [http://www.province.luxembourg.be/ Luxembourg], [http://www.liege.be Liège]
**   the bilingual area in [http://www.brucity.be/ Brussels-Capital] with 19 municipalities
**   the German area: the 9 municipalities of the “East Cantons” / [http://en.wikipedia.org/wiki/Eupen-Malm%C3%A9dy Eupen-Malmedy]

<nowiki>*</nowiki> The most important or most frequent optional '''responsibilities''' of the provinces are '''education''' (the provinces organise educational institutions, secondary or higher), culture, social welfare, heritage sites and assets, etc.

'''Source''': [http://eacea.ec.europa.eu/ressources/eurydice/eurybase/pdf/section/BN_EN_C1_1_1.pdf The Education System in the Flemish Community of Belgium] (PDF - EN - 5 pages), 2006/07

== Education in Belgium==


[http://www.dekamer.be/kvvcr/pdf_sections/publications/constitution/grondwetEN.pdf Article 24 of the Belgian Constitution (p. 11/60 - EN - PDF] lays down the principle of the freedom of education and provides for the existence of state-organised teaching. Within this constitutional framework, two networks of institutions of higher education have developed extensively:
* Public institutions set up by the state and administered by the (linguistic) communities, or by the provincial or municipal authorities.
* Private institutions of which the majority is ''denominational'' (such as Roman Catholic) and which receive financial aid from the state, subject to certain conditions. The minority is not affiliated to a particular religion: the Freinet schools, Montessori schools or Steiner schools, which adopt particular educational methods and are also known as ‘''method schools''’.

For details about education in belgium, visit http://www.expatarrivals.com/belgium/education-and-schools-in-belgium

Such as referenced in Article 24, "Access to education is free until the end of compulsory education". In Belgium, both primary and secondary education is obligatory.

{| class="wikitable" border="1" style="background:#f0f0f0;" cellspacing="0" cellpadding="5"
| align="center" style="color:#FFFFFF;background:#4682B4; width:200px"|'''Level'''
| align="center" style="color:#FFFFFF;background:#4682B4;"|'''Age'''
| align="center" style="color:#FFFFFF;background:#4682B4;"|'''Year'''
| align="center" style="color:#FFFFFF;background:#4682B4;"|'''Compulsory'''
| align="center" style="color:#FFFFFF;background:#4682B4;"|'''stages and cycles*'''
| align="center" style="color:#FFFFFF;background:#4682B4;"|'''Additional information'''
|-
| ||2||||||||
|-
| rowspan="3"|'''Kindergarten'''/Nursery/pre-primary / ''maternel'' (FR) or ''kleuteronderwijs'' (NL) ||3||1||
| rowspan="3"|stage 1, 1st cycle
| rowspan="3"|children that are 2 years and 6 months on 30 September can enter Kindergarten
|-
| 4||2||
|-
| 5||3||
|-
| rowspan="6"|'''Primary education''' / ''primaire'' (FR) or ''basisschool/lagere school'' (NL) ||6||1||c
| rowspan="2"|stage 1, 2nd cycle
| rowspan="6"| ''Note'': in the French Community, the schools where Kindergarten and primary education are combined are called ''les écoles fondamentale''
|-
| 7||2||c
|-
| 8||3||c
|rowspan="2"|stage 2, 3nd cycle
|-
| 9||4||c
|-
| 10||5||c
|rowspan="2"|stage 2, 4nd cycle
|-
| 11||6||c
|-
| rowspan="6"|'''Secondary education''' / ''secondaire'' (FR) or ''secundair/middelbaar'' (NL) ||12||1||c
| rowspan="6"|stage 3, 5th cycle
| rowspan="6" style="font-weight:normal;"|
* general (G) / ''algemeen (ASO)'' (NL) ;
* technical (T) / ''technisch (TSO)'' (NL) ;
* artistic (A) / ''kunst'' (KSO) (NL)
* vocational (P) / ''professionnel'' (FR) or ''beroeps (BSO)'' (NL) ;
* special needs / ''buitengewoon (BuSO)'' (NL)
|-
| 13||2||c
|-
| 14||3||c
|-
| 15||4||c
|-
| 16||5||c
|-
| 17||6||c
|-
| rowspan="5"|'''Higher Education''' / ''supérieur'' (FR) or ''hoger'' (NL) ||18||1||
| rowspan="3"|cycle1: Bachelor (3 yrs)
! rowspan="5" style="font-weight:normal; text-align: left;"|
* in Wallonia: Universities, Colleges, Colleges of Arts and Higher Education Institutions of Architecture
* in Flanders: Universities, University Colleges and Colleges (''Hogescholen'')
|-
| 19||2||
|-
| 21||3||
|-
| 22||4||
|rowspan="2"|cycle 2: master (1-2yrs)
|-
| 23||5||
|-
|}
<nowiki>*</nowiki>: [http://www.enseignement.be/index.php?page=24223&navi=1687 stages and cycles]

'''Pre-primary Education'''
* Dutch Speaking Community: kleuteronderwijs
* French Speaking Community: enseignement maternelle
* German Speaking Community: Kindergarten

Free pre-primary school facilities are provided for children who have reached age two and a half. Where places are limited, priority is given to mothers working full-time. These pre-schools are often attached to a primary school. Attendance is not compulsory but it is very popular (it is clearly cheaper than other childcare alternatives, for example) and more than 90 percent of children in this age bracket attend. By age five 99 percent of children are in school.

There are few formal lessons. As children get older there are supervised tasks and specialised lessons in subjects such as music, a second language and gym, and everything is done with an emphasis on play.

Special needs education is also provided on this level.

'''Primary Education''' or in the:
* Dutch Speaking Community: lager onderwijs
* French Speaking Community: enseignement primaire
* German Speaking Community: Grundschule

Primary school education begins on the 1st September of the year in which a child reaches the age of six (although some children are admitted at age five if they are considered ready) and is free to all. It lasts for six years and a whole range of academic subjects are studied. There is a strong language emphasis. For example schools in the German community must teach French from the first or second year and in Brussels Dutch schools must teach French and French schools must teach Dutch – commune schools start this during the last year of pre-school.

Primary education consists of 3 cycles:
* First cycle (years 1 and 2)
* Second cycle (years 3 and 4)
* Third cycle (years 5 and 6)

Homework is given from an early age and a high level of parental involvement is encouraged.

Special needs education is also provided on this level. Pupils can then go to [http://www.ond.vlaanderen.be/dvo/buitengewoon/buitengewoon_basis/index.htm special needs primary schools] or follow integrated education (''[http://www.ond.vlaanderen.be/gidsvoorouders/specifiekesituaties/geintegreerd/01.htm geïntegreerd onderwijs (GON)]'') in which primary schools and special needs primary schools work together. The pupils that, although they have special needs, are able to take part in ordinary primary schools, can follow some or all lessons and activities there, and this either permanently or for a period of time.

'''Secondary Education''' or in the:
* Dutch Speaking Community: secundair onderwijs
* French Speaking Community: enseignement secondaire
* German Speaking Community: Sekundäre Erziehung

Secondary education is also free and begins at around age 12. It lasts for six years and consists of three cycles each lasting two years. Parents may be expected to make a contribution towards the cost of text books.

In the first year of secondary education all pupils follow the same programme. From the second year onwards a range of options can be chosen according to preference and ability. These will lead to education of a general nature or with a more technical, artistic or professional slant. Often schools will specialise in one of these streams or will have different sections for different streams. Within the streams pupils continue to choose from further options throughout secondary school resulting in a broad education weighted towards their preferred subjects or career.

Assessment is ongoing throughout secondary education and students receive a diploma at the end of their studies. For those who have followed a general range of subjects the next step is normally higher education.

Technical students often go to university or college to study related subjects or may start working straight after school. Vocational students typically begin working part-time to complement their studies from age 16 and then move into full-time employment.

Those who have followed the artistic options usually go on to higher education, for example to art colleges or specialist music conservatories but may go to university or college, depending on the options they choose. Some art colleges have a secondary section starting from the third year of secondary school and pupils study for the first two years in a general school.

Special needs education is also provided on this level, pupils then follow special needs secondary education (''[http://www.ond.vlaanderen.be/dvo/buitengewoon/buitengewoon_secundair/ov3/indexOV3.htm buitengewoon secundair onderwijs (BuSO)]''.

''Doubling (repeating a year)''

Children are tested at the end of each year of pre-school, primary and secondary school to decide if they are ready for the next year. The testing takes the form of assessment and supervised tests for younger children and exams for older children. If they are not ready to move up, they repeat the year or "double". The system continues in secondary school, although students are also given an alternative to doubling, which is to go to another study or school form (for instance: from ASO to TSO, ...). Because "doubling" is common, there is usually very little stigma attached to it.

A broad view of the educational landscape in the flanders including general education principles, levels of education, support and quality control, education policies and social developments, as well as useful addresses can be found via the following link: http://www.ond.vlaanderen.be/publicaties/eDocs/pdf/107.pdf

More information on legal documents for the French Community can be found on the [http://www.adm.cfwb.be/index.php?m=docs_search portal of the circulars, issued by the French Community] (FR).

=== Education Policy in Belgium ===

The '''Belgian Constitution''' stipulates in Article 24 that everyone has the '''right to education''' and therefore established compulsory education for children between 6 and 18 years old. Belgium also provides that access to '''education is free''' of charge up to the end of secondary education.

'''Source''': [http://www.dekamer.be/kvvcr/pdf_sections/publications/constitution/grondwetEN.pdf the Belgian Constitution] (EN - PDF - 60 pages), 2009, - Article 24, p. 11

Primary and secondary education is compulsory for all children that are living on Belgian territory, which includes:
* foreign children must attend school from the 60th day after they are registered in the “aliens’ register” (vreemdelingenregister) or the citizen’s register (bevolkingsregister) of the city or town they live in
* children without a fixed residence (children living on boats or travel trailers, children of fair or circus organisers or artists, gypsies, ...)

--> sourced from http://www.ond.vlaanderen.be/gidsvoorouders/specifiekesituaties/default.htm#migr

To respect their right to education, special care is also taken that long-term ill children can still follow their lessons, from home or from their hospital.

Two groups organise the educational structure: the public sector (the communes, provinces and communities) and the private sector. In the public sector there are 3 educational networks:
* '''community schools''': neutral on religious, philosophical or ideological convictions
* '''subsidised publicly run schools''': organized by communes and provinces
* '''subsidised privately run schools''': denominational schools and schools which are not affiliated to a particular religion: the Freinet schools, Montessori schools or Steiner schools, which adopt particular educational methods and are also known as ‘method schools’.

Education that is organised for and by the government (community education and municipal and provincial education) is known as publicly run education. Recognised education organised on private initiative is called privately run education.

'''Use of languages in education'''

As a result of the constitutional reform in Belgium the Dutch-speaking and the French-speaking higher education systems were separated. The Parliaments of the Flemish and French Communities regulate, by federate law, education, with the exception of the setting of the beginning and of the end of compulsory education, minimum standards for the granting of diplomas, the pension scheme (according to Article 127, p. 37). And they regulate by federate law, the use of languages for education in the establishments created, subsidised or recognised by the public authorities (according to Article 129, p. 38). This is the same for the Parliament of the German-speaking Community (according to Article 130, p. 38). The language of education is mostly conformant to the language area.

'''Sources''':
* [http://www.dekamer.be/kvvcr/pdf_sections/publications/constitution/grondwetEN.pdf the Belgian Constitution] (EN - PDF - 60 pages), 2009: Article 127, p. 37 and Article 129 and Article 130, p. 38
* [http://www.cdadoc.cfwb.be/cdadocrep/pdf/1963/19630730s04329.pdf '''The law of 30 July 1963''' (PDF)] concerning use of language in education

'''Objectives of Education'''

The '''primary and secondary education''' missions were stipulated in the [http://www.cdadoc.cfwb.be/RechDoc/docForm.asp?docid=764&docname=19970724s21557 Decree of 24 July 2997] (FR).

The Higher Education Acts in Belgium states that the three main tasks of '''higher education''' are: cooperation with society; education and research.

'''Source''' “The organisation of the academic year in higher education - 2008/09”. [http://eacea.ec.europa.eu/portal/page/portal/Eurydice/showPresentation?pubid=093EN Chapter 2: Structures of Higher Education Governance] ([http://eacea.ec.europa.eu/ressources/eurydice/pdf/091EN/091EN_005_C02.pdfPDF] – EN)

==== Education policy in Flanders====

As a result of the constitutional reform in Belgium the Dutch speaking and the French-speaking higher education systems were separated. The Flemish government wanted to do things ‘differently and better’. This led to a new higher education legislation in the early 1990s and to a policy based on the principles of deregulation, autonomy and accountability.

The Flemish government wanted to treat all institutions on an equal basis. In general, there are two types of institutions: universities and university colleges or "''hogescholen''". New legislation made the former state universities autonomous and gave them almost the same responsibility as the ‘free’ universities. In terms of deregulation, autonomy and accountability the same principles were introduced for the hogescholen. This led in conjunction with the merger operation in 1995 to a fundamental change in the relationship between the government and the hogescholen. Former centralised and detailed regulations were replaced by a management regime aimed at achieving a balanced combination of broad autonomy and responsibility for the hogescholen. The higher education regulations as a whole – universities and hogescholen – became more integrated. The previous government wanted to bring the decree on universities (1991) and the decree on the hogescholen (1994) into line with each other without affecting the nature of the university and college education. This integration process has been stimulated even more by the 2003 legislation on the restructuring of higher education in order to implement the [[Bologna Process]].

In terms of policy preparation the following organisations play an important role in [[Flanders]]:

* The '''Flemish Education Council ([http://www.vlor.be/ Vlaamse Onderwijsraad - VLOR])''', founded in 1991, is the advisory and consultative body for all educational matters. All draft decrees in the field of education must be submitted to the VLOR. Furthermore, the VLOR can give advice to the Flemish government on its own initiative. The VLOR consists of separate councils for primary, secondary, higher and adult education and a general council, which is composed of representatives of the organising bodies, school staff, parents and socio-economic organisations, university experts and Education Department representatives.

* The '''Flemish Socio-Economic Council ([http://www.serv.be/ Sociaal-Economische Raad van Vlaanderen - SERV])''', composed of representatives of employers and employees, gives advice on all draft decrees, including those in the field of education. The SERV plays an important role in the relationship between education and the world of work.

* The '''Flemish Interuniversity Council ([http://www.vlir.be/ Vlaamse Interuniversitaire Raad - VLIR])''' is an autonomous body of public utility with its own corporate status. It acts as a defender of the universities and as an advisor to the Flemish government on university issues (consultation, advice and recommendations).

* Similar for the institutions of non-university HE there is the '''[http://www.vlhora.be/ Flemish Council for hogescholen ([VLHORA)]''', founded during the academic year 1996-1997, represents the hogescholen and gives advice and makes proposals to the Flemish government with regard to the education in the hogescholen. At the same time it can provide consultation among the hogescholen.

* The '''[http://www.vvs.ac/ National Union of Students in Flanders (VVS)]''', the umbrella organisation of student unions at Flemish universities and hogescholen, gives advice at the request of the Flemish government.

==== Education policy in Wallonia====
* The HEIs in the Flemish Community of Belgium are free to draft long-term strategic or development plans and they are free to take the governmental priorities into account or not, as they decide.
* The decree defining higher education in the French Community of Belgium provides the higher education objectives and the mission of the institutions.
* In the German-speaking Community of Belgium, the mission and strategic priorities of the ''[http://www.ahs-dg.be/ Autonome Hochschule]'' were not established by the institution, but by official decree in 2005.

'''Source''' “The organisation of the academic year in higher education - 2008/09”. [http://eacea.ec.europa.eu/portal/page/portal/Eurydice/showPresentation?pubid=093EN Chapter 2: Structures of Higher Education Governance] ([http://eacea.ec.europa.eu/ressources/eurydice/pdf/091EN/091EN_005_C02.pdfPDF] – EN)

In terms of policy preparation the following organisations play an important role in [[Wallonia]]:
* [http://www.fef.be The Federation of the French-speaking Students in Belgium] / ''Fédération Des Etudiants Francophones'' (FEF) represents local student unions. It engages in debates and defends ideas around the central concept of the democratization of HE. This concept includes free access, participation of students in the decisions regarding them, adequate public financing, a reflection about pedagogy and the quality of teaching in HE. '''Source''' [http://www.esib.org/index.php/About%20ESU/fullmembers/25-belgium-fration-des-etudiantes-francophones-fef European Students’ Union (ESU) web site (EN)]
* [http://www.cref.be The Council of Rectors of the French-speaking universities of Belgium] / ''Conseil des Recteurs des universités de la Communauté française de Belgique'' (CREF)
* [http://www.cpeons.be/ The Council of the Organising Powers of Official Public Funded Education] / ''Conseil des Pouvoirs organisateurs de l'Enseignement Officiel Neutre Subventionné'' (regional and local level)] (FR)
* [http://www.felsi.be/ The Federation of the Independent subsidized “Free” Schools] / ''La Fédération des Etablissements Libres Subventionnés Indépendants'' (FELSI) (FR), including HEIs
* [http://www.segec.be/FEDESUC The Federation of Catholic Higher Education] / ''Fédération de l’enseignement supérieur catholique'' (FédESuC) (FR)
* [http://www.ciuf.be The Inter-University Council of the French Community of Belgium] / ''Le Conseil Interuniversitaire de la Communauté française de Belgique'' (CIUF), created by the [http://www.ciuf.be/cms/decret-du-9-janvier-2003.html Decree of 9 January 2003], is a public agency comprising all nine universities and university faculties of the French Community. CIUF’s main missions are to:
** submit opinions on any matter related to university education;
** organize the dialogue between academic institutions and vis-à-vis students and other institutions of higher education;
** promote inter-university and inter-faculty collaboration;
** ensure the representation of the higher education institutions of the French Community in various national or international institutions.

== Schools in Belgium==





A list of all schools in in Belgium can be found via http://en.wikipedia.org/wiki/List_of_schools_in_Belgium

'''Schools in the Brussels Region'''

A list of all schools from nursery schools to universities in the region of Brussels can be found via the link below. The educational opportunities in Brussels are unlimited since Brussels is a bilingual city with both Dutch and French as the official languages. All schools in Brussels teach in either one or the other and each one teaches the basics of the other language. A center of international presence in the post-war period, Brussels has a number of international schools, among them the International School of Brussels and the three European Schools for children of parents working in the EU institutions. These provide education along British, American, French, German, Dutch, Scandinavian and even Japanese lines. Brussels is home to several universities and two drama schools. In addition, there is a choice of nine major Business Schools where students receive a quality training and education. For more information and list of all pre-schools, primary schools, secondary schools, universities, colleges, polytechniques, art schools and other vocational institutions, go to: http://www.europe-cities.com/en/588/belgium/brussels/schools/

'''Nursery Schools in Wallonia'''

In the French speaking Community, kindergarten or nursery education is for children between the age of 2.5 to 5 years old. This period of education is not compulsory but it helps to develop social skills in the children and also allows the identification of potential difficulties and disabilities in children before they become older and get into primary school.

In Wallonia, the nursery is part of the pedagogical continuity of the three stages of learning objectives included in developing core skills from kindergarten, primary and then finally secondary education.

For a list of nursery schools in the French speaking Community, visit the following site:

http://www.enseignement.be/index.php?page=23836&navi=149

'''Primary Schools in Wallonia'''

Both pre-school (nursery) and primary education in Wallonia are seen as very fundamental even though the former is not compulsory. Compulsory primary education is between the ages of 6 and 12 years of age and is based mainly on the teaching of language, reading and mathematics. It culminates with the 'Certificate of Basic Education' (CEB). This certificate gives access to secondary education.

In Wallonia, learning a second language other than French is compulsory from the fifth year. In the Brussels region, learning a second language starts from the third year of primary school.

Some kindergarten and primary schools teach some subjects in another language other than French. This is part of what is known as the 'Language Immersion Programme'. For more information about the immersion programme and a list of schools carrying out the programme, visit the following link:

http://www.enseignement.be/index.php?page=23801&navi=33

A list of all secondary schools is also available via the following link:

http://www.enseignement.be/index.php?page=23836&navi=149

You can also find a list of all school and public holidays observed by all nursery, primary and secondary schools in wallonia on the same link as above.

'''Secondary Schools in Wallonia'''

For a list of all schools in Wallonia including all French speaking schools in Wallonia, visit the following links:
*http://www.liensutiles.org/ecolebe.htm
*http://fr.wikipedia.org/wiki/Liste_des_%C3%A9coles_secondaires_en_Belgique
*http://www.wallonie.be/fr/citoyens/apprendre-et-se-former-tout-au-long-de-la-vie/enseignement-secondaire/index.html
*http://www.enseignons.be/actualites/2011/04/06/secondaire-liste-ecoles-completes/

'''Independent Private Schools in Belgium'''

Independent private schools in Belgium are mostly international schools serving the expatriate community. However, some Belgian children also attend the schools. Instruction is usually in English. The schools typically draw students from many countries so that children receive a truly global perspective. Some of the private schools in Belgium include the Antwerp International School, Brussels International School, St John's International School, Brussels Junior Academy, Da Vinci International School, British International School. There are a good number of British International schools. A list of independent private schools in Belgium can be obtained via the following links:
* http://www.independentschools.com/belgium/
* http://privateschool.about.com/od/belgiumschools/Belgian_Schools_Online.htm

A list of all international schools in belgium is found via the following link:
* http://www.expatarrivals.com/belgium/brussels/international-schools-in-brussels

'''British Schools in Belgium'''

British schools in Belgium are established as independent international schools with each school developing and following its own mission. Most normally follow British National Curriculum and offer a broad based educational program. The provide education integrated with childcare provision, creating a foundation for individual development and a sound basis for life-long learning. Capitalising on small class sizes, allowing a high degree of individual attention, most British schools in belgium success in an atmosphere where pupils and students feel cared for and valued. There are strong French language and music programs in some of the schools, excellent Information Technology facilities, Special Needs provision and a wide range of extracurricular activities.

They normally admit children of all nationalities, cultures and religions affiliations and is ideal for children who just relocated to Belgium. Most British Schools in Belgium are members of the European Council of International Schools and their programs usually include French, Dutch, English, Information Technology, Art, Music, Swimming, amongst others. The fees are usually very expensive ranging from EUR 6,000 to EUR 17,000.

For a list of all British Schools in Belgium from pre-Kindergarten /toddlers - 18 months to 2½ years, kindergarten nursery - 3 to 5 years, reception - 4 to 5 years, primary - 5 to 11 years, secondary middle school and secondary high school, visit the following link: http://www.expatica.ru/education/school/british-schools-1427_8454.html

'''Special Needs Schools'''

Children with speical needs and disabilities and/or learning difficulties are catered for within mainstream schools. However, there are separate specialist schools available and in the case of severe disability, children may be taught at home or be exempt from compulsory schooling. Both inclusion and equality is Belgium's approach in dealing with the issue of special needs in education and there is an unwavering commitment to giving every child the right to an education which maximises their potential. For a complete information on and list of special needs schools, visit the following website: http://belgium.angloinfo.com/countries/belgium/specialneeds.asp or visit the Flemish Ministry of Education and Training [http://www.ond.vlaanderen.be/gidsvoorouders/specifiekesituaties/buitengewoon/02.htm web page on special needs education]

'''Special Needs School Type 4: education for children with a physical disability''' (also financed by the government)

* An example of such a state-financed school is the physical rehabilitation centre for children and youth [http://www.revapulderbos.be. Pulderbos] where special needs, secondary education is given to patients staying temporarily at the centre - in collaboration with the patient's own school. Nursery and primary education is also given there, but this is financed by the state as a type 5 school:

'''Special Needs School Type 5: education for children staying in a hospital or institution''' (also financed by the government)

* Hospital Schools: [[I learn at the hospital‎]] is an umbrella non-profit organisation consisting of Belgian hospital schools and specialised institutions that provides education to long-term ill, hospitalised children at nursery, primary and secondary education level. This is subsidised by the government as it provides special needs education type 5 (long-term ill children and hospitalised children).
* Video chat session from home to class: [[Bednet]], as mentioned below, is a Flemish virtual initiative in which primary and secondary school pupils that have a long-term illness, can still participate in class and connect with their classmates through video-chat sessions.
* 1:1 education at home
**[[Temporary Education At Home]] (''Tijdelijk Onderwijs Aan Huis (TOAH)'' in Dutch) enables temporary primary and secondary education for children that are not hospitalised but absent from school for more than 21 days or on a weekly basis due to illness or an accident. The teacher or a staff member goes to the child’s home to teach for 4 hours “class time”.
**[http://www.ond.vlaanderen.be/wetwijs/thema.asp?id=90&fid=2 Permanent Education At Home] (''Permanent onderwijs aan huis (POAH)'' in Dutch) provides education to children who cannot follow the special needs primary or secondary education on a permanent base and due to their special needs, but can they learn though certain "lesson hours" given at their own home.
** [http://www.s-z.be School and Illness] (''School & Ziekzijn vzw (S&Z)'' in Dutch), provides 1:1 education at home on a voluntary basis (transport costs are charged)
* Relevant initatives/organisations are: the Platform for Education for Ill Children in Flanders (or ''Platform van Onderwijs aan Zieke Leerlingen in Vlaanderen (PoZiLiV) in Dutch)'', the foundation [http://www.kbs-frb.be/fund.aspx?id=246736&LangType=2067 Ivens-Boons Fonds] in Mechelen (Flanders), ...

'''Initiatives for underprivileged people (young as well as old), prisoners, ... or "those left out"'''

* Auxilia is a volunteer organisation in [http://www.auxilia-vlaanderen.be/ Flanders] and [http://www.asblauxilia.net/ Wallonia] that enables 1:1 education for underprivileged people or for people that are being left out by existing literacy courses, primary or for who second-chance education is not within their reach or fit to their specific needs. Students can be young people preparing for an exam for the "central exam commission", special needs students that have specific educational interests, prisoners, ... and volunteer teachers then provide personal and customised lessons (on location if needed but transportation costs are charged). The initiative is also present in [http://www.auxilia.es Spain] and [http://www.auxilia-formation.org/ France].

'''Homeschooling'''
* in Flanders
* for information on Wallonia, you can read more [http://www.enseignement.be/index.php?page=26100 here]

== Further and Higher education ==
In Dutch: hoger onderwijs

In French: enseignement superieure

Higher education in Belgium is organised by the Flemish and French communities via state or private institutions (often linked to religious bodies). German speakers typically enrol in French institutions or pursue their studies in [[Germany]].

There are six universities in Belgium which offer a full range of subjects. In most cases students are free to enrol at any institution as long as they have their qualifying diploma. However, those wishing to continue their studies in medicine, dentistry, arts and engineering sciences may face stricter entrance controls including additional examinations.

The government sets the registration fee for each establishment and reviews it annually. There are three fee levels depending on the student's financial situation and that of their family.

The higher education system in Belgium follows a Bachelor/Master process with a Bachelor's degree obtained after three years and a Master's degree after a further one or two years. Both universities and colleges can award these degrees.

Students from outside Belgium coming to study in one of these establishments will have to prove that they have the appropriate entrance qualifications and that they can financially support themselves during their studies.

In higher education, the academic year begins between mid-September and 1 October, depending on the course.

=== Universities and Polytechnics in Belgium===



:'''Remark''': Polytechnics are called University Colleges or "Hogescholen" in Flanders.

On 4 April 2003 the Flemish government approved the Decree on the restructuring of higher education in Flanders. A new qualification structure was introduced. One-cycle programmes have been converted to the level of bachelor’s degree. Two-cycle programmes in hogescholen are academic education: academic bachelor courses and master courses in association with a university. The system should be regarded as a binary system: professional higher education at the ‘hogescholen’ and academic higher education at the universities and at the hogescholen (associations). The ‘hogescholen’ can award academic degrees in cooperation with a university. Still the universities have the monopoly of awarding doctor’s degrees.One of the consequences is that co-operation between universities and hogescholen is increase considerably with the development of associations. Universities and university colleges cooperate intensively, especially in the field of research, in the Associations. These are formed by one university and at least one university college. As a third kind, the Flemish government has recognised a number of "registered" institutes of higher education, which mostly issue specialised degrees or provide education mainly in a foreign language.
The educational provision in Flemish tertiary education is laid down in the [http://www.highereducation.be Higher education register] that contains all the accredited higher education programmes in Flanders. There are 39 recognised Higher Education Institutions. The Universities and Colleges are divided into 5 associations. The registered Institutions are not a member of an Association. A few tertiary education institutes are not regulated by the corresponding laws on tertiary education. The Faculty of Protestant Theology in
Brussels and the Evangelical Theological Faculty (in Heverlee award degrees in Protestant Theology. They are recognised as private institutes.
Whatever their origin, all institutions mentioned above are officially recognised by the Flemish authorities. The following postgraduate institutions have the same status:
* Institute of Development Policy and Management,
* Institute of Tropical Medicine,
* Vlerick Leuven-Gent Management School

We refer to [[the overview of all Flemish HEI's]] to get a complete overview.

In Flanders, the following higher education courses are provided:
* Bachelor courses( Professional bachelor courses and Academic bachelor courses)
* Master courses
* Further training programmes
* Postgraduates and updating and in-service training courses
* Doctoral programmes

Higher professional education exclusively consists of professionally oriented bachelor courses, which are only organised at colleges of higher education. Academic education comprises bachelor and master courses, which are provided by universities. Also colleges of higher education belonging to an association are allowed to provide academic education.

'''Adult Education'''
In Flanders there are several publicly funded education, training and developmental provision schemes for adults. Within part-time adult education, 3 different actors can be distinguished:
# '''continuing education (OSP)''': with more than 250,000 course participants, continuing education is the most important pillar in adult education. Continuing education is provided in centres for adult education which are recognised and funded by the authorities.
# '''supervised individual study (BIS'''): [[BIS]] has discontinued. It is however published in our research list.
# '''adult basic education''': the 29 centres for basic adult education try to provide a broad and varied range of basic education programmes: languages, mathematics, social orientation, ICT, introduction in French and English and stimulation and student counselling activities.

In contrast with continuing education and BIS, courses in basic education are free of charge.

'''Lifelong Learning'''

On 31 March 2003, the Training and Alignment Information Service /Dienst Informatie Vorming en Afstemming (DIVA) was launched. DIVA co-ordinates the educational provision for adults in Flanders. DIVA facilitates the co-operation between the policy fields Education and Training, Employment, Culture and Economy. DIVA’s partners are the educational networks, [http://vdab.be/ Flemish Employment and Vocational Training Agency (VDAB)], [http://www.syntravlaanderen.be/Syntravlaanderen/IndexTwoCol.aspx Flemish Institute for the Self-Employed (VIZO)] and [http://www.socius.be/ Support Centre for Socio-cultural Work (Socius)]. These partners represent respectively adult education (including further higher education, OSP, basic education, BIS and DKO), the training courses set up by [http://vdab.be/ VDAB], by [http://www.syntra.be Syntra] and socio-cultural adult work. An awareness-raising campaign was launched: http://www.wordwatjewil.be (“Become what you want”)

==== Universities and Polytechnics in Wallonia ====

In Wallonia distinctions are made between:
* '''University education''' at Universities (''Universités'') & University-Faculties (''Facultés Universitaires''). Scientific research is an important aspect of university education. The universities, recognised and subsidised by the French Community of Belgium, are grouped together in the form of university academies or associations.
* '''Non-university education''' at Colleges (''Hautes Ecoles''), which are equivalents of the Flemish “Hogescholen”, Institutes of Higher Education, Colleges of Art/Art Academies (''Les écoles supérieures des arts'') and Higher Institutes of Architecture (''Les Instituts Supérieur d'Architecture'').

We refer to [http://www.virtualschoolsandcolleges.eu/index.php/The_overview_of_all_Wallone_HEI%27s| the overview of all Walloon HEIs] to get a complete overview.

A list of all art schools in both the Flanders and Wallonia is available via the following link:

http://fr.wikipedia.org/wiki/Liste_des_%C3%A9coles_d'art_en_Belgique

== Education reform ==

=== Schools ===

=== Post-secondary ===





The [http://www.wallonie.be/en/discover-wallonia/education/index.html language partition] in Belgium is still apparent to this day. The language, used in education in [[Belgium]] today, depends on the language area the institution is located in, as mentioned in [[Belgium#Belgium in a Nutshell| Belgium in a Nutshell / Communities & Regions]]: you have the obvious division of the 3 language-defined communities and the capital Brussels, which is bilingual. The dominant languages in the HEIs in these separate entities are accordingly.

==== Higher education reform in Wallonia====

Recent mergers in 2007-2008 created the [http://haute-ecole.prov-liege.be The University-College of the Province of Liege / La Haute Ecole de la Province de Liège (HEPL)] from Rennequin Sualem, Léon-Eli Troclet and André Vésale, as well as the new [http://www.henam.be The University-College of Namur / La Haute Ecole de Namur] from The Catholic University-College of Namur / Haute école namuroise catholique (HENAC) and University-College of Teaching of Namur / la Haute école d’enseignement supérieur de Namur (IESN). In 2008/2009, 29 University-Colleges became 25: [http://www.helmo.be La Haute Ecole libre mosane (HELMo)] was the result of the merger of la Haute Ecole mosane d’Enseignement supérieur (HEMES) and la Haute Ecole ISELL. Future mergers are also being planned.

'''Source''' http://www.enseignement.be/index.php?page=23811&navi=2537

==== The Bologna Process in Belgium====
The '''Decree of 31 March 2004''' defined the Higher Education for Belgium and promoted its integration into the European area of higher education and universities refinancing.

The [[Bologna Process]] has stimulated Flanders in a move towards greater internationalisation. The concept of internationalisation has changed from a focus on the individual to a focus on the ‘system level’, namely the formal structures of higher education. A Flemish credit system based on the '''[[ECTS]]''' and a Diploma Supplement were already implemented in the early 1990s. More recent changes are:
* implementation of a bachelor and master structure,
* accreditation system in co-operation with the Netherlands,
* more flexible study paths.

The Bologna Process lead to some significant changes in the Belgian educational system, including in the French Community:
* The [[ECTS]] (European Credit Transfer System), in which a "credit" is a unit corresponding to the time spent by the student on a learning activity within a programme of studies in a given discipline (a study year is reference point@: 60 credits)..
* Bachelor-master structure or ''“baccalauréat-maîtrise”'' structure:
** First cycle - the bachelors with a minimum of three years of study (180 credits)
** Second cycle - the master degree with one to four additional years after obtaining a bachelors degree.
** Third cycle: the doctorate, which only applies to university education and is accessible to students who have completed at least 300 credits.
* Cooperation to ensure the quality of higher education etc.
* Mobility of the students and academic staff

As mentioned earlier, the French Community now distinguishes between universities (offering bachelor, master and doctoral courses) and higher education outside the universities (offering only bachelor courses): colleges (Hautes Ecoles), arts colleges, and institutes of architecture.

'''Sources'''
* [http://www.enseignement.be/index.php?page=23673&act=search&mots=bologna Information and presentations on The Bologna Declaration] at the Enseignement.be web site
* [http://www.studyinbelgium.be/start.php?lang=en&rub=10&PHPSESSID=2067aa8b9f9d406933535fc311114322 The Wallonia-Brussels Community and the European Higher Education Area”], 1 web page (English) by [http://www.studyinbelgium.be StudyInBelgium.be].

'''Relevant Documents'''
* Re.ViCa wiki page on the [[Bologna Process]]
* [http://www.bologna.msmt.cz/PragueSummit/report%20Belgium-French%20Community.doc The Bologna Process - State of the art in the French Community of Belgium (DOC)]
* [http://www.ond.vlaanderen.be/hogeronderwijs/bologna/links/National-reports-2005/National_Report_BE_Flemish_Community_05.pdf Towards the European Higher Education Area - Bologna Process - National Reports 2004 – 2005 - Belgium -Flemish Community (PDF)]

== Administration and finance ==

=== Schools ===


=== Post-secondary ===



For Belgian and European students, higher education is financed to a very large extent by the public authorities.

'''Funding in Flanders'''

The Flemish higher education system is predominantly a public funded system. The Ministry of Education and Training directly funds the HEIs. There is no intermediate independent statutory body.

The public funding system distinguishes three main funding streams:

- the first flow: a core recurrent funding for teaching and research which covers costs of staff, material, equipment, buildings and social facilities of students;

- the second flow: an additional funding for basic research and a funding for basic research allocated by the research council and a funding allocated by the federal state (research networks of universities of both linguistic communities);

- the third flow: public funding for specific research programmes developed by the government, other public organisation, EU, cities and the provinces: such as for justice, social security, energy, sustainability, …. There are also funds for policy oriented research linked to the main policy domains.

'''Tuition Fees in Belgium'''

Every year, students must pay a registration fee. University enrolment fees were laid down in a clause in the Law of 27 July 1971 on the financing and supervision of university institutions. Subject to fulfilment of certain educational and financial conditions, students can benefit from student grants or loans. This assistance is supplemented by other benefits such as low-priced meals, assistance granted by welfare services linked to the universities, season tickets for transport, etc.

'''Source''' [http://eacea.ec.europa.eu/portal/page/portal/Eurydice/PubContents?pubid=041EN&country=BF French Community - Structures of education, vocational training and adult education systems in Europe, 2003 Edition] – [http://eacea.ec.europa.eu/ressources/eurydice/pdf/041DN/041_BF_EN.pdf PDF – EN]

'''Tuition fees in Flanders'''

In Flanders, the tuition fees are low compared to many other countries:
- maximum 100 euro for students from the lower socio-economic background (students who are eligible for a grant – about 25% of the student population);
- maximum 515 euro for the other students; there is a deduction for students whose parental income is a little bit above the eligible income limit).

The HEIs can raise tuition fees for non-EU students and for advanced master study programme in order to cover the costs of attracting specialists (these programmes are also internationally oriented).

Every student who qualifies for study financing can be supported financially for two bachelors, a master, a preparation programme, a bridging programme and a teacher training programme. As study paths have become more flexible, so too has study financing been made more flexible. A system of study credits has replaced the study year system. The study financing amount is linked to the number of study credits for which the student is enrolled. The new decree extends the possibilities of taking study financing beyond Flanders into the wider Higher Education Space. In the past funding could only be taken across the border if students opted for foreign studies that were not provided in Flanders.

Relevant source on the legal framework is the [http://www.cdadoc.cfwb.be/RechDoc/docForm.asp?docid=812&docname=19950805s19109 Decree of 5 August 1995 (FR)] established the general organisation of Higher Education in the University-Colleges and was amended by the [http://www.ejustice.just.fgov.be/cgi/article_body.pl?numac=2006029101&caller=list&article_lang=F&row_id=1&numero=1&pub_date=2006-08-14&ddfm=06&set3=set+character_variant+%27french.ftl%27&language=fr&dt=DECRET&choix1=ET&fr=f&choix2=ET&fromtab=+moftxt&ddda=2006&sql=dt+%3D+%27DECRET%27+and+bron+%3D+%27MINISTERE+DE+LA+COMMUNAUTE+FRANCAISE%27+and+dd+between+date%272006-06-01%27+and+date%272006-06-30%27+&rech=14&tri=dd+AS+RANK+&trier=promulgation&ddfa=2006&bron=MINISTERE+DE+LA+COMMUNAUTE+FRANCAISE&dddj=01&dddm=06&ddfj=30&set1=set+stopfile+%27MOF.stp%27#top] Decree of 30 June 2006 which modernised the operation and the finances of the University-Colleges.

'''Tuition Fees in Wallonia'''
In the French Community of Belgium the amounts of tuition fees are determined by the central education authorities. Donations made to HEIs may be the object of tax relief for donors.

'''Source''' “The organisation of the academic year in higher education - 2008/09” [http://eacea.ec.europa.eu/portal/page/portal/Eurydice/showPresentation?pubid=093EN Chapter 4: Private Funds Raised By Higher Education Institutions] ([http://eacea.ec.europa.eu/ressources/eurydice/pdf/091EN/091EN_007_C04.pdf PDF] – EN)

The amount of the registration fee varies depending on the higher education establishment and the type of programme followed. For example, for the academic year 2008-2009, the registration fee for Belgian and EU students is set as follows to register with:
* A university HEI: € 811.00.
* An non-university HEI: from € 165,03 to € 428,56, depending on the duration of the course and if a degree will be obtained during the academic year.
* Non-EU students are required to pay additional annual fees, of which the sum amounts to around € 1,500.00 for the first cycle and € 2,000.00 for the second and third cycles.

'''Sources'''
*[http://www.studyinbelgium.be/start.php?lang=en&rub=9&PHPSESSID=c7bcc6684eb63a2f695c404f75a1ce55 Study in Belgium - Registration fees] (EN)
*[http://www.enseignement.be/index.php?page=4302&navi=951 minerval rates 2007-2008 (FR)]

'''Costs'''

In the French Community, the unit costs established per student correspond to a normative cost per student, which is established by considering various factors such as, for example, optimal student/staff ratios and other standardised efficiency measures used to calculate what the costs per student ought to be, rather than what they are on an actual or average basis.
The French Community of Belgium, Bulgaria, Germany and Malta use an approach based essentially on input in the award of basic funding for research.

While in the German-speaking Community of Belgium, a new funding system for operational costs at the only
HEI (Autonome Hochschule) is being prepared and will be applied from 2009/10. Initiatives in the fields of training and research, taken by this HEI since 2005, can be taken into account for the annual lump sum.

'''Source''' “The organisation of the academic year in higher education - 2008/09.” [http://eacea.ec.europa.eu/portal/page/portal/Eurydice/showPresentation?pubid=093EN Chapter 3: Direct Public Funding Of Higher Education Institutions] ([http://eacea.ec.europa.eu/ressources/eurydice/pdf/091EN/091EN_006_C03.pdf PDF] - EN)

Students who enrol in higher non-university education must pay fees (the [http://www.enseignement.be/index.php?page=4302&navi=951 minerval]). The minimum payment is set by regulations (there are special fees for certain foreign students). Subject to certain pedagogical and financial conditions, students can be awarded study grants or loans. The forms of assistance offered also include other benefits, such as low-cost meals, assistance by the social services connected with hautes écoles, season tickets for transport, etc.

'''Grants'''

# The Wallonia-Brussels Community grants: grants can be awarded by the French Community of Belgium and by the universities. Web site: [http://www.wbri.be Wallonia-Brussels International (WBRI)]
# The European Union grants: grants are also awarded within the framework of European programmes :
## [http://europa.eu.int/comm/education/programmes/socrates/erasmus/erasmus_fr.html The SOCRATES/ERASMUS and LEONARDO programmes]
## [http://europa.eu.int/comm/education/programmes/mundus/index_fr.html The ERASMUS MUNDUS programme]
## The [http://www.programalban.org ALBAN grant programme] for students from Latin America. In 2002, the [http://ec.europa.eu/europeaid/projects/alban/information/ies_fr.htm European Commission adopted this programme].
# The Grants of the [http://www.auf.org/rubrique15.html University Agency of Francophony] targeting students, teachers and researchers

'''Source''' [http://www.studyinbelgium.be/start.php?lang=en&rub=9&PHPSESSID=2067aa8b9f9d406933535fc311114322 StudyInBelgium: Financial aspects]

'''Relevant Sources for Wallonia''': [http://www.enseignement.be/index.php?page=0&navi=2303&rank_navi=2303 Financial aspects]](FR) on Enseignement.be, with subpages on [http://www.enseignement.be/index.php?page=23669&navi=374 school fees] (FR), [http://www.enseignement.be/index.php?page=25537&navi=2645 social benefits] (FR), [http://www.enseignement.be/index.php?page=25839&navi=2832 discount on public transport subscriptions] (FR)

== Quality assurance, inspection and accreditation ==

=== Schools ===


=== Post-secondary ===



==== In Flanders ====
Assessing the quality of the services that universities provide has become an overriding priority. The Quality Assessment is different in Wallonia and Flanders.

Quality assessment in '''Flemish higher education''' is organised at different levels

1. The decretal internal self-evaluation.

2. An external assessment of a particular programme (or cluster of programmes), starting from those self-evaluation reports, carried out by external assessment panels which are coordinated by the Council of Flemish University Colleges, (Vlaamse Hogescholenraad – VLHORA) (www.vlhora.be) and the Flemish Interuniversity Council (Vlaamse Interuniversitaire Raad – VLIR) (www.vlir.be).

Accreditation by the '''Dutch-Flemish Accreditation Organisation''' (Nederlands-Vlaamse Accreditatieorganisatie – NVAO), which starts from the assessment carried out by the quality-assurance agency. When positively assessed, programmes are accredited for a period of eight academic years. However, when the NVAO issues a negative decision, institutions may apply for temporary accreditation which is valid for a period of one year and which can be extended twice (research.

In exchange for greater autonomy Flemish universities and hogescholen have implemented a system of internal and external quality assessment. The aim is to improve the quality of study programs. The government has made the institutions themselves responsible for creating the appropriate means for doing this. The so-called “visitations” consist, firstly, of a very important self-assessment (on the basis of a detailed guide) and secondly, the visit and assessment (on the basis of interviews) by an external commission which draws up the final report. As laid down by decree, a visitation for each study program must take place at least once every 8 years. For universities, the first round was completed in 2001; a new round started in 2002 (for non-university tertiary education, a new round started in 2004). Recommendations are, generally speaking, acted upon quite well by the individual institution in question.

At the institutional level, the quality assessment with regard to teaching primarily concerns the evaluation of the individual courses.

The students’ assessment of teaching performance takes the form of a standardised questionnaire, to be filled in anonymously, which provides information regarding, for example, the teaching materials and methods used, the match between the content and the final objectives of the course, the teaching style, etc. Finally, the students may add general comments (such as suggestions, strengths and weaknesses of the course) by means of open questions.

Although the educational authorities in Flanders are greatly in favor of collective research assessments,quality assurance with regard to research is at present mainly the responsibility of the individual universities. The Department of Education has, however, recently commissioned an evaluation of the universities’ research management and quality assurance processes, while the universities themselves were asked to report on their experiences with regard to the research policy management of the authorities.As laid down by decree, a systematic research assessment by each individual university, resulting in a public report, must be carried out at least once every 8 years. From 1999 onwards, most universities have been carrying out bibliometric studies on research output on the basis of publications and its visibility in the natural and (bio)medical sciences. Recently, pilot studies have also been commissioned in some domains of the humanities and social sciences (linguistics, economics, law). Furthermore, self-assessment reports at the level of individual research teams, supplemented by data on commissioned research and output of the teams, are regularly used in internal and external peer reviews. Only one university (Free University of Brussels – VUB) is at present running a systematic research assessment program consisting of complementary bibliometric studies and on site peer review.

==== In Wallonia====
Quality Assessment in the Walloon Higher Education is arranged by The Decree of [http://www.cdadoc.cfwb.be/RechDoc/docForm.asp?docid=4368&docname=20070308s31929 8 March 2007], which created a Pedagogical Support and Advice Service for the education organised by the French Community. On 1 September 2007 the decree was enforced, reforming the '''General Inspectorate Service''', which is headed by a General Coordinator under the authority of the Director General of the General Administration of Education and Scientific Research. Some of its Inspection Services are also for Higher Education (Enseignement supérieur) such as the [http://www.adm.cfwb.be/index.php?m=doc_view&do_id=2206 Inspection Service of Social Welfare Education (FR)] and the [http://www.adm.cfwb.be/index.php?m=doc_view&do_id=2202 Inspection Service of the Arts Education (FR)]. On the web site [http://www.enseignement.be Enseignement.be] you can find an overview of the several inspection divisions: [http://www.enseignement.be/index.php?page=25753&navi=2426 The annual administration: inspection] (FR).
'''Sources'''
* http://www.restode.cfwb.be/pgens/sup/superieur.htm?i=mEtsitem_4
* http://www.restode.cfwb.be/pgens/org_cf/insp/inspection.htm

'''The [[Agency for the Evaluation of the Quality of Higher Education]]''' (''l'Agence pour l'Evaluation de la Qualité dans l'Enseignement supérieur'') was created by the [http://www.cdadoc.cfwb.be/cdadocrep/pdf/2002/20021114s27175.pdf Decree of 14 November 2002] and is organised or subsidised by the French Community.

== Information society ==



In Belgium, the development of the e-learning knew a notable evolution since the beginning of the years 2000, under the impulse of several public funding, of regional, national or European origin. The large universities of the country have all internal teams in charge of stimulating and adapting existing course to e-learning platforms; some of them have even created innovating platforms now used worldwide; others play an important part in the definition of public policies related to e-learning use, especially concerning training for the unemployed and workers in activity. Common research projects, carried on by public authorities and research centres aim at exploring specific dimensions of e-learning practices, such as the motivation of the participants to continue a course, barriers to the adoption, etc., and to draw some the conclusions useful for the general diffusion of the tools. Their exists a very differentiated uses of e-learning between institutions, reflecting both particular internal dynamics, and choices of platforms and, therefore, training strategies. We refer for the complete list to the "Virtual campus Initiatives list beneath this page.

Contributing to the development of e-learning is also very present in other universities, such that of Universiteit van Gent and Vrije Universiteit Brussels which collaborate very narrowly in the development of the open source e-learning platform called “Dokeos”. This platform has been based initially on the Claroline source code but is now having its own way. The Dokeos solution is currently used in many institutions, and is controlled at the present time by a private company based in Brussels. The software is targeted either to university and high schools uses but also other diversified customers (administrations, companies, projects, etc).

If the e-learning forms now part of the life of all the Belgian universities, this mode of training also gradually penetrated the activity of other training operators, such as the
organizations of vocational training. Those are often helped by the university research centers to develop their strategies, to conceive and coordinate projects, to provide support in the
development of contents.

The principal actors on the matter are the public organizations in charge of training for the unemployed. The practice of self-tuition indeed constitutes a traditional tool often used historically as a mean of training.
Since the end of the year 2006, the Walloon Agency of Telecommunication (AWT), became the public authority in charge of the global coordination of the e-learning offer for the Walloon region. The AWT carry on this activity within the framework of a regional program (program Prométhée II), whose objective is to develop economic activity through the ICT appropriation by the greatest number. This program gathers the DG of the research of the Walloon region (DGTRE), Forem and the Centers of competences specialized in ICT.

Similar strategies are also pursued by the VDAB – Vlaasmse Dienst voor Arbeidsbemiddeling in Beoepsopleiding – and the ORBEM – Office Régional Bruxellois de l’Emploi –, both in charge of training for the unemployed for the Flemish and Brussels region, although their specific contexts (in particular the kind of grid of centers of competences) differ. The platforms of development selected are also different (Lotus CMS for the VDAB; NetG for ,Brussels Formation (ORBEM)), which makes the exchange of contents difficult.

'''Connectivity'''

BELNET is the Belgian national research network that was established in 1993 as part of the Federal Science Policy Office. With its network, that has an extremely high capacity, BELNET guarantees Belgian universities, recognised research centers, and educational establishments the very best possibilities with regard to Internet connection and use of the research network. Since 1995, Belgian public bodies and departments can also make use of the services of BELNET.

At present, approximately 625.000 end users in more than 185 Belgian institutions have a high-speed Internet connection via BELNET.

In addition, BELNET manages the Belgian Internet exchange BNIX ("Belgian National Internet Exchange"). This node is a centralised infrastructure that enables Internet Service Providers (ISPs) active in the Belgian market to exchange traffic between one another. Thanks to BNIX, the traffic between Belgian Internet users does not have to make a detour over any foreign countries.

'''Relevant organisations'''

[http://www.restode.cfwb.be RESTODE] is the pedagogical server/portal, organised by the French Community of Belgium. It is the acronym for (in French) ''RÉSeau Télématique de l'Organisation Des Études'' (Telematic resources for the organisation of education) and contributes, through its own resources and the Internet, to the realisation and implementation of educational and pedagogical projects in the French Community’s educational field. One of its objectives is to encourage the development and use of ICT applied to education. It proposes among others to provide a data base with pedagogical documentation (pedagogical resources such as articles, a list of pedagogical servers by country and notebooks for different subject matters).

'''Source''' http://www.restode.cfwb.be

== ICT in education initiatives ==
'''ICT Initiatives in the French Community - 'The WIN Project''''

The Walloon government in June 1996 passed the Win Project (Wallonie Intra Net), initiated by the Ministry of National and Regional Development, Equipment and Transport. In July 1997, its implementation phase agreement was signed. In November of the same year, the telecommunications chapter of the ‘Complementary Regional Political Declaration’, published by the Walloon government in November 1997, introduced a very precise program of action, which aimed to develop the use of telecommunication services as well as the cultural integration of ICT into the social and economic life of Wallonia.

In February 1998, the Walloon Region signed an agreement of cooperation with the French Community and the German Community. The agreement was based on the following principles:
*Belgium is intent on boosting its economy;
*The development of telecommunications is a major objective of this policy;
*The effective implementation of this policy requires young people to be trained in the use of ICT;
*The use of ICT by students, within different schools, is a new resource for learning and a necessary condition for a policy of equity.

The agreement was thought to require the following to meet the imminent changes:
*Active support to be given to providing computer equipment throughout schools, so allowing each student to be trained in the use of ICT;
*The training of personnel, including one resource-person for each school;
*The establishment of educational servers so that each school has access to Internet;
*The establishment of one organization to supervise the deployment of equipment, and to ensure the development of this equipment. This work also required re-evaluating and renewing materials intended for teaching and learning purposes.

''ICT in Primary and Secondary Schools in Wallonia''

In 1998, Minister/President of the French Community both in Wallonia and in the Brussels Region finalised a plan to provide ICT facilities and the training of young people in the use of new information and communication technologies, through the famous Win Project (Wallonie Intra Net). A resource person for this purposes was appointed for each school in the both regions (Wallonia and Brussels) not only as a priority in boosting the economy, but also as compulsory incorporation into the education system. Therefore, the main aim is the determination to develop a policy that guarantees equal opportunities and ensuring that all pupils and students can secure access to ICT during the time of their education.

The strategy used is quite innovative. It is not the introduction of ICT as a core subject, but rather the incorporation of ICT into the vary many different subjects and disciplines, teacher training and other professional and vocational trainings, as well as the provision of multimedia equipments.

Each region, Wallonia and Brussels, provides computers and telecommunication equipments to their respective schools and the idea was that they were also going to maintain and provide insurance for them for three years against theft, damage and deterioration.

In Wallonia, this scheme was originally managed by the Ministry of Technical Equipment and Transport (MET) while in Brussels it was controlled by the Computer Center for the Region of Brussels (CIRB). The private partner in this initiative, Belgacom, offers preferential rates for internet access to schools via I-line.

The French Community continues to implement a scheme to provide all primary and secondary schools with enough multimedia and e-learning equipments. Since 2001, almost all primary and secondary schools in Wallonia have ICT and multimedia equipments. All secondary schools have also been able to secure free access to the internet via the Information Processing Centre’s intranet network and with the major help through a partnership with Belgacom. In 2000, there was an agreement between the French Community and Belgacom which sought to provide 1665 schools with an I-line for two years at an annual cost of EUR 245 and similar initiatives have continued to date making internet connection in secondary schools permanent.

An official training programme of computer science for primary school teachers already existed as far back as 1985 for teachers of grades 7 to 9 because the implementation of ICT programs in Belgium-French schools was given a high priority. Today, there is almost a 100% teacher computer knowlege for teachers in primary and secondary schools making the implementation and incorporation of ICT in teaching methodology for various subjects easier.

''The Cyber Media Center (CMC) Concept''

The Win Project supported the creation within each school of a Cyber Media Center fully equipped for individual and collective use for both students and teachers. The CMC is also equipped with projectors, video conference cameras to aid e-learning and distance education, a TV set, an Internet decoder as well as servers allowing access to the common internal network. It also made available a bank of CD-ROMs and other softwares including a web navigator and e-mail access for all students and teachers. The Win Project asked the schools in return to ensure that teachers are trained in the use of ICT and other multimedia equipments so that they can carry out ICT technical responsibilities within their respective schools. By the year 2000, most primary and secondary schools within Wallonia and the Brussels region already had an operational Cyber Media Center.

More information on ICT initiatives in schools can be found via the following links:
*http://www.namsmat.is/ranns/sites_ensk/chapter2.doc
*http://ddi.cs.uni-potsdam.de/HyFISCH/Informieren/politik/ICT_EN.pdf

=== Virtual initiatives in schools ===


* In Flanders:
** [[Bednet]] is a regional project in Flanders, Belgium, in which 6 to 18 year old children who are suffering from long term and chronic diseases can follow lessons and interact with their class through videoconferencing (from home or the hospital). Its predecessor is the [[ASCIT]] project.

* In Wallonia:
There have been numerous traditional virtual initiatives in the French-speaking part of Belgium since 1960. Interest in Open and Distance Education (ODE) in the French Community of Belgium is based on great importance that is place on education and training, especially on self-directed learning, where different objectives apply to both learners and trainers. Direct transmission of knowledge in physical campuses is no longer the most efficient way of training. Rather, self-learning has become a necessary innovation that infers cultural, social, organizational and technological levels of organization and companies. This self-learning process takes place in virtual schools and campuses with the use of sophisticated softwares and hardwares (telematics), traditional mail conveyed handbooks, internet and intranet blackboard learning systems, video/audio conferencing, etcetera.

Open and Distance Education is not new in Belgium, since as early as 1959, the Ministry of Education Le Service de L’Enseignement à Distance (SED) in the Belgian French Community, had already initiated self-learning through ODE. The aim is to democratize studies and life-long education and to prepare learners for examinations equivalent to the diploma of secondary education. The Open and Distance Education centre also offers services to children living outside of Belgium for the primary school level and to teachers continuing professional development. Courses also include computer literacy and languages. Special courses are also offered to address different target public special needs such as patients in hospitals and prisoners.

Learners are drawn from a variety of different categories of people including the unemployed, students, workers, teachers, military, prisoners, patients in hospitals, persons with disabilities and overseas Belgian citizens. About 200 courses are being offered by the institution. The center is involved also with a number of universities in research into the use of telematics for ODE. Examples of the partnership include the TELERGON project providing a course on management. The center also participates in the LEARN-NETT project. Current initiatives can be found via the following links:

http://www.cfwb.be/

For more information about distance education in wallonia, check the following link:

http://www.enseignement.be/index.php?page=24335&navi=72

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


Go to the [[Virtual Campuses in Belgium]] wiki page.

== Lessons learnt ==


=== General lessons ===

=== Notable practices ===


== References ==

Belgium:
# [http://en.wikipedia.org/wiki/Belgium Wikipedia on Belgium]
# [http://en.wikipedia.org/wiki/Communities%2C_regions_and_language_areas_of_Belgium Wikipage on the communities, regions and language areas of Belgium]
# [http://www.belgium.be/nl/Leren/onderwijs/hoger_onderwijs/ Information about Higher Education on Belgium.be]
# [http://en.wikipedia.org/wiki/List_of_universities_in_Belgium Wikipedia’s page on Belgium Universities and Colleges]
# [http://www.elearningeuropa.info/extras/pdf/virtual_models.pdf Studies in the Context of the e-learning Initiative: Virtual Models for European Universities Final Report to the EU Commission, DG Education & Culture (PDF - EN - 228 pages)], [http://ec.europa.eu/education/archive/elearning/doc/studies/virtual_annex_a_en.pdf Annex F Country profiles (PDF - EN - 200 pages)]

Flanders:
# [http://www.ond.vlaanderen.be/ The web site for the Ministry of Education and Training]
# [http://www.ond.vlaanderen.be/publicaties/eDocs/pdf/120.pdf “EDUCATION IN FLANDERS - The Flemish educational landscape in a nutshell”], PDF
# [http://www.ond.vlaanderen.be/publicaties/?get=int Publications in English on the website of the Ministry of Education and Training]
# [http://www.highereducation.be/home Higher Education in Flanders Register]
# [http://www.studyinflanders.be/ Study in Flanders]
# [http://www.nvao.net/introduction-accreditation Introduction to (initial) accreditation] (EN)
# [http://www.nvao.net/accreditation Accreditation] (EN)
# [http://www.nvao.net/download.php?id=495 Accredidation Framework for Flanders] (EN)
# [http://www.nvao.net/recognition-of-qualifications Automatic recognition of qualifications] (EN)
# [http://www.nvao.net/download.php?id=446 Joint declaration automatic recognition qualifications December 2005 (PDF)] (EN)

Other:
# For corporate e-learning there's the [http://www.be-odl.org Belgian network for Open & Distance learning (BE-ODL)]
# Interesting country reports concerning e-learning: [http://www.easy-elearning.net/downloads/e-learning_in_Belgium.pdf State of the art of e-learning in Belgium]

Wallonia:

'''Quality Assurance'''
'''Relevant documents'''
* [http://www.formadis.be/formadis07/uploads/smartsection/29_article4.pdf Quality Criteria As A Powerful Tool For Training, Awareness Raising And Evaluation – Ilustrations Through Contrasted Use (PDF – EN)], 2003, by Marianne POUMAY, University of Liège.
* [http://www.ciuf.be/cms/media/Higher_Education_CfB.pps Higher Education in the French Community of Belgium (PPT)], Statistics observatory; Higher Education Quality Evaluation Agency
* [http://www.reactionconference.ugent.be/Powerpoints/Marc%20Troch.ppt Comparative analysis of validation policies in France, Wallonia (PPT)], Higher Education, education for adults – comparison Flanders, Wallonia and France

'''Relevant sites'''
* [http://www.impeqes.be/ Initiative de Mise en Partage des Expériences Qualité dans l'Enseignement Supérieur (IMPEQES)]
*[http://www.publicquality.be PublicQuality.be] offers a Common Assessment Framework for public office which can be used as a self-assessment. ([http://www.publicquality.be/pubqual/joomla/index.php?option=com_docman&task=cat_view&gid=15&Itemid=79 documentation in English])
*[http://belgium.angloinfo.com/countries/belgium/schooling.asp AngloInfo (expat network): Education & Schooling in Belgium]

----

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Turkey

2011-08-11T11:49:14Z

Tom Levec: /* Virtual initiatives in schools */ typo

== Experts situated in Turkey ==



== Turkey in a nutshell ==

''Turkey'' (Turkish: '''Türkiye'''), known officially as the '''Republic of Turkey''' ('''Türkiye Cumhuriyeti''') is a Eurasian country that stretches across the Anatolian peninsula in western Asia and Thrace (Rumelia) in the Balkan region of southeastern Europe. Turkey is bordered by eight countries: [[Bulgaria]] to the northwest; [[Greece]] to the west; [[Georgia]] to the northeast; [[Armenia]], [[Azerbaijan]] (the exclave of Nakhichevan) and [[Iran]] to the east; and [[Iraq]] and [[Syria]] to the southeast.

[[Image:Turkey.gif|right|thumb|400px|Source : http://www.cia.gov]]
The Mediterranean Sea and Cyprus are to the south; the Aegean Sea and Archipelago are to the west; and the Black Sea is to the north. Separating Anatolia and Thrace are the Sea of Marmara and the Turkish Straits (the Bosporus and the Dardanelles), which are commonly reckoned to delineate the border between Asia and Europe, thereby making Turkey transcontinental.

The population of Turkey is around 71,892,808 - [https://www.cia.gov/library/publications/the-world-factbook/print/tu.html July 2008 estimate]

Due to its strategic location astride two continents, Turkey's culture has a unique blend of Eastern and Western tradition. A powerful regional presence in the Eurasian landmass with strong historic, cultural and economic influence in the area between Europe in the west and Central Asia in the east, [[Russia]] in the north and the Middle East in the south, Turkey has come to acquire increasing strategic significance.

Turkey is a democratic, secular, unitary, constitutional republic whose political system was established in 1923 under the leadership of Mustafa Kemal Atatürk, following the fall of the Ottoman Empire in the aftermath of World War I. Since then, Turkey has become increasingly integrated with the West through membership in organizations such as the Council of Europe, NATO, OECD, OSCE and the G-20 major economies. Turkey began full membership negotiations with the European Union in 2005, having been an associate member of the EEC since 1963, and having reached a customs union agreement in 1995. Meanwhile, as a Muslim-majority country, Turkey has continued to foster close cultural, political, economic and industrial relations with the Eastern world, particularly with the states of the Middle East and Central Asia, through membership in organizations such as the OIC and ECO.

The territory of Turkey is subdivided into 81 provinces for administrative purposes. The provinces are organized into 7 regions for census purposes; however, they do not represent an administrative structure. Each province is divided into districts, for a total of 923 districts.

Provinces usually bear the same name as their provincial capitals, also called the central district. Provinces with the largest populations are İstanbul (+12 million), Ankara (+4.4 million), İzmir (+3.7 million), Bursa (+2.4 million), Adana (+2.0 million) and Konya (+1.9 million).

The biggest city and the pre-Republican capital İstanbul is the financial, economic and cultural heart of the country.[ Other important cities include İzmir, Bursa, Adana, Trabzon, Malatya, Gaziantep, Erzurum, Kayseri, Kocaeli, Konya, Mersin, Eskişehir, Diyarbakır, Antalya and Samsun. An estimated 70.5% of Turkey's population live in urban centers. In all, 18 provinces have populations that exceed 1 million inhabitants, and 21 provinces have populations between 1 million and 500,000 inhabitants. Only two provinces have populations less than 100,000.

The population of Turkey stood at 71.5 million with a growth rate of 1.31% per annum, based on the 2008 Census. It has an average population density of 92 persons per km². The proportion of the population residing in urban areas is 70.5%. People within the 15–64 age group constitute 66.5% of the total population, the 0–14 age group corresponds 26.4% of the population, while 65 years and higher of age correspond to 7.1% of the total population. According to the CIA Factbook, life expectancy stands at 70.67 years for men and 75.73 years for women, with an overall average of 73.14 years for the populace as a whole

Turkey is officially a secular republic, with no official state religion; the Turkish Constitution provides the freedom of religion and conscience, but does not represent or promote a religion. The population of Turkey is predominantly Muslim (99%) - the majority are Sunni (75%) and a large minority are Alevi (15-25%). The small remainder of the population are mainly Christians and Jews.

== Education in Turkey ==

Education is compulsory and free from ages 6 to 15. The literacy rate is 95.3% for men and 79.6% for women, with an overall average of 87.4%. The low figures for women are mainly due to the traditional customs of the Arabs and Kurds who live in the southeastern provinces of the country.

The Turkish Education System was built in accordance with Atatürk's Reforms after the Turkish War of Independence. It is a state supervised system which was designed to create skillful manpower for the social and economic process of the country.

Public education in Turkey is divided into five stages: Preschool, primary, middle school, high school and university.
Education in Turkey has undergone many changes: there were many religious schools in Turkey but secular schools were set up under the contemporary Turkey education system which was established in 1924. Elementary school attendance was made compulsory and coeducational. Since the 1980s all children have been enrolled in school. However, pre-school is noncompulsory and mostly common in large cities. Primary school encompasses a five year program. The middle education program is coeducational as well. High school education is encouraged by restricting youth employments.

Apart from main public grammar schools, there also exist technical schools, domestic science training centers, teacher training, Islamic teacher training schools, commercial and agricultural schools and many other specialised training institutions. These specialised training institutions also include schools for children with disabilities and adult education.

The Turkish system mandates 8 years of primary education between the ages of 6 and 14, and in 2001 enrollment of children in this age range was nearly 100%. For 14-18 year olds three or more years of secondary education are available in public, distance-learning, and vocational high schools. About 95% of students attend public schools, but inadequacies of the public system increasingly motivate middle-class parents to seek private education.

In 2001 some 1,273 institutions of higher learning were in operation. Except for the Open Education Faculty (Turkish: Açıköğretim Fakültesi) at [[Anadolu University]], entrance is regulated by a national examination, ÖSS, after which high school graduates are assigned to the limited university space available, according to their performance. Annually, about 1.5 million students graduate from Turkish high schools.

In 2002, the total expenditure on education in Turkey amounted to $13.4 billion, including the state budget allocated through the [http://www.meb.gov.tr/english/indexeng.htm National Ministry of Education] and private and international fund. The government is gradually aiming at building more classrooms and increasing the number of trained teachers and hence, reducing the number of students per class from 50 to below 30. The government has also recently stressed the importance of foreign languages and computer skills as part of the curricula. Despite the presence of a large number of Higher Education Institions offering excellent facilities, new institutions are gradually being established to meet different needs.

=== Schools in Turkey ===
'''Prominent Private International Schools, Preschools, Primary & Secondary Schools"
*Eden's Garden International Preschool, Istanbul
**Nursery Program for children aged 1.5-3
**Preschool Program for children aged 3-6
**Summer Discovery camp for children aged 2-8
**Baby Ballet Playgroup for children aged 0-3
**All programs are taught in English.
*The British International School Istanbul
**Preschool Programme
**Primary School Programme
**Secondary School Programme
**Internationally recognised programmes following English National Curriculum, IGCSE and International Baccalaureate Diploma. All programmes are taught in English
*Bosphorus International Preschool
**Preschool programme in English
**A Turkish bilingual program is available to serve the needs of the bi-national students
*Istanbul International School
**K12 - kindergarten-playgroups
**Bilingual School (Turkish-English)
**Language Classes: Finnish, Korean, Spanish; Cambridge University International Exams; Weekend playgroups; Summer school - UK summer camps
*Atolye Preschool, Istanbul
**Preschool for children are between ages 2 and 5
**Full day and half-day programs with both English and Turkish classes offered
**There is also a toddler playgroup for the 0-2 age group held on Saturdays between 10:00-12:00
*Gence Preschool, Ankara
**Accepts students from age 2 to 6
**A curriculum concentrated on music (group and individual music courses), English learning and environmental awareness
**School hours 09:00 to 18:00. Half day program also available. Morning, evening snacks and lunch. After-school activities are also available for children from 6 - 9 years of age
*TEIS (The English International School of Istanbul)
**Currently accepting children aged 2 - 6 years
**TEIS follows a British style curriculum and system, incorporating the first two classes of Primary - Reception and Year 1
*Mor Kelebek House Preschool, Istanbul
**Toddler Program for children 0-2 years
**Preschool Program for children from 2-5 years
**Full day and half-day programs with both English and Turkish classes offered
*Binbir Çiçek Children`s House Montessori Preschool, Ankara
**Toddler Class (18 months - 3 years old)
**3 to 6 Years Old Children Montessori Classes
**Kids Club Classes, Gym Classes, Hobby Classes, Private English Classes
*PLUS International Preschool, Istanbul
**Classrooms are organized to facilitate students' learning through hands-on discovery, peer interaction, and the British Curriculum's Early Years Foundation Stage
**Program includes:
***Everyday half an hour kinaesthetic development with a Russian teacher conducting the lesson in Russian (Yoga, Pilates, Sport, Dance)
***Drama classes conducted in either English or French, twice a week
***Music lessons conducted in English using the ORFF music system, twice a week
For more information regarding the above range of schools, visit the following websites: http://www.learn4good.com/great_schools/for_children_in_turkey.htm

http://www.english-schools.org/turkey/

For websites of the English language schools in Turkey, follow the link below: http://www.eslbase.com/schools/turkey

'''Middle Schools'''

Middle school is a two years program between the ages of twelve and fourteen. This level is also coeducational and has been compulsory since 1972. Statistics have schown that middle schools are fewer in rural areas since authorities do not usually enforce middle school programs. Most students in rural areas have to move long distances to attend middle school programs in the city. Middle-school graduation is a prerequisite to access to general, vocational, and technical high schools, and is deemed advantageous for admission to many vocational training programs.


'''High schools'''

Secondary school education is free in public high schools but not compulsory. The Ministry of National Education supervises the rate of Turkey literacy. The types of high schools in the Turkish education system include:
* Public High Schools, the standard type which are more than 1,300 of them in the country and commonly known as lycées (general). Lycées are coeducational institutions offering three years of college preparatory programs. Most of them in the larger cities are bilingual, teaching subjects in Turkish and either English, French, or German. Some Lycées also present opportunities for education to three largely legally recognised minorities in Turkey, the Armenians, Greeks and Jews and classes are taught in Armenian or Greek. For a complete list of all public secondary and high schools in Turkey, click on the following Wikipedia link. It should be noted however that the list below is still incomplete and sources are not trustworthy.
http://en.wikipedia.org/wiki/List_of_high_schools_in_Turkey
* Anatolian High Schools which provide more lessons in a selected foreign language (English, German or French)
* Anatolian Imam-Hatip High Schools which have the same curriculum as Anatolian High Schools with lessons about religion
* Science High Schools focusing on science education
* Vocational High Schools, which focus on a certain type of profession (such as Tourism Vocational High Schools, Industrial Vocational High Schools and Electrical Vocational High Schools). In contrast to general education offered by the lycées, many of the vocational high schools offer four year programs. They include technical training schools for men, domestic schools for women, teacher training schools, auxilliary health care, commercial and agricultural schools, muslim teacher training schools and other specialised institutions.
* Imam-Hatip High Schools, a different type of general high school with lessons about religion
* and finally, ''Private High Schools'', which are established by private enterprises.

Some of the foreign high schools of good international standards operating in Turkey are:

*Alman Lisesi - Deutsche Schule, Istanbul

*American Collegiate Institute, Ozel Izmir Amerikan Lisesi, Izmir

*Istanbul International Community School, Istanbul

*Lycee Charles De Gaulle, Ankara

*Lycee de Galatasaray, Istanbul

*Lycee Francais Saint-Benoît, Istanbul

*METU Development Foundation School, Ankara

*Oesterreichisches St. Georgs-Kolleg, Istanbul

*Robert College of Istanbul, Istanbul

*TED Ankara Private School, Ankara

*Uskudar American Academy, Istanbul

*Uskudar Anadolu Lisesi, Istanbul

By the year 2007, there already 7934 High Schools operating in Turkey.

=== Further and Higher education ===
(again sourced from http://en.wikipedia.org/wiki/Education_in_Turkey)

After the national university entrance examination ÖSS (Turkish: Öğrenci Seçme Sınavı) organized by ÖSYM, if they succeed, students continue with their studies at a university.

Universities provide either two or four years of education for undergraduate studies. Some universities also ask for an additional year of English preparatory study to be completed before the start of studies, unless a proficiency examination is passed.

For graduate studies, a further two years are necessary, as is typical throughout the world.

There are around 820 higher education institutions (including over 100 universities) with a total student enrollment of over 1 million and number of students normally exceeds the number of seats.

Major universities are located in Istanbul and Ankara.

Tertiary education is the responsibility of the Higher Education Council, and funding is provided by the state for public institutions that make up the bulk of the tertiary education system.

To encourage higher education a law was passed in 1983 which prohibited the employment of youths younger than fourteen.

==== Universities in Turkey ====

In Turkey, the univeristy education system is very old and it dates back to 2000 B.C. when they were seen first time on the pages of history and from that period they were the part of three separate civilizations. Turkish universities are the part of modern civilization and the major universities are situated in Istanbul and Ankara. Undergraduate studies in Turkish Universities are mainly for two or four years whereas for graduate degree it's another two years. There are 118 universities in Turkey, which are classified as either public or foundational (private) and 373,353 students were graduated from these universities in 2006. Public universities typically charge very low fees and foundational are highly expensive with fees that can reach $15,000 per annum, and as such, a majority of students in tertiary education attend public institutions. Since 1998, universities have been given greater autonomy and were encouraged to raise funds through partnerships with industry.

The quality of education at the Turkish universities varies greatly, some providing education and facilities on par with internationally renowned schools (for the technical universities, often compared with the universities in the United States, as there are several Turkish universities regularly visited by the Accreditation Board for Engineering and Technology, the recognized U.S. accreditor of college and university programs, and their engineering programs deemed substantially equivalent to comparable programs at the U.S. universities), and these reflect as the popularity of a university in students' choices at the ÖSS examination.

Turkish universities actively participate in the Socrates - Erasmus program of the European Commission, aiming to increase student and academician mobility within the European Union, the European Economic Area countries, and other EU candidate states. An increasing number of Turkish university students complete a part of their studies abroad at other participating countries' universities, and Turkish universities receive students of the same status from abroad.

With the passage of law 2547, the rectors of all the public universities are appointed jointly by the faculty, Higher Education Council and the President of Turkey

Wikipedia reports in the [http://en.wikipedia.org/wiki/List_of_universities_in_Turkey List of universities in Turkey] that there are 146 universities and academies in Turkey:

* 102 of them are State Universities (two of which are institutes of technology, four of which are technical universities and one of which is an Arts and Music-only university)
* 24 private foundation universities
* 4 military academies
* 1 police academy.

Since the list is long and comprehensive we do not repeat it here. A shorter list is the list of the 18 members of IAU - this is repeated below (see http://www.unesco.org/iau/members_friends/mem_membinst1.html)

#Afyon Kocatepe Üniversity - http://www.aku.edu.tr/
#Akdeniz University - http://www.akdeniz.edu.tr/
#Ankara University - http://www.ankara.edu.tr/
#Atatürk University - http://www.atauni.edu.tr/
#Baskent University - http://www.baskent.edu.tr/
#Bogaziçi University - http://www.boun.edu.tr/tr-TR/Content/Default.aspx
#Canakkale (18th March) University - http://www.comu.edu.tr/
#Eastern Mediterranean University
#European University of Lefke
#Girne American University
#Hacettepe Üniversity - http://www.hacettepe.edu.tr/
#Istanbul Bilgi Universitesy - http://www.bilgi.edu.tr/
#Istanbul Technical University - http://www.itu.edu.tr/
#Mugla University - http://www.mu.edu.tr/
#Near East University
#Sakarya University - http://www.sakarya.edu.tr/
#Suleyman Demirel University - http://w3.sdu.edu.tr/
#Uludag Üniversity - http://www.uludag.edu.tr/

There are yet further lists at http://www.columbia.edu/~sss31/Turkiye/universite.html and on Yahoo at http://dir.yahoo.com/Regional/Countries/Turkey/Education/Higher_Education/Colleges_and_Universities/

A more comprehensive list including their websites can be found via the following Turkish university directory link
http://www.university-directory.eu/Turkey/Turkey-Universities.html

''Firat University Hospital''

The Firat University Hospital Center is one of the most important university centers in Turkey. This center came to existence through a protocol signed between the Ministry of Health and Firat University which took effect on 24th December 1984. It took off with the name Firat University Research and Application Hospital, while in 1997 the decision of the Senate changed the name to Firat University Medical Center. In 2008, the hospital's name was amended again to, "Firat University Hospital." Firat University Hospital today is a tertiary health care district hospital. In November 2008 Firat University Hospital had 46 professors, 64 associate professors, 41 assistant professors doctors, specialist doctors and 333 research assistants, including a total of 485 academic and 403 administrative staff, making a total of 888 staff. Other staff for cleaning and procurement are hired from personnel companies to the number of 170,800. The hospital has the following departments and units: Internal Medicine (General Internal Medicine, Rheumatology, Nephrology, Endocrinology, Gastoroentoroloji, Oncology), Dermatology, Infectious Diseases, Cardiology, Physical Medicine and Rehabilitation, Pediatrics, Neurology, Public Health, Family Medicine, Emergency Medicine, Psychiatry, Chest Disease, Forensic Medicine, radiodiagnostic, General Surgery, Ophthalmology, Pathology, Ear-Nose-Throat, Obstetrics & Gynecology, Orthopedics and Traumatology, Urology, Neurosurgery, Cardiovascular Surgery, Thoracic Surgery, Anesthesiology and Reanimation, Pediatric Surgery, Plastic and Reconstructive Surgery, Phycology, Biochemistry, Microbiology and Clinical Microbiology, Immunology, Medical Genetics, parasitology, and clinics Dallarlı Department of Nuclear Medicine, Intensive Care Center, Andrology Laboratory, Acupuncture Practice Lab, DNA Analysis Laboratory, Oncology Day Therapy Unit, Pharmacy, Blood Center, and service units such as the Sampling Unit, and there are twelve operating rooms. The emergency unit is available 24 hours. For more information, visit the website via the following link: http://ftm.firat.edu.tr/

==== Polytechnics, Academies and Institutes in Turkey ====
A list of some of the major polytechniques, vocational schools and institutes and their websites are found below:

*Academic Research Institute in Turkey - http://ccat.sas.upenn.edu/ARIT/
*Atatürk Teacher Academy - http://www.aoa.edu.tr/
*Beykoz Vocational School of Logistics - http://www.beykoz.edu.tr/
*Directorate General of Minerals - http://www.mta.gov.tr/v2.0/index.php
*Feza Gürsey Institute - http://www.gursey.gov.tr/
*Gebze Institute of Technology - http://www.gyte.edu.tr/
*Hacettepe University Ankara State Conservatory - http://www.konser.hacettepe.edu.tr/
*Izmir Institute of Technology - http://www.iyte.edu.tr/
*School of Sports Science and Technology | Hacettepe University - http://www.sbt.hacettepe.edu.tr/
*Turkish Academy of Sciences - http://www.tuba.gov.tr/
*Turkish National Police Academy - http://www.pa.edu.tr/
*Turkish Patent Institute - http://www.tpe.gov.tr/portal/default.jsp


==== Colleges in Turkey ====
Some of the very prominent colleges in Turkey and their websites include the following:
*Bogazici University, Business School -http://www.mgmt.boun.edu.tr/
* Graduate School of Business, Istanbul, Koc University -
http://web.ku.edu.tr/ku/index.php?option=com_content&task=view&id=1134&Itemid=2190
*Hisar School - http://www.hisarschool.k12.tr/
*Istanbul International Community School - http://www.iics.k12.tr/
*Istanbul Technical University - School of Textile Technologies and Design - http://www.tekstil.itu.edu.tr/
*Kemer Canadian High School Programme - http://www.kemer.k12.tr/
*School of Tourism and Hotel Management, Adnan Menderes University -
http://www.akademik.adu.edu.tr/yo/turizm/index.asp?lang=1


== Education reform ==
=== Schools ===

=== Post-secondary ===
Turkey is a full participant in the Bologna Process. For details of progress see the ''National Bologna Report of Turkey (2004-2005)'' at http://www.yok.gov.tr/duyuru/bolonya_sureci.doc

== Administration and finance ==
Good information regarding education administration and other general details for preschools, elementary schools and high schools in Turkey can be obtained via the following link: http://www.allaboutturkey.com/education.htm#primary
=== Schools ===

=== Post-secondary ===
(sourced from http://www.yok.gov.tr/duyuru/bolonya_sureci.doc)

The [[Council of Higher Education]] is the fully autonomous supreme corporate public body responsible for the planning, coordination, governance and supervision of higher education within the provisions set forth in the Constitution (Articles 130 and 131) and the Higher Education Law (Law No. 2547). It has no political or governmental affiliation.

The President of the Council is directly appointed by the President of the Republic from among the Council members. The day-to-day functions of the Council are carried out by a nine member Executive Board serving full-time, including the President and two Vice-Presidents and all elected from among its members.

The Interuniversity Council is an academic advisory body, comprising the rectors of all universities and one member elected by the senate of each university. In addition to those, the Turkish Rectors Conference acts in an advisory capacity to the President of the Council of Higher Education.

The Center for Student Selection and Placement, ÖSYM (to all higher education institutions) functions subject to the decisions of the Council of Higher Education including both Turkish and foreign nationals.

The Minister of National Education represents higher education in the Parliament and can chair the meetings of the Council but has no vote. The decisions of the Council and the universities are not subject to ratification except for the establishment of a new university or a new faculty within an existing university.

''However, a hidden or indirect governance of the state universities by the government stems from the public finance laws, which stipulate in minute detail the procedures to be followed in the preparation of annual budgets, procurement (including construction contracts), and auditing of expenditures, to which all public agencies are subject.''

This indirect governance also covers the allocation of both academic and administrative staff positions to state universities. Hence, state universities, being dependent on the governmental decisions on those two issues, do not enjoy financial and administrative autonomies.

'''Administrative and Research Organisations'''

The following organizations represent certain administrative organs of higher education or at least have some thing to do with higher educational research in Turkey. Their websites are also included.
*Istanbul Vocational School Concept - http://www.ikmyo.edu.tr/
*Organisation of the Black Sea Economic Cooperation (BSEC) - http://www.bsec.gov.tr/
*The Scientific and Technological Research Council of Turkey - http://www.tubitak.gov.tr/
*Turkish Astronomical Society - http://www.tad.org.tr/
*Sabanci University/Marie Curie Research Training Network (RTN) - http://www.sabanciuniv.edu/tr/anasayfa/anasayfa.php

'''Associations of Higher Education Institutions and Research'''

The following associations represent higher educational institutions and certain fields of research. Their websites are also available via the corresponding links.
*EurAsian Universities Union - http://www.euras-edu.org/
*Turk Matematik Dernegi (Turkish Mathematical Society) - http://www.tmd.org.tr/
*Turkish Social Science Association - http://www.tsbd.org.tr/
*Turkish Sociological Association - http://www.sosyolojidernegi.org.tr/
*Turkish University Rectors' Conference - http://www.yok.gov.tr/

'''Prominent Centers for Academic Research'''

The following centers represent prominent initiatives of academic research. Their websites are found in the corresponding links.
*Center for Strategic Research (SAM)
The Center for Strategic Research (Stratejik Arastirmalar Merkezi - SAM) is established to conduct research on international relations and regional studies. The Center examines international conflicts, makes scholarly and scientific assessments of relevant issues, and reviews Turkish foreign policy with a futuristic perspective. It is a consultative body with the responsibility of bringing to the attention of decision makers independent, unbiased views and findings from different sources. The Center is chartered by law and has been active since May 1995. More information can be found on their website - http://www.sam.gov.tr/default.php
*Continuing Education Center, Ankara University - http://www.ankusem.ankara.edu.tr/
*Istanbul Bilgi University, Center for European Studies, Dolapdere Campus - http://ces.bilgi.edu.tr/
*Istanbul Business Education Center - http://www.ibecedu.com/
* Marmara Research Centre (MRC) - http://www.mam.gov.tr/

== Quality assurance ==
=== Schools ===

=== Post-secondary ===

In 2004 it was noted (in the Bologna progress report that:

: By law, it is the responsibility of the [[Council of Higher Education]] and the Interuniversity Council to see to it that a national system of quality assurance with a structure and function comparable to its transnational counterparts is established and implemented. In their last meeting, both the Council and the Board have expressed their willingness to establish a national quality assurance system and re-acknowledged that the establishment of this action line has top priority in their agenda after being briefed about the existing practices by some higher education institutes in Turkey. It is expected that there will not be any need for a legislative change and, hence, the process will be completed before the 2007 ministerial meeting.

This is now seemingly set up. YÖDEK - The [[Commission of Academic Assessment and Quality Improvement in Higher Education (Turkey)]] - is now soon to be an Associate Member of [[ENQA]].

The Council of Higher Education has also issued a set of ''Regulations on Academic Assessment and Quality Improvement at Turkish Higher Education'' - http://yok.gov.tr/duyuru/academic_assestment.pdf.

Interestingly, and still unusually, the [[Council of Higher Education]] has issued a set of ''Regulations on Inter-University Distance Higher Education Based on Communication and Information Technologies'' - http://www.yok.gov.tr/english/distance.html

== Information society ==


== ICT in education initiatives ==
In 2004, the government of Turkey introduced educations reforms that were geared at preparing students for a modern future that is open to cultures of other people. A policy document for integrating ICT as an indispensable part of lifelong learning was adopted for schools from basic education (Grade 1 through to Grade 8) through primary to higher education. ICT initiatives that have been completed or in progress indicate that the government is committed to the use of ICTs for management, education and training purposes. By the year 2005, 15,350 ICT classrooms had been established already with distribution of hundreds of thousands of computers for both students and teachers, instructional administrative softwares, broadband internet access options like satelite and ISDN had been provided. More than 20,000 schools had internet connections already. ICT infrastructure and operation has significantly improved ever since then with almost all levels of education making use of computer-assisted and ICT based learning.

However, there are still issues in Turkey related to few computers to ensure complete integration of ICT in the school system. There are still slow internet connections with some providers and the lack of peripheral equipments in a few schools and insufficient software in the native language.
=== Virtual initiatives in schools ===
Distance education and virtual school initiatives only started in Turkey around 1982. However, the first first distance education notion was mentioned during a meeting in which the problems of education were discussed in 1927. Distance education was seen then on as a very important way of increasing the literacy rate of the people of Turkey. Today, there are several distance education and virtual school initiatives as well as virtual campuses in several universities in Turkey.

In 1992, Open Education Faculty (see the next heading on virtual initiatives in post-secondary schools) application is taken as a model by Ministry of National Education, Film, Radio and Television Education Directorate-FRTED to carry out secondary education level of distance education. Between 2nd June and 5th June 1992, 44.151 students enrolled to the Open High School-OHS, the first virtual school initiative in Turkey, and education started in 1992-1993 school year.

In the following years the number of students increased, in 1995-1996 school year 1st semester, the number was 71.309 and in 1996-1997 educational year 90.000 students. There were more than 1,300,000 in 2008/2009. Similar to Open Education Faculty, Open High School also made use of printed material, television and radio programmes as the educational components of the system. The reasons of this increase in the number of OHS students are the removal of the exams for the graduation from normal high schools and vocational high schools without attending the courses in 1993-1994 school year and closing of "Evening Lycees".

Examples of virtual education initiatives in schools include:

*[[Open Primary Education School]]

*[[Open High School Turkey]]

*[[Open Vocational High School]]

''Non-Formal Education''

Nonformal education is one of the two components of the national education system. This component is for those who never received any formal education, those with a certain skill and ability who are currently enrolled in a formal education program, and those who left the formal education program without receiving a degree. Some of these non-formal educational programs are run in the form of distance education with virtual campuses in different cities while others have to attend classes in a specified institution.

The objectives of Turkey's nonformal education program are to teach reading and writing to adults who have not mastered these skills; to provide these individuals basic knowledge and, if they attended any formal education program, to build on the knowledge base of the last level they attended; and to create new opportunities that will help them earn a living. The program also explains and promotes Atatürk's reforms and principles to further develop the country's sense of national unity and solidarity. It is concerned with educating this segment of the population about new agricultural and industrial technologies and techniques so the standard of living can be improved.

Nonformal education has two components: general and vocational technical nonformal education programs. Institutes providing nonformal education include:
*Practical arts schools for girls
*Advanced technical schools for girls
*Industrial practical arts schools
*Technical education centers for adults
*Public education centers
*Apprenticeship training centers

The programs may be classified as public education, apprenticeship training, and distance education. Most of the public education programs and activities take place in formal education centers. Any individual, regardless of age or educational background, can enroll in literacy courses, vocational courses, and social and cultural courses that are offered in many of the formal education buildings.

Apprenticeship training is available to 14-19 year olds who have not received formal education, to those who completed the 8 year compulsory program but were not eligible to continue their formal education, and to those who never completed the required formal education program. Individuals between the ages of 14 and 19 who have complete the primary education program may enter a 3 to 4 year apprenticeship training program. The apprentices attend training centers one day each week for eight to ten hours of training each time. Those who complete the training program may take the journeyman examination. If they pass the examination, they receive a journeyman certificate and may take the master's examination after three years of work experience if they continue mastership training.

Every Turkish citizen may participate in distance education courses. Beginning in 1997 when the compulsory primary education program was extended from five to eight years, open primary education school programs were available for those who, under the previous national education program, had completed the required five-year program but not continued for the then optional three-year middle school program. This open primary education program allows individuals to compete the compulsory eight-year primary program. The open education high school program is available to three groups of students: those who are unable to continue their formal education, those who too old to continue in the formal education program, and those who are currently enrolled in a formal education program who prefer to complete their formal education via distance learning.

In addition to these nonformal education programs, Turkey provides educational and training services to Turkish citizens living aboard. Turkish educational consultancies in twenty-one locations and educational attaches oversee these programs. In 1999, almost 800,000 Turkish students received education abroad; over 1,000 teachers were sent from Turkey to provide the necessary instruction.

=== Virtual initiatives in post-secondary education ===
This first distance education application was initiated at Ankara University, the Faculty of Law, The Research Institute of Bank And Trade Law, in 1956. In this application, the personnel in the banks were educated through letters. In 1961, The Center For Education Through Letters was established as a sub organization of the Ministry of National Education and preparation courses were given to people who wish to complete their secondary education without physically attending courses.

Later on in 1975 and 1978 draft law proposed the establishment of "Open University", however it was not accepted. In other words, in Turkey, "Education Through Letters" (called in Turkish as being YAY-KUR) application started as a correspondence education. As an alternative to the traditional education however required efficiency and success was not achieved.

In 1970s', Eskisehir Economics and Commercial Academy, The Institute for Education Through Television became a pioneer in the area. In 1981, a campaign was started to reduce illiteracy rate in Turkey by government. In this attempt, television was an important education tool. The application achieved a considerable success and literacy rate increased. In the same year, Turkish Higher Education Council gave an opportunity to apply distance education at Turkish Universities. After these years, the developments have been faster, better planned and more scientific, more functional and more effective. In November 1981, Anadolu University was given the mission to carry out distance education application.

Therefore, Open Education Faculty-OEF- was organized and 29.479 students were enrolled to Economics and Business Administration Programs. Initially, this application had a target to reach students through printed materials, television programmes and face-to-face academic tutorials. Later on these educational components were extended to the use of video, computer, radio and newspaper, videoconference, etc. Later on, in 1993, the services Open Education Faculty offered were reorganized. With this reorganization Economics and Business Administration Programs were changed into Faculties of Management and Economics that are based on distance education method. Open Education Faculty continued to give two-year pre-licence education to its students.


'''Anadolu University'''

[[Anadolu University]] offers several e-learning services, including audio books, on-line resources, actual distance learning.

'''Avicenna Project'''

Avicenna is an ambitious virtual campus in higher education project, managed by UNESCO and co-financed by the European Commission (European EUMEDIS programme) in order to produce and adapt training distance modules within 15 European and Mediterranean Universities members, sharing best practices and pedagogical innovation through a network of E-learning centers. For more details see http://www.unesco.org/new/en/natural-sciences/science-technology/sti-policy/avicenna-virtual-campus/

The project aims at creating a self-sustainable virtual campus, based on cooperation among institutions of higher education in [[Algeria]], [[Cyprus]], [[Egypt]], [[France]], [[Italy]], [[Jordan]], [[Lebanon]], [[Malta]], [[Morocco]], [[Palestine]], [[Spain]], [[Syria]], [[Tunisia]] and ''[[Turkey]]''. Installation of adequate infrastructure and intensive training of trainers are the crucial requirements of implementation of the project. The nodes of the network, the AVICENNA Knowledge Centers (AKCs), will be installed in each partner institution to support a Euro-Mediterranean network for ODL services, including production and delivery. Pedagogical resources will be stored and managed into the “Avicenna virtual library”, which forms a network knowledge data-base of pedagogical resources, tools and knowledge.

The project is dedicated to accelerating the adoption and best use of ICT-assisted Open Distance Learning (ODL) Demand for ODL in the target Universities and societies already exist. The project aims at establishing adequate local infrastructures and to transfer best practice and professional know-how within target universities. The project is named after Ibn Sina (981-1037 Ad) the most famous philosopher of his time.

For more detailed information about the project please refer to the Avicenna page on UNESCO.

'''Istanbul Technical University'''

Istanbul Technical University (ITU) established a distance learning centre in 1996. Web-based distance teaching projects have recently become an integral part of the ITU educational system. For more details see the article ''Turkey's eLearning Future'' in ''Checkpoint eLearning'' at http://www.checkpoint-elearning.com/article/1098.html

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===
The Ministry of National Education Turkey partnered with Microsoft Turkey and Idea e-Learning Solutions to develop a regional and online training programme to reach the 600,000 teachers in the school system who needed convenient, accessible IT training. See http://download.microsoft.com/download/1/d/4/1d47d31f-1ee4-4610-ad02-f171ed00847d/Turkey_PiL_Customer_Evidence_FINAL.pdf.

== Lessons learnt ==

== References ==
Helen Chapin Metz, ed. Turkey: A Country Study. Washington: GPO for the Library of Congress, 1995.

http://countrystudies.us/turkey/50.htm

Turkey Academic Institutions Directory - http://www.university-directory.eu/Turkey/Turkey.html

http://www.learn4good.com/great_schools/for_children_in_turkey.htm

http://en.wikipedia.org/wiki/List_of_high_schools_in_Turkey

http://www.midasebook.com/dosyalar/AOLING_PDF.pdf

http://maol.meb.gov.tr/English_Site/Meslek_Eng_AnaSayfa.html

http://www.unicef.org.tr/en/content/detail/57/appendix-the-formal-education-system-2.html


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

[[Category:Turkey]]


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[[Category:Countries with Programmes]]

South Africa

2011-08-11T10:40:50Z

Tom Levec: /* References */ added reference

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

''by Nikki Cortoos'' 

== 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.

=== 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.

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

=== Virtual initiatives in schools ===


'''[[iSchoolAfrica]]''' is an Apple project which provides each participating school with 1 mobile classroom containing 12 MacBooks, 12 video cameras and 1 projector. The mobile classroom, which fits into a secure, mobile case, is a way of deploying scarce resources and can be moved from classroom to classroom.
Each MacBook comes preloaded with the iLife suite of applications - allowing learners to make movies, music, websites etc. A trainer, the iSchoolAfrica facilitator (iSf), works with teachers in the classroom. The combination of mobile classroom and facilitator encourages teachers to develop confidence and competence, so that gradually teachers can start to use technology independently in the classroom.

The iSf identifies and trains the most committed and capable teacher in each school to become a resident facilitator, who takes over the facilitation and becomes responsible for lesson plan development and integration. The focus of the programme is learning and teaching, not tools, nor infrastructure.

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.

Member schools and sponsors:
Gauteng:
Peermont School Support Programme Corporate Sponsorship Schools:
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

Mini SA Corporate Sponsorship Schools:
Jeppe High School for Girls, Kensington
National School of the Arts, Braamfontein
Buhlebuzile Secondary School , Thokoza

Rio Corporate Sponsorship Schools:
Alabama Combined School, Klerksdorp
Are Fadimeheng Secondary, Klerksdorp
Technical High School, Klerksdorp
Sacred Heart College
Zonkizizwe Secondary, Katlehong
Kingsmead College, Rosebank

North-West
Bakubang Economic Development Unit Corporate Sponsor
BEDU Schools

Western Cape
Khanya: Western Cape Education Department Technology in Education Project Sponsored Schools:
Wynberg High School
Cedar High School

Eastern Cape, North-West and Limpopo
Sponsored schools:
Hatlani Muyexe Secondary, Muyexe
Dysselsdorp Secondary, Dysselsdorp
Gaoplotlake Secondary North-West

'''The South Africa Virtual School'''

The South Africa Virtual School is a partnership between the Personal Learning Center International of the state of Illinois in the United States and TMA, a service company in Mozambique and South Africa that offers a wide range of services to its clients. For more details, visit [[South Africa Virtual School]].

'''Thuthong Education Porta'''l
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/

=== 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?]

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South Africa

2011-08-11T10:38:29Z

Tom Levec: /* ICT in education initiatives */ added ICT initiatives in South Africa

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

''by Nikki Cortoos'' 

== 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.

=== 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.

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

=== Virtual initiatives in schools ===


'''[[iSchoolAfrica]]''' is an Apple project which provides each participating school with 1 mobile classroom containing 12 MacBooks, 12 video cameras and 1 projector. The mobile classroom, which fits into a secure, mobile case, is a way of deploying scarce resources and can be moved from classroom to classroom.
Each MacBook comes preloaded with the iLife suite of applications - allowing learners to make movies, music, websites etc. A trainer, the iSchoolAfrica facilitator (iSf), works with teachers in the classroom. The combination of mobile classroom and facilitator encourages teachers to develop confidence and competence, so that gradually teachers can start to use technology independently in the classroom.

The iSf identifies and trains the most committed and capable teacher in each school to become a resident facilitator, who takes over the facilitation and becomes responsible for lesson plan development and integration. The focus of the programme is learning and teaching, not tools, nor infrastructure.

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.

Member schools and sponsors:
Gauteng:
Peermont School Support Programme Corporate Sponsorship Schools:
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

Mini SA Corporate Sponsorship Schools:
Jeppe High School for Girls, Kensington
National School of the Arts, Braamfontein
Buhlebuzile Secondary School , Thokoza

Rio Corporate Sponsorship Schools:
Alabama Combined School, Klerksdorp
Are Fadimeheng Secondary, Klerksdorp
Technical High School, Klerksdorp
Sacred Heart College
Zonkizizwe Secondary, Katlehong
Kingsmead College, Rosebank

North-West
Bakubang Economic Development Unit Corporate Sponsor
BEDU Schools

Western Cape
Khanya: Western Cape Education Department Technology in Education Project Sponsored Schools:
Wynberg High School
Cedar High School

Eastern Cape, North-West and Limpopo
Sponsored schools:
Hatlani Muyexe Secondary, Muyexe
Dysselsdorp Secondary, Dysselsdorp
Gaoplotlake Secondary North-West

'''The South Africa Virtual School'''

The South Africa Virtual School is a partnership between the Personal Learning Center International of the state of Illinois in the United States and TMA, a service company in Mozambique and South Africa that offers a wide range of services to its clients. For more details, visit [[South Africa Virtual School]].

'''Thuthong Education Porta'''l
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/

=== 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]

* 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?]

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South Africa

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Tom Levec: /* Virtual initiatives in schools */ added south africa virtual school

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

''by Nikki Cortoos'' 

== 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.

=== 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.

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 ==

=== Virtual initiatives in schools ===


'''[[iSchoolAfrica]]''' is an Apple project which provides each participating school with 1 mobile classroom containing 12 MacBooks, 12 video cameras and 1 projector. The mobile classroom, which fits into a secure, mobile case, is a way of deploying scarce resources and can be moved from classroom to classroom.
Each MacBook comes preloaded with the iLife suite of applications - allowing learners to make movies, music, websites etc. A trainer, the iSchoolAfrica facilitator (iSf), works with teachers in the classroom. The combination of mobile classroom and facilitator encourages teachers to develop confidence and competence, so that gradually teachers can start to use technology independently in the classroom.

The iSf identifies and trains the most committed and capable teacher in each school to become a resident facilitator, who takes over the facilitation and becomes responsible for lesson plan development and integration. The focus of the programme is learning and teaching, not tools, nor infrastructure.

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.

Member schools and sponsors:
Gauteng:
Peermont School Support Programme Corporate Sponsorship Schools:
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

Mini SA Corporate Sponsorship Schools:
Jeppe High School for Girls, Kensington
National School of the Arts, Braamfontein
Buhlebuzile Secondary School , Thokoza

Rio Corporate Sponsorship Schools:
Alabama Combined School, Klerksdorp
Are Fadimeheng Secondary, Klerksdorp
Technical High School, Klerksdorp
Sacred Heart College
Zonkizizwe Secondary, Katlehong
Kingsmead College, Rosebank

North-West
Bakubang Economic Development Unit Corporate Sponsor
BEDU Schools

Western Cape
Khanya: Western Cape Education Department Technology in Education Project Sponsored Schools:
Wynberg High School
Cedar High School

Eastern Cape, North-West and Limpopo
Sponsored schools:
Hatlani Muyexe Secondary, Muyexe
Dysselsdorp Secondary, Dysselsdorp
Gaoplotlake Secondary North-West

'''The South Africa Virtual School'''

The South Africa Virtual School is a partnership between the Personal Learning Center International of the state of Illinois in the United States and TMA, a service company in Mozambique and South Africa that offers a wide range of services to its clients. For more details, visit [[South Africa Virtual School]].

'''Thuthong Education Porta'''l
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/

=== 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]

* 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?]

----

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[[Category:South Africa]]
[[Category:Africa]]


[[Category:Southern Africa]]
[[Category:Southern African Development Community]]
[[Category:G-20 countries]]
[[Category:Commonwealth countries]]

[[Category:Countries in merged template| Delete all text from/including the bar to/including this asterisk *]]
[[Category:VISCED]]


[[Category:Country reports]]
[[Category:Countries with Programmes]]
[[Category:Wikieducator for more]]

Open Access College

2011-08-10T13:03:18Z

Tom Levec: Added Open Access College for Category of virtual schools for australia

The ''Open Access College School of the Air'' (OAC) supports interactive distance education of geographically remote and isolated students all accross Australia and admits students from Year 7. They consider themselves as leaders in flexible and online learning.

The Open Access College is an innovative South Australian Government distance education school offering students care and attention in a supportive environment. They provide learning opportunities for students who are unable to attend a local school or access curriculum in their own school.

Over 2500 students from reception to year 12, including adult re-entry, enrol with the Open Access College annually. Their flexible approach to teaching enables students to achieve their best while taking responsibility for their own learning. By studying with the Open Access College students develop the motivation and skills for lifelong learning.

They make use of broadband internet and a virtual classroom using a central software. Learning by distance at the Open Access College occurs in a variety of ways. They have developed and use a range of teaching and learning methods, including:
*Broadband internet virtual classrooms
*Telephone or online lessons in small groups
*Specialised course booklets
*Custom designed support materials including DVDs, CDs and activity kits
*Face-to-face workshops, mini schools, camps and excursions
*Visits from teachers

Communication between students and teachers is via post, email, phone or fax.

The Open Access College caters for students unable to either attend a local school or access curriculum in their own school. The Port Augusta campus caters for reception to year 7 and the Marden campus for reception to year 12 students.

The Open Access College has its main campus at Port Augusta, commonly known as Campus of the Open Access College of Distance Education. It also has another campus at Marden in Adelaide.




The Open Access College's website is http://www.openaccess.edu.au/index.html











----
> [[Australia]]


[[Category:Australia]]



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

Australia

2011-08-10T12:42:27Z

Tom Levec: /* Virtual initiatives in schools */ Added Open Access School of the Air

{{SimilarName|[[Athabasca University]] (AU) in [[Canada]] or [[Aarhus University]] (AU) in ([[Denmark]])}}



== Experts situated in Australia ==

Please check the [[Advisory Committee|International Advisory Committee]] list for members in Australia

== Australia in a nutshell ==


''Australia'' is a country occupying a whole continent in the southern hemisphere with neighbouring countries including Indonesia, East Timor, and Papua New Guinea to the north, the Solomon Islands, Vanuatu, and New Caledonia to the north-east, and New Zealand to the south-east.

For around 40,000 years before European settlement commenced in the late 18th century, the Australian mainland and Tasmania were inhabited by around 250 individual nations of indigenous Australians. After sporadic visits by fishermen from the immediate north, and European discovery by Dutch explorers in 1606, the eastern half of Australia was claimed by the British in 1770 and initially settled through penal transportation to the colony of New South Wales, founded on 26 January 1788. The population grew steadily in the following years; the continent was explored, and during the 19th century another five largely self-governing Crown Colonies were established.

[[Image:Australia_states.JPG|right|thumb|350px]]
In 1901, the Commonwealth of Australia was born when the colonies became a federation.

Australia is comprised of six states, plus two major mainland territories and several minor territories including islands. The states are New South Wales (NSW), Queensland, South Australia (SA), Tasmania, Victoria, and Western Australia (WA). The two major mainland territories are the Northern Territory and the Australian Capital Territory (ACT). The national’s capital city is Canberra located in the ACT which is between NSW and Victoria.

Australia is a constitutional democracy based on a federal division of power – that is the states have control over some portfolio matters. The form of government in Australia is a constitutional monarchy with a parliamentary system of government. Queen Elizabeth II is the head of the country and is represented by the Governor-General at federal level and by the Governors at state level.

There are three levels of Australian government: Australian (Federal), state and territory and local.

Australia has a population of over 21 million according to the [https://www.cia.gov/library/publications/the-world-factbook/print/as.html CIA Factbook]with the largest population concentrated around the mainland cities of Sydney, Melbourne, Brisbane, Perth and Adelaide.

Australia is a multicultural country with its residents coming from every part of the world. Australia is a federation of states/territories and so contains similar political and organisational challenges to many regios which are federations of states/territories or countries.

It could be argued that the relevance of Australia is mainly to the larger nations of the European Union, yet since it has a states structure as well the relevance is wider, in fact to all nations large and small. It should also be noticed that most Australians now see themseleves as being in the Asia-Pacific region. This regional relationship is very important now in Australia.

== Education in Australia==

Education in Australia is primarily the responsibility of states and territories. However the administration and financing of education in Australia is shared between the Australian Government and the Australian states and territories. The nature of the arrangements depends on the educational sector and legislative responsibilities.

Consultation between the Australian Government and the states and territories takes places through the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)].

The Australian Government’s education policy focuses on:
* Improving learning outcomes
* Implementing a national school curriculum
* Increasing school retention rates
* Providing more funding for education and research.
The policy was released in 2007 when the Australian Labor Party (ALP) was still in opposition prior to forming government in late 2007.

For further information see: http://www.alp.org.au/download/now/education_revolution_r1.pdf

The ALP was succesful in obtaining power in November 2007. The government's productivity agenda includes education, training, skills and early childhood as key elements. The Council of Australian Governments (COAG) have agreed to a new model of cooperation on a number of matters of which productivity is one.

The states and territories are primarily responsible for policy and administration of school education. The Australian Government provides funding and co-ordination.
Support is provided through:
* general recurrent, capital and targeted programs
* policy development
* research and analysis of nationally significant education issues.

A key priority of the current Australian Government is to provide a national consistent school system. That is agree on a common starting age, common national testing in key subject areas, consistency in curriculum outcomes, and a common information system for the transfer of student data when students move interstate.

The states and territories are responsible for:
* organisation, funding and delivery of school education
* non-government schools registration, inspection and supplementary funding
* determines its own policies and practices on organisation of schooling, curriculum, course accreditation, student assessment and certification.

Each state and territory has its own education department and agencies which are responsible for publicly-funded education.

Curriculum and assessment is underpinned by the ''National Goals for Schooling in the Twenty-first Century'' which focuses on the learning outcomes for students and provides a framework for national reporting on student achievement. The National Goals for Schooling have been agreed by all education ministers.

See: http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for_schooling_in_the_twenty_first_century.htm

Generally, education in Australia follows the three-tier model which includes primary education (primary schools), followed by secondary education (secondary schools/high schools) and tertiary education (universities and/or TAFE (Technical and Further Education Colleges)).

Education is compulsory up to an age specified by legislation; this age varies from state to state but is generally 15-17, that is prior to completing secondary education. Post-compulsory education is regulated within the Australian Qualifications Framework, a unified system of national qualifications in schools, vocational education and training (TAFE) and the higher education sector (university).

The academic year in Australia varies between states and institutions, but generally runs from late January until mid-December for primary and secondary schools and TAFE colleges, and from late February until mid-November for universities.

=== Schools in Australia ===

For a list of all schools in Australia including their location and websites, visit the following link:

http://en.wikipedia.org/wiki/Lists_of_schools_in_Australia

There are three levels of school education, primary, secondary and senior secondary.

'''Pre-school and Primary School'''

Primary school is from year 1 to year 6 or 7, with the emphasis being on developing English language and literacy skills, numeracy and basic mathematics as well as health and creative activities. There are no formal examination requirements and students progress to secondary education, on the recommendation of the teacher in consultation with the parents, at the completion of primary schooling.

Pre-school in Australia is relatively unregulated, and is not compulsory. The first exposure many Australian children have to learn with others outside of traditional parenting is day care or a local government run playgroup. This type of activity is not generally considered schooling. Pre-school education is separate from primary school in all states and territories except Western Australia and Queensland, where pre-school education is taught as part of the primary school system.

Pre-schools are usually run by local councils, community groups or private organizations except for the Northern Territory and Queensland where they are run by the Territory and State Governments respectively. Pre-school is offered to three- to five-year-olds, although attendance numbers vary widely (from 50% in New South Wales to 93% in Victoria). The year before a child is due to attend primary school is the main year for pre-school education. This year is far more commonly attended, and usually takes the form of a few hours of activity five days a week.

'''Secondary, Senior Secondary/High Schools and Colleges'''

Secondary education is from year 7 or 8 to year 10. Core subjects are taught for the first two years and a selection of electives are introduced thereafter.

Senior secondary covers year 11 and 12 and a range of programs are offered aimed at preparing students for future study and work life. The Senior Secondary Certificate of Education is awarded to students who have successfully completed year 12.

However, the years for both secondary and senior secondary schools in Australia do in fact vary from state to state. In territories such as Tasmania and the Astralian Capital Territory, the term ''High School'' is used to refer from years 7-10 while it is substituted by the term ''College'' from years 11-12. Following reforms of the Labor Government in the late 1980's and the early 1990's, the term ''secondary college'' has largely replaced the term ''high school'' in the territory of Victoria. Some schools in Victoria such as Melbourne High School have retained the term ''high school''. Others have dropped the word 'secondary' and are simply referred to as '''colleges'.''

In New South Wales, the last year of high school, year 12, is known as the Higher School Certificate (HSC) while years 11 and 12 in Victoria are known as the Victorian Certificate of Education (VCE). There are various other similar names in other states.

The first examination mark for a student in New South Wales and a combination of examination marks and coursework in other states, excluding Queensland, are indexed into the Australian Tertiary Admission Rank (ATAR). This index is usually the sole factor considered when applying for university courses. The ATAR was only introduced in 2009 in New South Wales, and previously each state calculated its own final high school rank, such as the Universities Admission Index (UAI) in New South Wales and Equivalent National Tertiary Entrance Rank (ENTER) in Victoria.

Victorian students also have an opportunity to complete a high school qualification under the Victorian Certificate of Applied Learning which gives students practical experience in a trade or workplace. This qualification generally leads students into a trade.

Generally, lower secondary education (Years 8 – 10) maintains continuity of learning in the learning areas and enables students to concentrate on the development of knowledge and skills in accordance with their personal learning goals and needs. Students are provided with opportunities to participate in enquiry based learning, innovative thinking, problem solving and decision making.

Senior secondary education (Years 11 and 12) provides students with a wide range of programs to ensure they are well placed to qualify for secondary graduation and to gain University or TAFE entrance or employment. The students undertake the Western Australian Certificate of Education (WACE) and have the opportunity to pursue subjects of their choice in greater depth.

Teachers design educational programs to suit the learning needs of their students. Educational standards are maintained with state and nation wide testing.

The school year consists of two semesters divided into two terms each. The school day commences at approximately 9.00am and concludes between 3.00 and 3.30 pm

Government schools welcome students from other countries. They strive to ensure their learning experiences are both stimulating and educationally rewarding and the students enjoy their life in a different cultural environment.

Schools in Australia can be classified according to sources of funding and administrative structures. There are three such categories in Australia: Public Schools (also known as 'Government' schools or 'State' schools), Independent Schools (informally known as 'private' schools) and Catholic schools.

School is compulsory in Australia between the ages of six and fifteen, depending on the state and date of birth, with, in recent years, over three quarters of students staying on until they are eighteen. Government schools educate about two thirds of Australian students, with the other third in independent schools, a proportion which is rising in many parts of Australia.

Government schools are free, while independent schools, both religious and secular, charge fees. Regardless of whether a school is government or independent, they are required to adhere to the same curriculum frameworks. Most school students, be they in government or independent school, usually wear uniforms, although there are varying expectations and some Australian schools do not require uniforms.

'''Government (or state) schools'''

Government or state schools are run by the local state or territory government. They do not charge compulsory fees, with the majority of their costs being met by the relevant government, and the rest by voluntary levies and fund raising activities.

Government schools are of two types: open and selective. Open schools accept all students from their government defined catchment areas. Selective government schools mostly cater for academically gifted students (the top 5 percent), although there are performing arts and sports schools. Almost all selective schools are in [http://www.schools.nsw.edu.au/gotoschool/types/selectiveschools.php New South Wales], though a few exist in other areas. For example Victoria has 2 selective entry high schools for students in year 9 -12.

Selective schools are more prestigious than open government schools, and generally achieve better results in the school-leaving exams than independent or open government schools. Entry to selective schools is often highly competitive these schools cater to a large geographical area.

'''Independent and Catholic schools'''

Most Catholic schools are either run by their local parish and/or by each state's Catholic Education Commission.

Independent schools enroll about 14% of students. These include schools operated by religious groups and secular educational philosophies such as Montessori.

All independent schools charge tuition fees. Government funding for independent schools often comes under criticism from the Australian Education Union and the general public.

Private schools have better infrastructures, facilities, higher paid teachers, prestige and social status as well as a better educational environment. They focus on extra-curricular activities such games and sports, other activities alongside better education. Private schools are considered a very important part of the Australian school system because of their quality. They get funded by the government and students still have to pay a very high tuition, making them more expensive than the government schools.

Some of the best private schools in Australia include Anglican Grammar School, Canberra Grammar School, Saint Hilda’s School, etc. Other good private schools are mostly found in major cities such as Canberra, Adelaide, Perth, Sydney, Melbourne and Brisbane. Usually, there is tough competition enrolling in private schools and both parents and students have to meet specific eligibility requirements before applying, which normally vary from school to school and from class to class. Besides educational requirements, the students may also have to appear for a written test.

Amongst other subjects, main courses offered in Australian private schools include English, the language other than English, Math, Science, Art, Social & Environmental Studies, Technology, Personal Development, Health and Physical Education. Some private schools at the senior secondary level offer specialization in particular areas. For a list of all the private schools in Australia, visit http://www.indiaedumart.com/australia-education/schools/private-schools/

== Further and Higher education ==
The Australian Government has significant financial and policy responsibility for higher education, while state and territory governments retain major legislative responsibility. At the national level higher education policies and programs are administered by the Department of Education, Employment and Workplace Relations – DEEWR . The provision of government funding is outlined in the Higher Education Support Act 2003.

See: http://www.mceetya.edu.au/mceetya/default.asp?id=11408

The Australian Government also provides substantial funding to the higher education sector in support of research through various grants and programs:
* Institutional Grants Scheme
* Research Infrastructure Block Grants
* Australian Postgraduate Awards
* Research projects administered by the Australian Research Council (ARC)
* National Health and Medical Research Council (NHMRC).

'''Vocational education and training'''

The Australian Government contributes about one-third of government funding for vocational education and training, with the other two-thirds coming from state and territory governments.

Australia’s vocational education and training (VET) system is built on a partnership between governments and industry. Industry representatives and employers play a key role in determining training policies and priorities, and in developing training qualifications that can deliver the skills employers need for the workforce.

Australian’s training system is based on competencies, nationally consistent and quality-assured.

The [Australian Qualifications Framework http://www.aqf.edu.au/cs.htm (AQF)] was established in 1995. The Framework links qualifications from school, vocational education and training and higher education sectors. The AQF recognises prior learning or current competence, and makes credit transfer and flexible learning pathways easier. AQF VET qualifications are outcomes based, and focus on the skills and competencies gained rather than on the length or type of course studied.

State and territory governments have constitutional responsibility for the management and administration of vocational education and training within their jurisdictions. That is they are responsible for state-level planning, regulation of training providers, allocation of funds to public and private training providers, setting student fees and charges and managing Technical and Further Education (TAFE) institutes.

The Australian Government takes a strategic leadership role in vocational education and training by working collaboratively with states and territories and industry as part of its responsibility to ensure national prosperity and economic development.

Under the 2005-2008 funding agreement, the Australian Government committed to providing almost $5 billion to states and territories to support their training systems. The Australian Government also directly funds a number of programs to support the vocational education and training system. These include:
* Australian Apprenticeships (including support for employers and new apprentices)
* Australian Technical Colleges
* Workplace English Language and Literacy Program (provides existing workers with English language, literacy and numeracy skills.

'''The Digital Education Revolution'''

The Digital Education Revolution, a major part of the Australian Government's Education Revolution, is a vital step in creating a world-class education system for Australia.

The aim of the program is to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world.
Source : http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/default.aspx

'''Higher education'''

Tertiary or higher education in Australia is made up of universities and non-university higher education institutions (called higher education providers).

A higher education provider is an entity approved state and territory authorities to offer particular higher education courses. Australia has approximately 150 higher education institutions approved to offer particular higher education courses. Higher education providers have to be approved by the Australian Government Minister for Education in order to be eligible for government grants or for their students to be eligible to receive assistance from the Australian Government under the Higher Education Support Act 2003 (HESA). Providers are subject to quality and accountability requirements.

In 2007, the Australian higher education system consisted of:

* 39 universities of which 37 are public institutions and 2 are private;
* 1 Australian branch of an overseas university;
* 4 other self-accrediting higher education institutions; and
* non-self-accrediting higher education providers accredited by State and Territory authorities, numbering more than 150 as listed on State and Territory registers. These include several that are registered in more than one State and Territory.

The non-self-accrediting higher education providers form a very diverse group of specialised, mainly private, providers that range in size and include theological colleges and other providers that offer courses in areas such as business, information technology, natural therapies, hospitality, health, law and accounting.

=== Universities in Australia ===
For a list of all universities in Australia including their location and websites, visit the following link:

http://www.australian-universities.com/list/


Both private and public universities can be found in Australia. As of 2006, there are 36 public, 2 Catholic and 1 Non-profit Private universities in Australia.

[[Universities Australia]] is the industry peak body representing the university sector. Currently, 38 universities are members of [http://www.universitiesaustralia.edu.au Universities Australia].

Most Australian universities developed substantial capability in distance learning in the 1980s and a significant number have now embraced e-learning. Perhaps the best known is the [http://www.usq.edu.au/ University of Southern Queensland].

There is a service provider called [[NextEd]] who operates globally and in particular supported the [[GUA]].

For a list of university rankings in Australia by different agencies, organisations and international bodies, visit http://www.university-list.net/Australia/rank-1000.html

=== Polytechnics in Australia ===


=== Colleges in Australia ===


== Vocational Education and Training ==
The main providers of vocational education and training (VET) in Australia are the various state-administered institutes of Technical and Further Education (TAFE). TAFE institutions generally offer courses based on the [http://www.aqf.edu.au/ Australian Qualifications Framework] that is Certificates I, II, III, and IV, Diplomas, and Advanced Diplomas in a wide range of vocational areas. They also offer some higher education courses, especially in Victoria.

In addition, to TAFE Institutions, there are many Registered Training Organisations (RTOs) which are operated privately. In Victoria alone there are approximately 1100 RTOs. They include:

* commercial training providers,
* the training department of manufacturing or service enterprises,
* the training function of employer or employee organisations in a particular industry,
* Group Training Companies,
* community learning centres and neighbourhood houses,
* secondary schools/colleges providing VET programs.

In terms of size these RTOs vary from single-person operations delivering training and assessment in a narrow specialisation, to large organisations offering a wide range of programs. Many RTOs receive government funding to deliver programs to apprentices or trainees, to disadvantaged groups, or in government identified priority areas.

All course providers are required to comply with the Australian Quality Training Framework (AQTF) and compliance is monitored by regular internal and external audits.

VET programs delivered by TAFE Institutions and private RTOs are based on nationally registered qualifications, derived from either endorsed sets of competency standards known as Training Packages, or from courses accredited by state/territory government authorities. These qualifications are regularly reviewed and updated. In specialised areas where no formal qualifications exist, RTOs may develop their own course and obtain endorsement for it as an accredited privately owned program which is then subjected to the same rules as the publicly owned programs.

All trainers and assessors delivering VET programs are required to hold a qualification known as the Certificate IV in Training and Assessment (TAA40104) or demonstrate equivalent competency. Additionally, they are also required to have relevant vocational competencies, at least to the level being delivered or assessed.

== Education reform ==
=== Schools ===

=== Post-secondary ===
'''The Bologna Process and Australia'''

The [http://www.aei.gov.au/AEI/GovernmentActivities/BolognaProcess/default.htm Bologna Process] represents a commitment by forty-five European countries to undertake a series of reforms in order to achieve greater consistency and portability across their higher education systems.

The Bologna process is likely to have a profound effect on the development of higher education globally. Australian education observers (as well as observers from other continents) are taking a close interest in the reform process and beginning to consider how their own system can be more closely aligned with ‘Bologna’ thinking.

A [http://www.aei.gov.au/AEI/GovernmentActivities/BolognaProcess/BolognaPaper_pdf.pdf discussion paper] developed in 2006, by the Department of Education, Science and Training, aimed to initiate discussion on the significance of Bologna for Australia and possible Australian responses. The Department of Education Science and Training’s initial assessment is that Australian higher education has much to gain by aligning with the key Bologna actions. Potential benefits identified are of two types:
* Facilitation of interaction and recognition
* Benefits to Australian students and employers (with the use of "The Diploma Supplement" and the European Credit Transfer and Accumulation System (ECTS))

The document also state that the institution choosing to maintain positions of Bologna ‘incompatibility’ take a risk.

What would Australian compatibility with Bologna involve? At a minimum, compatibility would entail:

* a three cycle (Bachelor, Masters, Doctorate) degree structure;
* promotion of the Diploma Supplement;
* a credit accumulation/transfer system compatible with the ECTS; and
* the existence of an accreditation/quality assurance framework meeting Bologna criteria.

Australian structures and processes which fit within the Bologna framework:

* Australia has a three cycle (Bachelor, Masters, Doctorate) qualification structure.

There are some areas in which efforts would be required to achieve Bologna
compatibility, for example repositioning of Australian Honours degrees,
four-year and graduate entry Bachelor degrees and one-year Masters courses, to
ensure alignment with Bologna structures and emerging trends.

* The Diploma Supplement has been trialled in Australia, but institutions will need to make decisions about adoption.
* The Australian quality assurance system generally fits within the broad guidelines established by the Bologna Process, but a documented audit of compatibility may be useful as a tool for marketing and dealing with future recognition issues in Europe. There is a question of whether AUQA should seek admission to the proposed, but yet to be developed, European Register of Quality Assurance Agencies, should its eventual guidelines be framed to include external countries.
* Australia has the [[EFTSU]] system which provides a common measure of student workload applying across Australian universities. It may be possible to adapt this system so that it connects more effectively with the ECTS.

'''Concluding remarks'''

There are some challenges posed by the Bologna reforms in relation to existing
qualifications that Australian higher education institutions need to consider. A key issue is the position of Australian graduate entry and four-year bachelor level qualifications. It is likely that the European pathway for professional accreditation, in a range of professions, will become a bachelor degree followed by a two-year masters degree. The level of acceptance of graduate entry or four-year bachelor degrees is as yet unclear.

The recognition of Australian one-year masters courses will also need to be monitored because whilst there is scope for a one-year masters within the Bologna structure, it is likely that the two-year masters will become the norm in most countries. The one-year masters may become a course offered only to international students in Europe and questions may arise about the professional recognition, comparability and quality of such courses within Europe.

The use of Australian honours degrees as direct entry points to doctoral studies may also be problematic in Europe, since the pathway to doctoral studies
within the Bologna Process will be through a masters qualification (3+2).

====Australian's HE reforms====

In 2002, the Commonwealth Government conducted a review of Australia’s higher education system. The Government’s response to the Review was announced on 13 May 2003 as part of the 2003/2004 Budget process. Announced by the previous Government in 2003, the "Our Universities: Backing Australia’s Future" package provided an additional $11 billion in funding over 10 years to enable higher education providers to deliver world-class higher education.

The Commonwealth Grant Scheme and Higher Education Loan Programme (HELP) arose from these reforms. The reforms were structured around four key policy principles:

* sustainability – improved governance, appropriate resourcing and greater pricing flexibility for universities
* quality – incentives to improve performance and greater accountability
* equity – increased number of student places, greater availability of income-contingent loans, increase in the repayment threshold and incentives to improve participation and outcomes for disadvantaged groups
* diversity – incentive and performance-based funding for teaching and research, support for restructuring and collaboration and additional funding for regional institutions.

source : http://www.dest.gov.au/sectors/higher_education/

The reforms focused on establishing a partially deregulated system of higher education, in which individual universities are enabled to capitalise on their particular strengths and determine the value of their course offerings in a competitive environment. There is renewed emphasis on learning and teaching outcomes, greater recognition of the role of regional campuses and institutions, and a framework for research in which all Commonwealth funding is either competitive or performance-based. New arrangements for student financing promote lifelong learning, and ensure equity of access to higher education - no eligible student will be required to pay up-front fees when enrolling at an eligible higher education institution. Greater access for disadvantaged groups is supported, and the market for private higher education is opened up, while still maintaining quality control. Diversity will be encouraged through the creation of performance-based incentives for institutions to differentiate their missions.

source : http://www.backingaustraliasfuture.gov.au/reforms.htm

'''Reforms to the State’s skills and workforce development system'''

South Australia’s Workforce Development Strategy, which was released in 2005, articulated the State Government’s vision for the future workforce as:
South Australia has an efficient, highly skilled workforce that supports a globally competitive economy and a socially inclusive community.
The three priority areas within the strategy are: a high skill economy, quality employment and better workforce planning. This approach represents an innovative way of integrating workforce planning, employment participation and demand considerations, and was the first such strategy in Australia. These three priorities continue to underpin the South Australian Government’s ongoing skills reform agenda.
The workforce development approach which has been adopted in South Australia responds to the State’s dual social and economic priorities which are articulated in South Australia’s Strategic Plan.

====Future direction of tertiary education====

In March 2008, the Government initiated a Review of Higher Education to examine the future direction of the higher education sector, its fitness for purpose in meeting the needs of the Australian community and economy, and the options for ongoing reform. The [http://www.deewr.gov.au/HigherEducation/Review/Pages/ReviewofAustralianHigherEducationReport.aspx Review of Australian Higher Education] was undertaken by an independent expert panel, led by Emeritus Professor Denise Bradley AC.

An [http://www.deewr.gov.au/HigherEducation/Review/Pages/FuturedirectionsforTertiaryEducation.aspx initial response] to the review by the government indicates:

A student-centred, demand driven, higher education system:
* future structural reforms which focus on a student-centred, demand driven system
* from 2012 universities will be funded on the basis of student demand
* the Government will establish a national regulatory and quality agency for higher education.

Tertiary education pathways for the future:
* work with the states and territories to develop strong and cohesive national regulatory arrangements for VET alongside the proposed higher education regulator
* commission the Australian Qualifications Framework Council to improve articulation and connectivity between the university and VET sectors
* form a single tertiary education sector ministerial council, with representatives from the Commonwealth, states and territories.

Enhanced equity in tertiary education, with a focus on improving accessibility:
* by 2020, 20% of higher education enrollments at undergraduate level should be from low socio-economic backgrounds
* work closely with the Indigenous Higher Education Advisory Council (IHEAC) to improve higher education access and outcomes for Indigenous Australians.

Reform for Australian innovation and research - a new approach to research funding and measures to strengthen the contribution universities make to the national innovation system.

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

'''Government responsibility'''
The Australian Government has significant financial and policy responsibility for higher education, while state and territory governments retain major legislative responsibility. At the national level higher education policies and programs are administered by the Department of Education, Employment and Workplace Relations – DEEWR . The provision of government funding is outlined in the [http://www.comlaw.gov.au/ComLaw/Legislation/ActCompilation1.nsf/0/F6F7BA4BEAA1F2F8CA25705000151003?OpenDocument Higher Education Support Act 2003].

See: http://www.mceetya.edu.au/mceetya/default.asp?id=11408

Australian Government funding support for higher education is provided largely through:

* the Commonwealth Grant Scheme which provides for a specified number of Commonwealth Supported places each year
* the Higher Education Loan Programme (HELP) arrangements providing financial assistance to students
* the Commonwealth Scholarships
* a range of grants for specific purposes including quality, learning and teaching, research and research training programmes.

The Department of Education, Employment and Workplace Relations (DEEWR) is the Australian Government Department with responsibility for administering funding, developing and administering higher education policy and programs.

Decision-making, regulation and governance for higher education are shared among the Australian Government, the State and Territory Governments and the individual institutions.

'''Universities' responsibility'''
By definition within Australia, universities are self-accrediting institutions and each university has its own established legislation (generally State and Territory legislation).

As self-accrediting institutions, Australia’s universities have a reasonably high level of autonomy to operate within the legislative requirements associated with their Australian Government funding.

The Australian Catholic University is established under corporations law. It has establishment Acts in NSW and Victoria.

Many private providers are also established under corporations law.

'''States and Territories'''

Some aspects of higher education are the responsibility of States and Territories. In particular, most universities are established or recognised under State and Territory legislation.

States and Territories are also responsible for accrediting non-self-accrediting higher education providers.

'''Fees'''

Australian students can undertake higher education studies at an approved institution as either a Commonwealth support student or a a fee-paying student. Students have to pay for their tertiary education.

Commonwealth support places (formerly known as HECS) are made possible through the financial contribution to higher education providers by the Australian Government.

For more information on Commonwealth support places see: http://www.goingtouni.gov.au

'''VET sector'''

The Australian Government contributes about one-third of government funding for vocational education and training, with the other two-thirds coming from state and territory governments.

Employer contributions to training in Australia include:
* training provision for employees (in the form of payment for courses)
* paid time off
* training materials, travel and subsidies

For more details see section under '''Australian education policy'''

== Quality assurance ==

Quality assurance in Australia’s higher education system is based on a strong partnership between the '''Commonwealth''' (federal), '''State and Territory Governments''' and the '''higher education sector'''.

Source: http://www.dest.gov.au/sectors/higher_education/policy_issues_reviews/key_issues/assuring_quality_in_higher_education/partners_in_quality_assurance.htm

[[Image:Figure_QA_AU.JPG|500px|Quality assurance in Australia’s higher education system]]

'''Commonwealth'''

The Australian Government’s role includes:
* Protection of the term ‘university’
* Legislative protection of overseas students studying in Australia
* Performance management tools
* Learning and Teaching Performance Fund
* Australian Learning and Teaching Council (ALTC)
* Institution Assessment Framework (IAF) [formerly Educational Profiles]

'''State and Territory Governments'''

Australia’s State and mainland Territory Governments are responsible for the legislation which protects the integrity of Australian universities and higher education awards in their jurisdiction. Their responsibilities include:

* specifying arrangements to establish and recognise universities, as well as protecting the use of the term "university"
* protecting higher education award titles and accrediting higher education courses to be offered by non-self-accrediting private providers
* approving the operation of overseas providers of higher education
* endorsing courses of study as suitable for overseas students.

These responsibilities are explained further in the National Protocols for Higher Education Approval Processes.

=== Schools ===

=== Post-secondary ===


Australia’s universities are self accrediting bodies established by or under Commonwealth, State or Territory legislation. They are responsible for maintaining the quality of their own academic standards. This quality is independently verified every five years by the Australian Universities Quality Agency.

There are 43 self-accrediting higher education institutions in Australia and 39 of these are '''universities'''. In addition to these institutions there are over 100 '''private education providers''' accredited by State and Territory Governments offering higher education courses.

Universities assure the quality of their offerings in a number of ways including external academic and industry in-put into courses and peer review of new and ongoing courses. Usually universities formally review their courses on a five-yearly basis. Additionally, universities regularly evaluate student feedback.

Universities also voluntarily comply with various codes of practice and guidelines set by [http://www.universitiesaustralia.edu.au/ Universities Australia] to maintain and ensure the quality of their offerings.

The '''Australian Qualification Framework'''

The [http://www.aqf.edu.au Australian Qualifications Framework] (commonly known as the AQF) is a unified system of national qualifications in schools, vocational education and training (TAFEs and private providers) and the higher education sector (mainly universities).

AQF lists universities and other self-accrediting higher education institutions.

AQF was established by the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)]] in 1995 to provide for nationally recognised pathways between awards offered in Australia’s vocational education and training and higher education sectors. It brings together the qualifications issued by different sectors into a single comprehensive system of titles and standards.

AQF also maintains a public register of MCEECDYAendorsed post compulsory education providers and accreditation authorities. The register is a key element of the Australian higher education quality assurance framework.

'''Australian Universities Quality Agency'''

The [http://www.auqa.edu.au/ Australian Universities Quality Agency (AUQA]) is an independent, not-for-profit national agency to promote, audit, and report on quality assurance in Australian higher education. AUQA was formally established by the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)]] in March 2000. It operates independently of governments and the higher education sector under the direction of a Board of Directors. AUQA is owned by and receives core, operational funding from the Commonwealth, State and Territory Ministers for higher education who are members of [[MCEECDYA]]. The [http://www.nteu.org.au/policy/current/qualityassurance/auqa/1474 AUQA Constitution] is available for download.

[http://www.auqa.edu.au/ AUQA website]

== Information society ==


The [http://www.aictec.edu.au/ Australian Information and Communications Technology in Education Committee (AICTEC)] is a national, cross-sectoral committee responsible for providing advice to all Australian Ministers of Education and Training on the economic and effective utilisation of information and communications technologies in Australian education and training and on implementation of the Digital Education Revolution.

A real ICT policy and organisational framework exists for the use of Information and Communication Technologies in Australian Education Training. A Joint Ministerial Statement on Information and Communications Technologies in Australian Education and Training: 2008-2011 was endorsed by MCEETYA and [http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/vet/minco.htm the Ministerial Council for Vocational and Technical Education (MCVTE)] in June 2008.

*[[Media:JMS_Australian_Education_and_Training.pdf| Joint Ministerial Statement PDF]]
*[http://www.aictec.edu.au/aictec/go/home/about/pid/95 Joint Ministerial Statement] web page

'''Australian Flexible Learning Framework'''

The [http://www.flexiblelearning.net.au/flx/go Australian Flexible Learning Framework (Framework0] provides the vocational education and training (VET) system with the essential e-learning infrastructure and expertise needed to respond to the challenges of a modern economy and the training needs of Australian businesses and workers.

* The Framework was launched as a strategy in 2000, responding to information and communication technology (ICT) developments in workplaces and society. The Australian Government and all states and territories agreed to work together nationally to advance the use of e-learning in VET.

* The first 2000-2004 Framework Strategy focused on raising awareness of the potential of e-learning, and starting to build capability. The second 2005-2007 Framework Strategy continued this work, and focused on engaging with key target groups.

* The 2008-2011 Framework Strategy maximises and builds on the national investment to date in essential e-learning infrastructure. It will focus on embedding e-learning in registered training organisations (RTOs), business and industry. The 2008 Framework Business Plan provides the blueprint for the Framework in the first year of the new Strategy, detailing the Leadership and Innovation programs, and their related business activities.

Together these strategies have created a considerable infrastructure and a sound foundation on which to establish e-learning as an integral part of the national training system.

The national training system's e-learning strategy, the Australian Flexible Learning Framework (Framework), has received the go-ahead for its 2009 activities, opening up more than $7 million in funding opportunities for registered training organisations (RTOs), business and industry to embed e-learning in the vocational education and training (VET) system.

The announcement coincides with recent research showing that 36% of all VET activity in RTOs now formally involves e-learning, compared to just 3-4% in 2003-2004. Research also confirms that 91% of students and 88% of teachers and trainers now use e-learning as part of their VET experience.

More information about the Australian Flexible Learning Framework is available at :
http://www.flexiblelearning.net.au/flx/go/home/about

For information about the initiatives and projects classified by states and territories, visit this page:
http://www.flexiblelearning.net.au/flx/go/home/States_and_Territories

'''Information society strategy'''

In Australia 14% of students (95 000) are doing distance education.

* The Adelaide Declaration on National Goals for Schooling in the Twenty-first Century - Preamble and Goals

source : http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for_schooling_in_the_twenty_first_century.htm

* On 5 December 2008, State, Territory and Commonwealth Ministers of Education meeting as the Ministerial Council on Education, Employment, Training and Youth Affairs, released the Melbourne Declaration on Educational Goals for Young Australians which sets the direction for Australian schooling for the next 10 years. source : http://www.mceetya.edu.au/mceetya/melbourne_declaration,25979.html

* Digital Education Revolution. Not only a programme but also a kind of strategy / policy. See in programme below.

'''Benchmarking e-learning'''

Australia is one of the few countries where time and effort has been committed to benchmarking e-learning. Other countries include [[UK]] and [[New Zealand]].

Interest in benchmarking in Australia can by attributed to:
* a long strand of development and piloting of the [www.acode.edu.au/ Australian Council on Open, Distance and E-Learning (ACODE)] scheme
* an impending pilot of [[eMM]] by around six institutions

Although the ACODE scheme is a distinct scheme, it has several similarities with the [[Pick&Mix]] style of benchmarking which has been used for analytic purposes in Re.ViCa - and in fact [[Paul Bacsich]] was the external advisor to the ACODE scheme. There are interesting differences, including a stronger focus in ACODE on IT.

== ICT in education initiatives ==

'''Government entities'''

* [[Education.au]] is Australia's leading Information and Communications Technology (ICT) agency for educators and delivers a range of web services to clients in the higher education, schools education and vocational education and training sectors.

* [[AICTEC]] - The Australian Information and Communications Technology in Education Committee (AICTEC) is a national, cross-sectoral committee responsible for providing advice to all Australian Ministers of Education and Training on the economic and effective utilisation of information and communications technologies in Australian education and training.

* [[ACODE]] the Australasian Council on Open, Distance and E-Learning, the peak Australasian organisation for universities engaged or interested in open, distance, flexible and e-learning. ACODE's mission is to enhance policy and practice in open, distance, flexible and e-learning in Australasian higher education.

'''Interesting Programmes '''

* [[e-framework]]

* [http://www.tlf.edu.au The Le@rning Federation] is an initiative of the state, territory and national governments of Australia and New Zealand. It is developing high-quality online curriculum content for years P-10 (preschool to year 10) in two formats: interactive, multimedia learning objects and digital resources. The materials are designed to engage students and support teachers and will be freely available to all schools in Australia and New Zealand.

* [http://www.flexiblelearning.net.au/flx/go Australian Flexible Learning Framework]is the e-learning strategy for the vocational education and training (VET) sector. It provides the VET system with the essential e-learning infrastructure and expertise needed to respond to the challenges of a modern economy and the training needs of Australian businesses and workers. The Framework was launched as a strategy in 2000, responding to information and communication technology (ICT) developments in workplaces and society. The Australian Government and all states and territories agreed to work together nationally to advance the use of e-learning in VET.

* Australian Scheme for Higher Education Repositories [[ASHER]]: program to assist eligible HEPs to establish and maintain digital repositories.

* The [http://www.apsr.edu.au/ Australian partnership for Sustainable Repositories (APSR)] aims to establish a centre of excellence for the management of scholarly assets in digital format. APSR is a partnership that aims to promote excellence in building & managing these collections of digital research objects.

* [http://rubric.edu.au/ RUBRIC] RUBRIC focuses on the needs of smaller and regional universities by providing a structured framework for partner institutions to evaluate, trial and implement an Institutional Repository solution; to collaborate on the development of better processes and tools; to act collectively and to develop the expertise that will be necessary to respond to emerging needs of the Research Quality and Accessibility Frameworks across universities.

* [https://mams.melcoe.mq.edu.au/zope/mams MAMS] - Meta Access Management System. This project allows for the integration of multiple solutions to managing authentication, authorisation and identities, together with common services for digital rights, search services and metadata management. The project provides an essential “middleware” component to increase the efficiency and effectiveness of Australia’s higher education research infrastructure.

* Excellence in Research for Australia (ERA) Initiative. The Excellence in Research for Australia (ERA) initiative will be developed by the ARC. It will assess research quality within Australia's higher education institutions using a combination of indicators and expert review by committees comprising experienced, internationally-recognised experts. http://www.arc.gov.au/era/default.htm

* Digital Education Revolution. The Digital Education Revolution, a major part of the Australian Government's Education Revolution, is a vital step in creating a world-class education system for Australia. The aim of the program is to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world. http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/default.aspx

=== Virtual initiatives in schools ===
'''Elementary and Primary Schools'''

[[Kalgoorlie School of the Air]]

[[Mount Isa School of the Air]]

[[Alice Springs School of the Air]]

[[Port Hedland School of the Air]]

'''Secondary and High Schools'''

[[Northern Territory Open Education Centre]]

[[Open High School Australia]]

[[Open Access College School of the Air]]

*Here are some organizations participating in virtual initiatives and distance education in Australia:
**Isolated Children's Parents Association of Australia (ICPA) http://www.icpa.com.au/
**The Australian Association of Distance Education (AADES) http://www.aades.edu.au/
**The Australian Association of Distance Education (ACE) http://www.austcolled.com.au/
** The Virtual School Agency (VSA)
The Virtual School Agency is an agency that helps prospective students abroad, at all levels of education, including secondary/high and university levels, to secure admission and student jobs in Australia. Most of the correspondences between agency and prospective students are done online. They also help the prospective student obtain a study visa as well as work permit. They also provide awareness about the possibilities of different scholarships for students. For more information on the Virtual School Agency (VSA), visit http://virtualstudentagency.com/study-in-australia/


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


* [[Open Universities Australia]] -- formerly Open Learning Australia
* [[Charles Sturt University]]
* [[Curtin University of Technology]]
* [[Deakin University]]
* [[Edith Cowan University]]
* [[University of Southern Queensland]]
* [[Open Training and Education Network]] (OTEN)
* [[TAFE Open Learning]]
* [[TAFE virtual campus]] (Victoria) - a learning platform
* [[University of New England UNEOnline (UNE)]]
* [[TAFE open training and education network (OTEN)]]
* [[Macquarie University’s E-Learning Centre Of Excellence (MELCOE)]] - a research lab

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==


'''Associations and networks'''

* [[EdNA]] (Education Network Australia): one of the world's largest education and training websites with more than 16,000 evaluated online resources and free online forums, chatrooms and discussion lists to support collaboration and communication in the education and training communities.

* Elearning Network of Australasia (ElNet) http://www.elnet.com.au/

* [[Open and distance learning association of Australia]]

* Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) http://www.ascilite.org.au/ Relevant for higher education.

'''Repositories of OER'''

* [[LORN]] currently has seven member repositories contributing more than 2500 learning objects for download. A wide range of industries and subject areas, including business, community services, electrotechnology, horticulture, tourism and hospitality, are represented. The number of Learning objects increases as repository owners build their collections.
** Flexible Learning Toolboxes
** TAFE Tasmania
** Centre for Learning Innovation (CLI)
** TAFE SA
** [[TAFE VC]]
** TVET
** WestOne

* [http://adt.caul.edu.au/ Australasian Digital Theses Program]
* [http://www.arrow.edu.au/ Australian Research Repositories Online to the World]
* [http://www.acys.info/ Australian Clearinghouse for Youth Studies]
* [http://www.ehum.edu.au/ Australian e-Humanities Gateway]
* [http://www.findlaw.com.au/ FindLaw Australia]

A synthetic presentation is available here: http://eprints.utas.edu.au/1031/2/Australia_talk.ppt#598,12,ARROW Discovery Service

'''Australian journals'''

* Australasian Journal of Educational Technology (AJET). http://www.ascilite.org.au/ajet/ajet.html
Listed as an A journal by the Australian government

'''Other'''

* [http://www.education.gov.au/goved/go Government Educational Portal]
* The official Australian Government site for studying in Australia http://www.studyinaustralia.gov.au/Sia/Splash.aspx
* Education in Australia Wikipedia http://en.wikipedia.org/wiki/Education_in_Australia
* Department of Education, Employment and Workplace Relations (DEEWR) http://www.dewr.gov.au/
* Australia online education network (EdNA) http://www.edna.edu.au/edna/go
* http://www.flexiblelearning.net.au/flx/go/home
* http://www.educationau.edu.au/jahia/webdav/site/myjahiasite/shared/papers/elearning_seoul_jm.pdf
* http://www.oecd.org/dataoecd/16/52/1854142.pdf
* http://eprints.utas.edu.au/1031/2/Australia_talk.ppt#575,18,Software about repositories
* http://www.caudit.edu.au/educauseaustralasia07/authors_papers/Blackall-125.pdf about repositories
* education.au http://www.educationau.edu.au/jahia/jsp/index.jsp
* Department of Further Education, Employment, Science and Technology (DFEEST) http://www.dfeest.sa.gov.au/
*http://en.wikipedia.org/wiki/Lists_of_schools_in_Australia

----
> [[Australia]]

[[Category:Australia]]


[[Category:Australasia]]
[[Category:OECD]]
[[Category:G-20 countries]]
[[Category:Commonwealth countries]]

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

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

Australia

2011-08-10T10:31:47Z

Tom Levec: /* Universities in Australia */ added link to universities in australia

{{SimilarName|[[Athabasca University]] (AU) in [[Canada]] or [[Aarhus University]] (AU) in ([[Denmark]])}}



== Experts situated in Australia ==

Please check the [[Advisory Committee|International Advisory Committee]] list for members in Australia

== Australia in a nutshell ==


''Australia'' is a country occupying a whole continent in the southern hemisphere with neighbouring countries including Indonesia, East Timor, and Papua New Guinea to the north, the Solomon Islands, Vanuatu, and New Caledonia to the north-east, and New Zealand to the south-east.

For around 40,000 years before European settlement commenced in the late 18th century, the Australian mainland and Tasmania were inhabited by around 250 individual nations of indigenous Australians. After sporadic visits by fishermen from the immediate north, and European discovery by Dutch explorers in 1606, the eastern half of Australia was claimed by the British in 1770 and initially settled through penal transportation to the colony of New South Wales, founded on 26 January 1788. The population grew steadily in the following years; the continent was explored, and during the 19th century another five largely self-governing Crown Colonies were established.

[[Image:Australia_states.JPG|right|thumb|350px]]
In 1901, the Commonwealth of Australia was born when the colonies became a federation.

Australia is comprised of six states, plus two major mainland territories and several minor territories including islands. The states are New South Wales (NSW), Queensland, South Australia (SA), Tasmania, Victoria, and Western Australia (WA). The two major mainland territories are the Northern Territory and the Australian Capital Territory (ACT). The national’s capital city is Canberra located in the ACT which is between NSW and Victoria.

Australia is a constitutional democracy based on a federal division of power – that is the states have control over some portfolio matters. The form of government in Australia is a constitutional monarchy with a parliamentary system of government. Queen Elizabeth II is the head of the country and is represented by the Governor-General at federal level and by the Governors at state level.

There are three levels of Australian government: Australian (Federal), state and territory and local.

Australia has a population of over 21 million according to the [https://www.cia.gov/library/publications/the-world-factbook/print/as.html CIA Factbook]with the largest population concentrated around the mainland cities of Sydney, Melbourne, Brisbane, Perth and Adelaide.

Australia is a multicultural country with its residents coming from every part of the world. Australia is a federation of states/territories and so contains similar political and organisational challenges to many regios which are federations of states/territories or countries.

It could be argued that the relevance of Australia is mainly to the larger nations of the European Union, yet since it has a states structure as well the relevance is wider, in fact to all nations large and small. It should also be noticed that most Australians now see themseleves as being in the Asia-Pacific region. This regional relationship is very important now in Australia.

== Education in Australia==

Education in Australia is primarily the responsibility of states and territories. However the administration and financing of education in Australia is shared between the Australian Government and the Australian states and territories. The nature of the arrangements depends on the educational sector and legislative responsibilities.

Consultation between the Australian Government and the states and territories takes places through the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)].

The Australian Government’s education policy focuses on:
* Improving learning outcomes
* Implementing a national school curriculum
* Increasing school retention rates
* Providing more funding for education and research.
The policy was released in 2007 when the Australian Labor Party (ALP) was still in opposition prior to forming government in late 2007.

For further information see: http://www.alp.org.au/download/now/education_revolution_r1.pdf

The ALP was succesful in obtaining power in November 2007. The government's productivity agenda includes education, training, skills and early childhood as key elements. The Council of Australian Governments (COAG) have agreed to a new model of cooperation on a number of matters of which productivity is one.

The states and territories are primarily responsible for policy and administration of school education. The Australian Government provides funding and co-ordination.
Support is provided through:
* general recurrent, capital and targeted programs
* policy development
* research and analysis of nationally significant education issues.

A key priority of the current Australian Government is to provide a national consistent school system. That is agree on a common starting age, common national testing in key subject areas, consistency in curriculum outcomes, and a common information system for the transfer of student data when students move interstate.

The states and territories are responsible for:
* organisation, funding and delivery of school education
* non-government schools registration, inspection and supplementary funding
* determines its own policies and practices on organisation of schooling, curriculum, course accreditation, student assessment and certification.

Each state and territory has its own education department and agencies which are responsible for publicly-funded education.

Curriculum and assessment is underpinned by the ''National Goals for Schooling in the Twenty-first Century'' which focuses on the learning outcomes for students and provides a framework for national reporting on student achievement. The National Goals for Schooling have been agreed by all education ministers.

See: http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for_schooling_in_the_twenty_first_century.htm

Generally, education in Australia follows the three-tier model which includes primary education (primary schools), followed by secondary education (secondary schools/high schools) and tertiary education (universities and/or TAFE (Technical and Further Education Colleges)).

Education is compulsory up to an age specified by legislation; this age varies from state to state but is generally 15-17, that is prior to completing secondary education. Post-compulsory education is regulated within the Australian Qualifications Framework, a unified system of national qualifications in schools, vocational education and training (TAFE) and the higher education sector (university).

The academic year in Australia varies between states and institutions, but generally runs from late January until mid-December for primary and secondary schools and TAFE colleges, and from late February until mid-November for universities.

=== Schools in Australia ===

For a list of all schools in Australia including their location and websites, visit the following link:

http://en.wikipedia.org/wiki/Lists_of_schools_in_Australia

There are three levels of school education, primary, secondary and senior secondary.

'''Pre-school and Primary School'''

Primary school is from year 1 to year 6 or 7, with the emphasis being on developing English language and literacy skills, numeracy and basic mathematics as well as health and creative activities. There are no formal examination requirements and students progress to secondary education, on the recommendation of the teacher in consultation with the parents, at the completion of primary schooling.

Pre-school in Australia is relatively unregulated, and is not compulsory. The first exposure many Australian children have to learn with others outside of traditional parenting is day care or a local government run playgroup. This type of activity is not generally considered schooling. Pre-school education is separate from primary school in all states and territories except Western Australia and Queensland, where pre-school education is taught as part of the primary school system.

Pre-schools are usually run by local councils, community groups or private organizations except for the Northern Territory and Queensland where they are run by the Territory and State Governments respectively. Pre-school is offered to three- to five-year-olds, although attendance numbers vary widely (from 50% in New South Wales to 93% in Victoria). The year before a child is due to attend primary school is the main year for pre-school education. This year is far more commonly attended, and usually takes the form of a few hours of activity five days a week.

'''Secondary, Senior Secondary/High Schools and Colleges'''

Secondary education is from year 7 or 8 to year 10. Core subjects are taught for the first two years and a selection of electives are introduced thereafter.

Senior secondary covers year 11 and 12 and a range of programs are offered aimed at preparing students for future study and work life. The Senior Secondary Certificate of Education is awarded to students who have successfully completed year 12.

However, the years for both secondary and senior secondary schools in Australia do in fact vary from state to state. In territories such as Tasmania and the Astralian Capital Territory, the term ''High School'' is used to refer from years 7-10 while it is substituted by the term ''College'' from years 11-12. Following reforms of the Labor Government in the late 1980's and the early 1990's, the term ''secondary college'' has largely replaced the term ''high school'' in the territory of Victoria. Some schools in Victoria such as Melbourne High School have retained the term ''high school''. Others have dropped the word 'secondary' and are simply referred to as '''colleges'.''

In New South Wales, the last year of high school, year 12, is known as the Higher School Certificate (HSC) while years 11 and 12 in Victoria are known as the Victorian Certificate of Education (VCE). There are various other similar names in other states.

The first examination mark for a student in New South Wales and a combination of examination marks and coursework in other states, excluding Queensland, are indexed into the Australian Tertiary Admission Rank (ATAR). This index is usually the sole factor considered when applying for university courses. The ATAR was only introduced in 2009 in New South Wales, and previously each state calculated its own final high school rank, such as the Universities Admission Index (UAI) in New South Wales and Equivalent National Tertiary Entrance Rank (ENTER) in Victoria.

Victorian students also have an opportunity to complete a high school qualification under the Victorian Certificate of Applied Learning which gives students practical experience in a trade or workplace. This qualification generally leads students into a trade.

Generally, lower secondary education (Years 8 – 10) maintains continuity of learning in the learning areas and enables students to concentrate on the development of knowledge and skills in accordance with their personal learning goals and needs. Students are provided with opportunities to participate in enquiry based learning, innovative thinking, problem solving and decision making.

Senior secondary education (Years 11 and 12) provides students with a wide range of programs to ensure they are well placed to qualify for secondary graduation and to gain University or TAFE entrance or employment. The students undertake the Western Australian Certificate of Education (WACE) and have the opportunity to pursue subjects of their choice in greater depth.

Teachers design educational programs to suit the learning needs of their students. Educational standards are maintained with state and nation wide testing.

The school year consists of two semesters divided into two terms each. The school day commences at approximately 9.00am and concludes between 3.00 and 3.30 pm

Government schools welcome students from other countries. They strive to ensure their learning experiences are both stimulating and educationally rewarding and the students enjoy their life in a different cultural environment.

Schools in Australia can be classified according to sources of funding and administrative structures. There are three such categories in Australia: Public Schools (also known as 'Government' schools or 'State' schools), Independent Schools (informally known as 'private' schools) and Catholic schools.

School is compulsory in Australia between the ages of six and fifteen, depending on the state and date of birth, with, in recent years, over three quarters of students staying on until they are eighteen. Government schools educate about two thirds of Australian students, with the other third in independent schools, a proportion which is rising in many parts of Australia.

Government schools are free, while independent schools, both religious and secular, charge fees. Regardless of whether a school is government or independent, they are required to adhere to the same curriculum frameworks. Most school students, be they in government or independent school, usually wear uniforms, although there are varying expectations and some Australian schools do not require uniforms.

'''Government (or state) schools'''

Government or state schools are run by the local state or territory government. They do not charge compulsory fees, with the majority of their costs being met by the relevant government, and the rest by voluntary levies and fund raising activities.

Government schools are of two types: open and selective. Open schools accept all students from their government defined catchment areas. Selective government schools mostly cater for academically gifted students (the top 5 percent), although there are performing arts and sports schools. Almost all selective schools are in [http://www.schools.nsw.edu.au/gotoschool/types/selectiveschools.php New South Wales], though a few exist in other areas. For example Victoria has 2 selective entry high schools for students in year 9 -12.

Selective schools are more prestigious than open government schools, and generally achieve better results in the school-leaving exams than independent or open government schools. Entry to selective schools is often highly competitive these schools cater to a large geographical area.

'''Independent and Catholic schools'''

Most Catholic schools are either run by their local parish and/or by each state's Catholic Education Commission.

Independent schools enroll about 14% of students. These include schools operated by religious groups and secular educational philosophies such as Montessori.

All independent schools charge tuition fees. Government funding for independent schools often comes under criticism from the Australian Education Union and the general public.

Private schools have better infrastructures, facilities, higher paid teachers, prestige and social status as well as a better educational environment. They focus on extra-curricular activities such games and sports, other activities alongside better education. Private schools are considered a very important part of the Australian school system because of their quality. They get funded by the government and students still have to pay a very high tuition, making them more expensive than the government schools.

Some of the best private schools in Australia include Anglican Grammar School, Canberra Grammar School, Saint Hilda’s School, etc. Other good private schools are mostly found in major cities such as Canberra, Adelaide, Perth, Sydney, Melbourne and Brisbane. Usually, there is tough competition enrolling in private schools and both parents and students have to meet specific eligibility requirements before applying, which normally vary from school to school and from class to class. Besides educational requirements, the students may also have to appear for a written test.

Amongst other subjects, main courses offered in Australian private schools include English, the language other than English, Math, Science, Art, Social & Environmental Studies, Technology, Personal Development, Health and Physical Education. Some private schools at the senior secondary level offer specialization in particular areas. For a list of all the private schools in Australia, visit http://www.indiaedumart.com/australia-education/schools/private-schools/

== Further and Higher education ==
The Australian Government has significant financial and policy responsibility for higher education, while state and territory governments retain major legislative responsibility. At the national level higher education policies and programs are administered by the Department of Education, Employment and Workplace Relations – DEEWR . The provision of government funding is outlined in the Higher Education Support Act 2003.

See: http://www.mceetya.edu.au/mceetya/default.asp?id=11408

The Australian Government also provides substantial funding to the higher education sector in support of research through various grants and programs:
* Institutional Grants Scheme
* Research Infrastructure Block Grants
* Australian Postgraduate Awards
* Research projects administered by the Australian Research Council (ARC)
* National Health and Medical Research Council (NHMRC).

'''Vocational education and training'''

The Australian Government contributes about one-third of government funding for vocational education and training, with the other two-thirds coming from state and territory governments.

Australia’s vocational education and training (VET) system is built on a partnership between governments and industry. Industry representatives and employers play a key role in determining training policies and priorities, and in developing training qualifications that can deliver the skills employers need for the workforce.

Australian’s training system is based on competencies, nationally consistent and quality-assured.

The [Australian Qualifications Framework http://www.aqf.edu.au/cs.htm (AQF)] was established in 1995. The Framework links qualifications from school, vocational education and training and higher education sectors. The AQF recognises prior learning or current competence, and makes credit transfer and flexible learning pathways easier. AQF VET qualifications are outcomes based, and focus on the skills and competencies gained rather than on the length or type of course studied.

State and territory governments have constitutional responsibility for the management and administration of vocational education and training within their jurisdictions. That is they are responsible for state-level planning, regulation of training providers, allocation of funds to public and private training providers, setting student fees and charges and managing Technical and Further Education (TAFE) institutes.

The Australian Government takes a strategic leadership role in vocational education and training by working collaboratively with states and territories and industry as part of its responsibility to ensure national prosperity and economic development.

Under the 2005-2008 funding agreement, the Australian Government committed to providing almost $5 billion to states and territories to support their training systems. The Australian Government also directly funds a number of programs to support the vocational education and training system. These include:
* Australian Apprenticeships (including support for employers and new apprentices)
* Australian Technical Colleges
* Workplace English Language and Literacy Program (provides existing workers with English language, literacy and numeracy skills.

'''The Digital Education Revolution'''

The Digital Education Revolution, a major part of the Australian Government's Education Revolution, is a vital step in creating a world-class education system for Australia.

The aim of the program is to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world.
Source : http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/default.aspx

'''Higher education'''

Tertiary or higher education in Australia is made up of universities and non-university higher education institutions (called higher education providers).

A higher education provider is an entity approved state and territory authorities to offer particular higher education courses. Australia has approximately 150 higher education institutions approved to offer particular higher education courses. Higher education providers have to be approved by the Australian Government Minister for Education in order to be eligible for government grants or for their students to be eligible to receive assistance from the Australian Government under the Higher Education Support Act 2003 (HESA). Providers are subject to quality and accountability requirements.

In 2007, the Australian higher education system consisted of:

* 39 universities of which 37 are public institutions and 2 are private;
* 1 Australian branch of an overseas university;
* 4 other self-accrediting higher education institutions; and
* non-self-accrediting higher education providers accredited by State and Territory authorities, numbering more than 150 as listed on State and Territory registers. These include several that are registered in more than one State and Territory.

The non-self-accrediting higher education providers form a very diverse group of specialised, mainly private, providers that range in size and include theological colleges and other providers that offer courses in areas such as business, information technology, natural therapies, hospitality, health, law and accounting.

=== Universities in Australia ===
For a list of all universities in Australia including their location and websites, visit the following link:

http://www.australian-universities.com/list/


Both private and public universities can be found in Australia. As of 2006, there are 36 public, 2 Catholic and 1 Non-profit Private universities in Australia.

[[Universities Australia]] is the industry peak body representing the university sector. Currently, 38 universities are members of [http://www.universitiesaustralia.edu.au Universities Australia].

Most Australian universities developed substantial capability in distance learning in the 1980s and a significant number have now embraced e-learning. Perhaps the best known is the [http://www.usq.edu.au/ University of Southern Queensland].

There is a service provider called [[NextEd]] who operates globally and in particular supported the [[GUA]].

For a list of university rankings in Australia by different agencies, organisations and international bodies, visit http://www.university-list.net/Australia/rank-1000.html

=== Polytechnics in Australia ===


=== Colleges in Australia ===


== Vocational Education and Training ==
The main providers of vocational education and training (VET) in Australia are the various state-administered institutes of Technical and Further Education (TAFE). TAFE institutions generally offer courses based on the [http://www.aqf.edu.au/ Australian Qualifications Framework] that is Certificates I, II, III, and IV, Diplomas, and Advanced Diplomas in a wide range of vocational areas. They also offer some higher education courses, especially in Victoria.

In addition, to TAFE Institutions, there are many Registered Training Organisations (RTOs) which are operated privately. In Victoria alone there are approximately 1100 RTOs. They include:

* commercial training providers,
* the training department of manufacturing or service enterprises,
* the training function of employer or employee organisations in a particular industry,
* Group Training Companies,
* community learning centres and neighbourhood houses,
* secondary schools/colleges providing VET programs.

In terms of size these RTOs vary from single-person operations delivering training and assessment in a narrow specialisation, to large organisations offering a wide range of programs. Many RTOs receive government funding to deliver programs to apprentices or trainees, to disadvantaged groups, or in government identified priority areas.

All course providers are required to comply with the Australian Quality Training Framework (AQTF) and compliance is monitored by regular internal and external audits.

VET programs delivered by TAFE Institutions and private RTOs are based on nationally registered qualifications, derived from either endorsed sets of competency standards known as Training Packages, or from courses accredited by state/territory government authorities. These qualifications are regularly reviewed and updated. In specialised areas where no formal qualifications exist, RTOs may develop their own course and obtain endorsement for it as an accredited privately owned program which is then subjected to the same rules as the publicly owned programs.

All trainers and assessors delivering VET programs are required to hold a qualification known as the Certificate IV in Training and Assessment (TAA40104) or demonstrate equivalent competency. Additionally, they are also required to have relevant vocational competencies, at least to the level being delivered or assessed.

== Education reform ==
=== Schools ===

=== Post-secondary ===
'''The Bologna Process and Australia'''

The [http://www.aei.gov.au/AEI/GovernmentActivities/BolognaProcess/default.htm Bologna Process] represents a commitment by forty-five European countries to undertake a series of reforms in order to achieve greater consistency and portability across their higher education systems.

The Bologna process is likely to have a profound effect on the development of higher education globally. Australian education observers (as well as observers from other continents) are taking a close interest in the reform process and beginning to consider how their own system can be more closely aligned with ‘Bologna’ thinking.

A [http://www.aei.gov.au/AEI/GovernmentActivities/BolognaProcess/BolognaPaper_pdf.pdf discussion paper] developed in 2006, by the Department of Education, Science and Training, aimed to initiate discussion on the significance of Bologna for Australia and possible Australian responses. The Department of Education Science and Training’s initial assessment is that Australian higher education has much to gain by aligning with the key Bologna actions. Potential benefits identified are of two types:
* Facilitation of interaction and recognition
* Benefits to Australian students and employers (with the use of "The Diploma Supplement" and the European Credit Transfer and Accumulation System (ECTS))

The document also state that the institution choosing to maintain positions of Bologna ‘incompatibility’ take a risk.

What would Australian compatibility with Bologna involve? At a minimum, compatibility would entail:

* a three cycle (Bachelor, Masters, Doctorate) degree structure;
* promotion of the Diploma Supplement;
* a credit accumulation/transfer system compatible with the ECTS; and
* the existence of an accreditation/quality assurance framework meeting Bologna criteria.

Australian structures and processes which fit within the Bologna framework:

* Australia has a three cycle (Bachelor, Masters, Doctorate) qualification structure.

There are some areas in which efforts would be required to achieve Bologna
compatibility, for example repositioning of Australian Honours degrees,
four-year and graduate entry Bachelor degrees and one-year Masters courses, to
ensure alignment with Bologna structures and emerging trends.

* The Diploma Supplement has been trialled in Australia, but institutions will need to make decisions about adoption.
* The Australian quality assurance system generally fits within the broad guidelines established by the Bologna Process, but a documented audit of compatibility may be useful as a tool for marketing and dealing with future recognition issues in Europe. There is a question of whether AUQA should seek admission to the proposed, but yet to be developed, European Register of Quality Assurance Agencies, should its eventual guidelines be framed to include external countries.
* Australia has the [[EFTSU]] system which provides a common measure of student workload applying across Australian universities. It may be possible to adapt this system so that it connects more effectively with the ECTS.

'''Concluding remarks'''

There are some challenges posed by the Bologna reforms in relation to existing
qualifications that Australian higher education institutions need to consider. A key issue is the position of Australian graduate entry and four-year bachelor level qualifications. It is likely that the European pathway for professional accreditation, in a range of professions, will become a bachelor degree followed by a two-year masters degree. The level of acceptance of graduate entry or four-year bachelor degrees is as yet unclear.

The recognition of Australian one-year masters courses will also need to be monitored because whilst there is scope for a one-year masters within the Bologna structure, it is likely that the two-year masters will become the norm in most countries. The one-year masters may become a course offered only to international students in Europe and questions may arise about the professional recognition, comparability and quality of such courses within Europe.

The use of Australian honours degrees as direct entry points to doctoral studies may also be problematic in Europe, since the pathway to doctoral studies
within the Bologna Process will be through a masters qualification (3+2).

====Australian's HE reforms====

In 2002, the Commonwealth Government conducted a review of Australia’s higher education system. The Government’s response to the Review was announced on 13 May 2003 as part of the 2003/2004 Budget process. Announced by the previous Government in 2003, the "Our Universities: Backing Australia’s Future" package provided an additional $11 billion in funding over 10 years to enable higher education providers to deliver world-class higher education.

The Commonwealth Grant Scheme and Higher Education Loan Programme (HELP) arose from these reforms. The reforms were structured around four key policy principles:

* sustainability – improved governance, appropriate resourcing and greater pricing flexibility for universities
* quality – incentives to improve performance and greater accountability
* equity – increased number of student places, greater availability of income-contingent loans, increase in the repayment threshold and incentives to improve participation and outcomes for disadvantaged groups
* diversity – incentive and performance-based funding for teaching and research, support for restructuring and collaboration and additional funding for regional institutions.

source : http://www.dest.gov.au/sectors/higher_education/

The reforms focused on establishing a partially deregulated system of higher education, in which individual universities are enabled to capitalise on their particular strengths and determine the value of their course offerings in a competitive environment. There is renewed emphasis on learning and teaching outcomes, greater recognition of the role of regional campuses and institutions, and a framework for research in which all Commonwealth funding is either competitive or performance-based. New arrangements for student financing promote lifelong learning, and ensure equity of access to higher education - no eligible student will be required to pay up-front fees when enrolling at an eligible higher education institution. Greater access for disadvantaged groups is supported, and the market for private higher education is opened up, while still maintaining quality control. Diversity will be encouraged through the creation of performance-based incentives for institutions to differentiate their missions.

source : http://www.backingaustraliasfuture.gov.au/reforms.htm

'''Reforms to the State’s skills and workforce development system'''

South Australia’s Workforce Development Strategy, which was released in 2005, articulated the State Government’s vision for the future workforce as:
South Australia has an efficient, highly skilled workforce that supports a globally competitive economy and a socially inclusive community.
The three priority areas within the strategy are: a high skill economy, quality employment and better workforce planning. This approach represents an innovative way of integrating workforce planning, employment participation and demand considerations, and was the first such strategy in Australia. These three priorities continue to underpin the South Australian Government’s ongoing skills reform agenda.
The workforce development approach which has been adopted in South Australia responds to the State’s dual social and economic priorities which are articulated in South Australia’s Strategic Plan.

====Future direction of tertiary education====

In March 2008, the Government initiated a Review of Higher Education to examine the future direction of the higher education sector, its fitness for purpose in meeting the needs of the Australian community and economy, and the options for ongoing reform. The [http://www.deewr.gov.au/HigherEducation/Review/Pages/ReviewofAustralianHigherEducationReport.aspx Review of Australian Higher Education] was undertaken by an independent expert panel, led by Emeritus Professor Denise Bradley AC.

An [http://www.deewr.gov.au/HigherEducation/Review/Pages/FuturedirectionsforTertiaryEducation.aspx initial response] to the review by the government indicates:

A student-centred, demand driven, higher education system:
* future structural reforms which focus on a student-centred, demand driven system
* from 2012 universities will be funded on the basis of student demand
* the Government will establish a national regulatory and quality agency for higher education.

Tertiary education pathways for the future:
* work with the states and territories to develop strong and cohesive national regulatory arrangements for VET alongside the proposed higher education regulator
* commission the Australian Qualifications Framework Council to improve articulation and connectivity between the university and VET sectors
* form a single tertiary education sector ministerial council, with representatives from the Commonwealth, states and territories.

Enhanced equity in tertiary education, with a focus on improving accessibility:
* by 2020, 20% of higher education enrollments at undergraduate level should be from low socio-economic backgrounds
* work closely with the Indigenous Higher Education Advisory Council (IHEAC) to improve higher education access and outcomes for Indigenous Australians.

Reform for Australian innovation and research - a new approach to research funding and measures to strengthen the contribution universities make to the national innovation system.

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

'''Government responsibility'''
The Australian Government has significant financial and policy responsibility for higher education, while state and territory governments retain major legislative responsibility. At the national level higher education policies and programs are administered by the Department of Education, Employment and Workplace Relations – DEEWR . The provision of government funding is outlined in the [http://www.comlaw.gov.au/ComLaw/Legislation/ActCompilation1.nsf/0/F6F7BA4BEAA1F2F8CA25705000151003?OpenDocument Higher Education Support Act 2003].

See: http://www.mceetya.edu.au/mceetya/default.asp?id=11408

Australian Government funding support for higher education is provided largely through:

* the Commonwealth Grant Scheme which provides for a specified number of Commonwealth Supported places each year
* the Higher Education Loan Programme (HELP) arrangements providing financial assistance to students
* the Commonwealth Scholarships
* a range of grants for specific purposes including quality, learning and teaching, research and research training programmes.

The Department of Education, Employment and Workplace Relations (DEEWR) is the Australian Government Department with responsibility for administering funding, developing and administering higher education policy and programs.

Decision-making, regulation and governance for higher education are shared among the Australian Government, the State and Territory Governments and the individual institutions.

'''Universities' responsibility'''
By definition within Australia, universities are self-accrediting institutions and each university has its own established legislation (generally State and Territory legislation).

As self-accrediting institutions, Australia’s universities have a reasonably high level of autonomy to operate within the legislative requirements associated with their Australian Government funding.

The Australian Catholic University is established under corporations law. It has establishment Acts in NSW and Victoria.

Many private providers are also established under corporations law.

'''States and Territories'''

Some aspects of higher education are the responsibility of States and Territories. In particular, most universities are established or recognised under State and Territory legislation.

States and Territories are also responsible for accrediting non-self-accrediting higher education providers.

'''Fees'''

Australian students can undertake higher education studies at an approved institution as either a Commonwealth support student or a a fee-paying student. Students have to pay for their tertiary education.

Commonwealth support places (formerly known as HECS) are made possible through the financial contribution to higher education providers by the Australian Government.

For more information on Commonwealth support places see: http://www.goingtouni.gov.au

'''VET sector'''

The Australian Government contributes about one-third of government funding for vocational education and training, with the other two-thirds coming from state and territory governments.

Employer contributions to training in Australia include:
* training provision for employees (in the form of payment for courses)
* paid time off
* training materials, travel and subsidies

For more details see section under '''Australian education policy'''

== Quality assurance ==

Quality assurance in Australia’s higher education system is based on a strong partnership between the '''Commonwealth''' (federal), '''State and Territory Governments''' and the '''higher education sector'''.

Source: http://www.dest.gov.au/sectors/higher_education/policy_issues_reviews/key_issues/assuring_quality_in_higher_education/partners_in_quality_assurance.htm

[[Image:Figure_QA_AU.JPG|500px|Quality assurance in Australia’s higher education system]]

'''Commonwealth'''

The Australian Government’s role includes:
* Protection of the term ‘university’
* Legislative protection of overseas students studying in Australia
* Performance management tools
* Learning and Teaching Performance Fund
* Australian Learning and Teaching Council (ALTC)
* Institution Assessment Framework (IAF) [formerly Educational Profiles]

'''State and Territory Governments'''

Australia’s State and mainland Territory Governments are responsible for the legislation which protects the integrity of Australian universities and higher education awards in their jurisdiction. Their responsibilities include:

* specifying arrangements to establish and recognise universities, as well as protecting the use of the term "university"
* protecting higher education award titles and accrediting higher education courses to be offered by non-self-accrediting private providers
* approving the operation of overseas providers of higher education
* endorsing courses of study as suitable for overseas students.

These responsibilities are explained further in the National Protocols for Higher Education Approval Processes.

=== Schools ===

=== Post-secondary ===


Australia’s universities are self accrediting bodies established by or under Commonwealth, State or Territory legislation. They are responsible for maintaining the quality of their own academic standards. This quality is independently verified every five years by the Australian Universities Quality Agency.

There are 43 self-accrediting higher education institutions in Australia and 39 of these are '''universities'''. In addition to these institutions there are over 100 '''private education providers''' accredited by State and Territory Governments offering higher education courses.

Universities assure the quality of their offerings in a number of ways including external academic and industry in-put into courses and peer review of new and ongoing courses. Usually universities formally review their courses on a five-yearly basis. Additionally, universities regularly evaluate student feedback.

Universities also voluntarily comply with various codes of practice and guidelines set by [http://www.universitiesaustralia.edu.au/ Universities Australia] to maintain and ensure the quality of their offerings.

The '''Australian Qualification Framework'''

The [http://www.aqf.edu.au Australian Qualifications Framework] (commonly known as the AQF) is a unified system of national qualifications in schools, vocational education and training (TAFEs and private providers) and the higher education sector (mainly universities).

AQF lists universities and other self-accrediting higher education institutions.

AQF was established by the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)]] in 1995 to provide for nationally recognised pathways between awards offered in Australia’s vocational education and training and higher education sectors. It brings together the qualifications issued by different sectors into a single comprehensive system of titles and standards.

AQF also maintains a public register of MCEECDYAendorsed post compulsory education providers and accreditation authorities. The register is a key element of the Australian higher education quality assurance framework.

'''Australian Universities Quality Agency'''

The [http://www.auqa.edu.au/ Australian Universities Quality Agency (AUQA]) is an independent, not-for-profit national agency to promote, audit, and report on quality assurance in Australian higher education. AUQA was formally established by the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)]] in March 2000. It operates independently of governments and the higher education sector under the direction of a Board of Directors. AUQA is owned by and receives core, operational funding from the Commonwealth, State and Territory Ministers for higher education who are members of [[MCEECDYA]]. The [http://www.nteu.org.au/policy/current/qualityassurance/auqa/1474 AUQA Constitution] is available for download.

[http://www.auqa.edu.au/ AUQA website]

== Information society ==


The [http://www.aictec.edu.au/ Australian Information and Communications Technology in Education Committee (AICTEC)] is a national, cross-sectoral committee responsible for providing advice to all Australian Ministers of Education and Training on the economic and effective utilisation of information and communications technologies in Australian education and training and on implementation of the Digital Education Revolution.

A real ICT policy and organisational framework exists for the use of Information and Communication Technologies in Australian Education Training. A Joint Ministerial Statement on Information and Communications Technologies in Australian Education and Training: 2008-2011 was endorsed by MCEETYA and [http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/vet/minco.htm the Ministerial Council for Vocational and Technical Education (MCVTE)] in June 2008.

*[[Media:JMS_Australian_Education_and_Training.pdf| Joint Ministerial Statement PDF]]
*[http://www.aictec.edu.au/aictec/go/home/about/pid/95 Joint Ministerial Statement] web page

'''Australian Flexible Learning Framework'''

The [http://www.flexiblelearning.net.au/flx/go Australian Flexible Learning Framework (Framework0] provides the vocational education and training (VET) system with the essential e-learning infrastructure and expertise needed to respond to the challenges of a modern economy and the training needs of Australian businesses and workers.

* The Framework was launched as a strategy in 2000, responding to information and communication technology (ICT) developments in workplaces and society. The Australian Government and all states and territories agreed to work together nationally to advance the use of e-learning in VET.

* The first 2000-2004 Framework Strategy focused on raising awareness of the potential of e-learning, and starting to build capability. The second 2005-2007 Framework Strategy continued this work, and focused on engaging with key target groups.

* The 2008-2011 Framework Strategy maximises and builds on the national investment to date in essential e-learning infrastructure. It will focus on embedding e-learning in registered training organisations (RTOs), business and industry. The 2008 Framework Business Plan provides the blueprint for the Framework in the first year of the new Strategy, detailing the Leadership and Innovation programs, and their related business activities.

Together these strategies have created a considerable infrastructure and a sound foundation on which to establish e-learning as an integral part of the national training system.

The national training system's e-learning strategy, the Australian Flexible Learning Framework (Framework), has received the go-ahead for its 2009 activities, opening up more than $7 million in funding opportunities for registered training organisations (RTOs), business and industry to embed e-learning in the vocational education and training (VET) system.

The announcement coincides with recent research showing that 36% of all VET activity in RTOs now formally involves e-learning, compared to just 3-4% in 2003-2004. Research also confirms that 91% of students and 88% of teachers and trainers now use e-learning as part of their VET experience.

More information about the Australian Flexible Learning Framework is available at :
http://www.flexiblelearning.net.au/flx/go/home/about

For information about the initiatives and projects classified by states and territories, visit this page:
http://www.flexiblelearning.net.au/flx/go/home/States_and_Territories

'''Information society strategy'''

In Australia 14% of students (95 000) are doing distance education.

* The Adelaide Declaration on National Goals for Schooling in the Twenty-first Century - Preamble and Goals

source : http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for_schooling_in_the_twenty_first_century.htm

* On 5 December 2008, State, Territory and Commonwealth Ministers of Education meeting as the Ministerial Council on Education, Employment, Training and Youth Affairs, released the Melbourne Declaration on Educational Goals for Young Australians which sets the direction for Australian schooling for the next 10 years. source : http://www.mceetya.edu.au/mceetya/melbourne_declaration,25979.html

* Digital Education Revolution. Not only a programme but also a kind of strategy / policy. See in programme below.

'''Benchmarking e-learning'''

Australia is one of the few countries where time and effort has been committed to benchmarking e-learning. Other countries include [[UK]] and [[New Zealand]].

Interest in benchmarking in Australia can by attributed to:
* a long strand of development and piloting of the [www.acode.edu.au/ Australian Council on Open, Distance and E-Learning (ACODE)] scheme
* an impending pilot of [[eMM]] by around six institutions

Although the ACODE scheme is a distinct scheme, it has several similarities with the [[Pick&Mix]] style of benchmarking which has been used for analytic purposes in Re.ViCa - and in fact [[Paul Bacsich]] was the external advisor to the ACODE scheme. There are interesting differences, including a stronger focus in ACODE on IT.

== ICT in education initiatives ==

'''Government entities'''

* [[Education.au]] is Australia's leading Information and Communications Technology (ICT) agency for educators and delivers a range of web services to clients in the higher education, schools education and vocational education and training sectors.

* [[AICTEC]] - The Australian Information and Communications Technology in Education Committee (AICTEC) is a national, cross-sectoral committee responsible for providing advice to all Australian Ministers of Education and Training on the economic and effective utilisation of information and communications technologies in Australian education and training.

* [[ACODE]] the Australasian Council on Open, Distance and E-Learning, the peak Australasian organisation for universities engaged or interested in open, distance, flexible and e-learning. ACODE's mission is to enhance policy and practice in open, distance, flexible and e-learning in Australasian higher education.

'''Interesting Programmes '''

* [[e-framework]]

* [http://www.tlf.edu.au The Le@rning Federation] is an initiative of the state, territory and national governments of Australia and New Zealand. It is developing high-quality online curriculum content for years P-10 (preschool to year 10) in two formats: interactive, multimedia learning objects and digital resources. The materials are designed to engage students and support teachers and will be freely available to all schools in Australia and New Zealand.

* [http://www.flexiblelearning.net.au/flx/go Australian Flexible Learning Framework]is the e-learning strategy for the vocational education and training (VET) sector. It provides the VET system with the essential e-learning infrastructure and expertise needed to respond to the challenges of a modern economy and the training needs of Australian businesses and workers. The Framework was launched as a strategy in 2000, responding to information and communication technology (ICT) developments in workplaces and society. The Australian Government and all states and territories agreed to work together nationally to advance the use of e-learning in VET.

* Australian Scheme for Higher Education Repositories [[ASHER]]: program to assist eligible HEPs to establish and maintain digital repositories.

* The [http://www.apsr.edu.au/ Australian partnership for Sustainable Repositories (APSR)] aims to establish a centre of excellence for the management of scholarly assets in digital format. APSR is a partnership that aims to promote excellence in building & managing these collections of digital research objects.

* [http://rubric.edu.au/ RUBRIC] RUBRIC focuses on the needs of smaller and regional universities by providing a structured framework for partner institutions to evaluate, trial and implement an Institutional Repository solution; to collaborate on the development of better processes and tools; to act collectively and to develop the expertise that will be necessary to respond to emerging needs of the Research Quality and Accessibility Frameworks across universities.

* [https://mams.melcoe.mq.edu.au/zope/mams MAMS] - Meta Access Management System. This project allows for the integration of multiple solutions to managing authentication, authorisation and identities, together with common services for digital rights, search services and metadata management. The project provides an essential “middleware” component to increase the efficiency and effectiveness of Australia’s higher education research infrastructure.

* Excellence in Research for Australia (ERA) Initiative. The Excellence in Research for Australia (ERA) initiative will be developed by the ARC. It will assess research quality within Australia's higher education institutions using a combination of indicators and expert review by committees comprising experienced, internationally-recognised experts. http://www.arc.gov.au/era/default.htm

* Digital Education Revolution. The Digital Education Revolution, a major part of the Australian Government's Education Revolution, is a vital step in creating a world-class education system for Australia. The aim of the program is to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world. http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/default.aspx

=== Virtual initiatives in schools ===
'''Elementary and Primary Schools'''

[[Kalgoorlie School of the Air]]

[[Mount Isa School of the Air]]

[[Alice Springs School of the Air]]

[[Port Hedland School of the Air]]

'''Secondary and High Schools'''

[[Northern Territory Open Education Centre]]

[[Open High School Australia]]

*Here are some organizations participating in virtual initiatives and distance education in Australia:
**Isolated Children's Parents Association of Australia (ICPA) http://www.icpa.com.au/
**The Australian Association of Distance Education (AADES) http://www.aades.edu.au/
**The Australian Association of Distance Education (ACE) http://www.austcolled.com.au/
** The Virtual School Agency (VSA)
The Virtual School Agency is an agency that helps prospective students abroad, at all levels of education, including secondary/high and university levels, to secure admission and student jobs in Australia. Most of the correspondences between agency and prospective students are done online. They also help the prospective student obtain a study visa as well as work permit. They also provide awareness about the possibilities of different scholarships for students. For more information on the Virtual School Agency (VSA), visit http://virtualstudentagency.com/study-in-australia/


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


* [[Open Universities Australia]] -- formerly Open Learning Australia
* [[Charles Sturt University]]
* [[Curtin University of Technology]]
* [[Deakin University]]
* [[Edith Cowan University]]
* [[University of Southern Queensland]]
* [[Open Training and Education Network]] (OTEN)
* [[TAFE Open Learning]]
* [[TAFE virtual campus]] (Victoria) - a learning platform
* [[University of New England UNEOnline (UNE)]]
* [[TAFE open training and education network (OTEN)]]
* [[Macquarie University’s E-Learning Centre Of Excellence (MELCOE)]] - a research lab

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==


'''Associations and networks'''

* [[EdNA]] (Education Network Australia): one of the world's largest education and training websites with more than 16,000 evaluated online resources and free online forums, chatrooms and discussion lists to support collaboration and communication in the education and training communities.

* Elearning Network of Australasia (ElNet) http://www.elnet.com.au/

* [[Open and distance learning association of Australia]]

* Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) http://www.ascilite.org.au/ Relevant for higher education.

'''Repositories of OER'''

* [[LORN]] currently has seven member repositories contributing more than 2500 learning objects for download. A wide range of industries and subject areas, including business, community services, electrotechnology, horticulture, tourism and hospitality, are represented. The number of Learning objects increases as repository owners build their collections.
** Flexible Learning Toolboxes
** TAFE Tasmania
** Centre for Learning Innovation (CLI)
** TAFE SA
** [[TAFE VC]]
** TVET
** WestOne

* [http://adt.caul.edu.au/ Australasian Digital Theses Program]
* [http://www.arrow.edu.au/ Australian Research Repositories Online to the World]
* [http://www.acys.info/ Australian Clearinghouse for Youth Studies]
* [http://www.ehum.edu.au/ Australian e-Humanities Gateway]
* [http://www.findlaw.com.au/ FindLaw Australia]

A synthetic presentation is available here: http://eprints.utas.edu.au/1031/2/Australia_talk.ppt#598,12,ARROW Discovery Service

'''Australian journals'''

* Australasian Journal of Educational Technology (AJET). http://www.ascilite.org.au/ajet/ajet.html
Listed as an A journal by the Australian government

'''Other'''

* [http://www.education.gov.au/goved/go Government Educational Portal]
* The official Australian Government site for studying in Australia http://www.studyinaustralia.gov.au/Sia/Splash.aspx
* Education in Australia Wikipedia http://en.wikipedia.org/wiki/Education_in_Australia
* Department of Education, Employment and Workplace Relations (DEEWR) http://www.dewr.gov.au/
* Australia online education network (EdNA) http://www.edna.edu.au/edna/go
* http://www.flexiblelearning.net.au/flx/go/home
* http://www.educationau.edu.au/jahia/webdav/site/myjahiasite/shared/papers/elearning_seoul_jm.pdf
* http://www.oecd.org/dataoecd/16/52/1854142.pdf
* http://eprints.utas.edu.au/1031/2/Australia_talk.ppt#575,18,Software about repositories
* http://www.caudit.edu.au/educauseaustralasia07/authors_papers/Blackall-125.pdf about repositories
* education.au http://www.educationau.edu.au/jahia/jsp/index.jsp
* Department of Further Education, Employment, Science and Technology (DFEEST) http://www.dfeest.sa.gov.au/
*http://en.wikipedia.org/wiki/Lists_of_schools_in_Australia

----
> [[Australia]]

[[Category:Australia]]


[[Category:Australasia]]
[[Category:OECD]]
[[Category:G-20 countries]]
[[Category:Commonwealth countries]]

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

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

Australia

2011-08-10T10:28:23Z

Tom Levec: /* References */ added australia as category

{{SimilarName|[[Athabasca University]] (AU) in [[Canada]] or [[Aarhus University]] (AU) in ([[Denmark]])}}



== Experts situated in Australia ==

Please check the [[Advisory Committee|International Advisory Committee]] list for members in Australia

== Australia in a nutshell ==


''Australia'' is a country occupying a whole continent in the southern hemisphere with neighbouring countries including Indonesia, East Timor, and Papua New Guinea to the north, the Solomon Islands, Vanuatu, and New Caledonia to the north-east, and New Zealand to the south-east.

For around 40,000 years before European settlement commenced in the late 18th century, the Australian mainland and Tasmania were inhabited by around 250 individual nations of indigenous Australians. After sporadic visits by fishermen from the immediate north, and European discovery by Dutch explorers in 1606, the eastern half of Australia was claimed by the British in 1770 and initially settled through penal transportation to the colony of New South Wales, founded on 26 January 1788. The population grew steadily in the following years; the continent was explored, and during the 19th century another five largely self-governing Crown Colonies were established.

[[Image:Australia_states.JPG|right|thumb|350px]]
In 1901, the Commonwealth of Australia was born when the colonies became a federation.

Australia is comprised of six states, plus two major mainland territories and several minor territories including islands. The states are New South Wales (NSW), Queensland, South Australia (SA), Tasmania, Victoria, and Western Australia (WA). The two major mainland territories are the Northern Territory and the Australian Capital Territory (ACT). The national’s capital city is Canberra located in the ACT which is between NSW and Victoria.

Australia is a constitutional democracy based on a federal division of power – that is the states have control over some portfolio matters. The form of government in Australia is a constitutional monarchy with a parliamentary system of government. Queen Elizabeth II is the head of the country and is represented by the Governor-General at federal level and by the Governors at state level.

There are three levels of Australian government: Australian (Federal), state and territory and local.

Australia has a population of over 21 million according to the [https://www.cia.gov/library/publications/the-world-factbook/print/as.html CIA Factbook]with the largest population concentrated around the mainland cities of Sydney, Melbourne, Brisbane, Perth and Adelaide.

Australia is a multicultural country with its residents coming from every part of the world. Australia is a federation of states/territories and so contains similar political and organisational challenges to many regios which are federations of states/territories or countries.

It could be argued that the relevance of Australia is mainly to the larger nations of the European Union, yet since it has a states structure as well the relevance is wider, in fact to all nations large and small. It should also be noticed that most Australians now see themseleves as being in the Asia-Pacific region. This regional relationship is very important now in Australia.

== Education in Australia==

Education in Australia is primarily the responsibility of states and territories. However the administration and financing of education in Australia is shared between the Australian Government and the Australian states and territories. The nature of the arrangements depends on the educational sector and legislative responsibilities.

Consultation between the Australian Government and the states and territories takes places through the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)].

The Australian Government’s education policy focuses on:
* Improving learning outcomes
* Implementing a national school curriculum
* Increasing school retention rates
* Providing more funding for education and research.
The policy was released in 2007 when the Australian Labor Party (ALP) was still in opposition prior to forming government in late 2007.

For further information see: http://www.alp.org.au/download/now/education_revolution_r1.pdf

The ALP was succesful in obtaining power in November 2007. The government's productivity agenda includes education, training, skills and early childhood as key elements. The Council of Australian Governments (COAG) have agreed to a new model of cooperation on a number of matters of which productivity is one.

The states and territories are primarily responsible for policy and administration of school education. The Australian Government provides funding and co-ordination.
Support is provided through:
* general recurrent, capital and targeted programs
* policy development
* research and analysis of nationally significant education issues.

A key priority of the current Australian Government is to provide a national consistent school system. That is agree on a common starting age, common national testing in key subject areas, consistency in curriculum outcomes, and a common information system for the transfer of student data when students move interstate.

The states and territories are responsible for:
* organisation, funding and delivery of school education
* non-government schools registration, inspection and supplementary funding
* determines its own policies and practices on organisation of schooling, curriculum, course accreditation, student assessment and certification.

Each state and territory has its own education department and agencies which are responsible for publicly-funded education.

Curriculum and assessment is underpinned by the ''National Goals for Schooling in the Twenty-first Century'' which focuses on the learning outcomes for students and provides a framework for national reporting on student achievement. The National Goals for Schooling have been agreed by all education ministers.

See: http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for_schooling_in_the_twenty_first_century.htm

Generally, education in Australia follows the three-tier model which includes primary education (primary schools), followed by secondary education (secondary schools/high schools) and tertiary education (universities and/or TAFE (Technical and Further Education Colleges)).

Education is compulsory up to an age specified by legislation; this age varies from state to state but is generally 15-17, that is prior to completing secondary education. Post-compulsory education is regulated within the Australian Qualifications Framework, a unified system of national qualifications in schools, vocational education and training (TAFE) and the higher education sector (university).

The academic year in Australia varies between states and institutions, but generally runs from late January until mid-December for primary and secondary schools and TAFE colleges, and from late February until mid-November for universities.

=== Schools in Australia ===

For a list of all schools in Australia including their location and websites, visit the following link:

http://en.wikipedia.org/wiki/Lists_of_schools_in_Australia

There are three levels of school education, primary, secondary and senior secondary.

'''Pre-school and Primary School'''

Primary school is from year 1 to year 6 or 7, with the emphasis being on developing English language and literacy skills, numeracy and basic mathematics as well as health and creative activities. There are no formal examination requirements and students progress to secondary education, on the recommendation of the teacher in consultation with the parents, at the completion of primary schooling.

Pre-school in Australia is relatively unregulated, and is not compulsory. The first exposure many Australian children have to learn with others outside of traditional parenting is day care or a local government run playgroup. This type of activity is not generally considered schooling. Pre-school education is separate from primary school in all states and territories except Western Australia and Queensland, where pre-school education is taught as part of the primary school system.

Pre-schools are usually run by local councils, community groups or private organizations except for the Northern Territory and Queensland where they are run by the Territory and State Governments respectively. Pre-school is offered to three- to five-year-olds, although attendance numbers vary widely (from 50% in New South Wales to 93% in Victoria). The year before a child is due to attend primary school is the main year for pre-school education. This year is far more commonly attended, and usually takes the form of a few hours of activity five days a week.

'''Secondary, Senior Secondary/High Schools and Colleges'''

Secondary education is from year 7 or 8 to year 10. Core subjects are taught for the first two years and a selection of electives are introduced thereafter.

Senior secondary covers year 11 and 12 and a range of programs are offered aimed at preparing students for future study and work life. The Senior Secondary Certificate of Education is awarded to students who have successfully completed year 12.

However, the years for both secondary and senior secondary schools in Australia do in fact vary from state to state. In territories such as Tasmania and the Astralian Capital Territory, the term ''High School'' is used to refer from years 7-10 while it is substituted by the term ''College'' from years 11-12. Following reforms of the Labor Government in the late 1980's and the early 1990's, the term ''secondary college'' has largely replaced the term ''high school'' in the territory of Victoria. Some schools in Victoria such as Melbourne High School have retained the term ''high school''. Others have dropped the word 'secondary' and are simply referred to as '''colleges'.''

In New South Wales, the last year of high school, year 12, is known as the Higher School Certificate (HSC) while years 11 and 12 in Victoria are known as the Victorian Certificate of Education (VCE). There are various other similar names in other states.

The first examination mark for a student in New South Wales and a combination of examination marks and coursework in other states, excluding Queensland, are indexed into the Australian Tertiary Admission Rank (ATAR). This index is usually the sole factor considered when applying for university courses. The ATAR was only introduced in 2009 in New South Wales, and previously each state calculated its own final high school rank, such as the Universities Admission Index (UAI) in New South Wales and Equivalent National Tertiary Entrance Rank (ENTER) in Victoria.

Victorian students also have an opportunity to complete a high school qualification under the Victorian Certificate of Applied Learning which gives students practical experience in a trade or workplace. This qualification generally leads students into a trade.

Generally, lower secondary education (Years 8 – 10) maintains continuity of learning in the learning areas and enables students to concentrate on the development of knowledge and skills in accordance with their personal learning goals and needs. Students are provided with opportunities to participate in enquiry based learning, innovative thinking, problem solving and decision making.

Senior secondary education (Years 11 and 12) provides students with a wide range of programs to ensure they are well placed to qualify for secondary graduation and to gain University or TAFE entrance or employment. The students undertake the Western Australian Certificate of Education (WACE) and have the opportunity to pursue subjects of their choice in greater depth.

Teachers design educational programs to suit the learning needs of their students. Educational standards are maintained with state and nation wide testing.

The school year consists of two semesters divided into two terms each. The school day commences at approximately 9.00am and concludes between 3.00 and 3.30 pm

Government schools welcome students from other countries. They strive to ensure their learning experiences are both stimulating and educationally rewarding and the students enjoy their life in a different cultural environment.

Schools in Australia can be classified according to sources of funding and administrative structures. There are three such categories in Australia: Public Schools (also known as 'Government' schools or 'State' schools), Independent Schools (informally known as 'private' schools) and Catholic schools.

School is compulsory in Australia between the ages of six and fifteen, depending on the state and date of birth, with, in recent years, over three quarters of students staying on until they are eighteen. Government schools educate about two thirds of Australian students, with the other third in independent schools, a proportion which is rising in many parts of Australia.

Government schools are free, while independent schools, both religious and secular, charge fees. Regardless of whether a school is government or independent, they are required to adhere to the same curriculum frameworks. Most school students, be they in government or independent school, usually wear uniforms, although there are varying expectations and some Australian schools do not require uniforms.

'''Government (or state) schools'''

Government or state schools are run by the local state or territory government. They do not charge compulsory fees, with the majority of their costs being met by the relevant government, and the rest by voluntary levies and fund raising activities.

Government schools are of two types: open and selective. Open schools accept all students from their government defined catchment areas. Selective government schools mostly cater for academically gifted students (the top 5 percent), although there are performing arts and sports schools. Almost all selective schools are in [http://www.schools.nsw.edu.au/gotoschool/types/selectiveschools.php New South Wales], though a few exist in other areas. For example Victoria has 2 selective entry high schools for students in year 9 -12.

Selective schools are more prestigious than open government schools, and generally achieve better results in the school-leaving exams than independent or open government schools. Entry to selective schools is often highly competitive these schools cater to a large geographical area.

'''Independent and Catholic schools'''

Most Catholic schools are either run by their local parish and/or by each state's Catholic Education Commission.

Independent schools enroll about 14% of students. These include schools operated by religious groups and secular educational philosophies such as Montessori.

All independent schools charge tuition fees. Government funding for independent schools often comes under criticism from the Australian Education Union and the general public.

Private schools have better infrastructures, facilities, higher paid teachers, prestige and social status as well as a better educational environment. They focus on extra-curricular activities such games and sports, other activities alongside better education. Private schools are considered a very important part of the Australian school system because of their quality. They get funded by the government and students still have to pay a very high tuition, making them more expensive than the government schools.

Some of the best private schools in Australia include Anglican Grammar School, Canberra Grammar School, Saint Hilda’s School, etc. Other good private schools are mostly found in major cities such as Canberra, Adelaide, Perth, Sydney, Melbourne and Brisbane. Usually, there is tough competition enrolling in private schools and both parents and students have to meet specific eligibility requirements before applying, which normally vary from school to school and from class to class. Besides educational requirements, the students may also have to appear for a written test.

Amongst other subjects, main courses offered in Australian private schools include English, the language other than English, Math, Science, Art, Social & Environmental Studies, Technology, Personal Development, Health and Physical Education. Some private schools at the senior secondary level offer specialization in particular areas. For a list of all the private schools in Australia, visit http://www.indiaedumart.com/australia-education/schools/private-schools/

== Further and Higher education ==
The Australian Government has significant financial and policy responsibility for higher education, while state and territory governments retain major legislative responsibility. At the national level higher education policies and programs are administered by the Department of Education, Employment and Workplace Relations – DEEWR . The provision of government funding is outlined in the Higher Education Support Act 2003.

See: http://www.mceetya.edu.au/mceetya/default.asp?id=11408

The Australian Government also provides substantial funding to the higher education sector in support of research through various grants and programs:
* Institutional Grants Scheme
* Research Infrastructure Block Grants
* Australian Postgraduate Awards
* Research projects administered by the Australian Research Council (ARC)
* National Health and Medical Research Council (NHMRC).

'''Vocational education and training'''

The Australian Government contributes about one-third of government funding for vocational education and training, with the other two-thirds coming from state and territory governments.

Australia’s vocational education and training (VET) system is built on a partnership between governments and industry. Industry representatives and employers play a key role in determining training policies and priorities, and in developing training qualifications that can deliver the skills employers need for the workforce.

Australian’s training system is based on competencies, nationally consistent and quality-assured.

The [Australian Qualifications Framework http://www.aqf.edu.au/cs.htm (AQF)] was established in 1995. The Framework links qualifications from school, vocational education and training and higher education sectors. The AQF recognises prior learning or current competence, and makes credit transfer and flexible learning pathways easier. AQF VET qualifications are outcomes based, and focus on the skills and competencies gained rather than on the length or type of course studied.

State and territory governments have constitutional responsibility for the management and administration of vocational education and training within their jurisdictions. That is they are responsible for state-level planning, regulation of training providers, allocation of funds to public and private training providers, setting student fees and charges and managing Technical and Further Education (TAFE) institutes.

The Australian Government takes a strategic leadership role in vocational education and training by working collaboratively with states and territories and industry as part of its responsibility to ensure national prosperity and economic development.

Under the 2005-2008 funding agreement, the Australian Government committed to providing almost $5 billion to states and territories to support their training systems. The Australian Government also directly funds a number of programs to support the vocational education and training system. These include:
* Australian Apprenticeships (including support for employers and new apprentices)
* Australian Technical Colleges
* Workplace English Language and Literacy Program (provides existing workers with English language, literacy and numeracy skills.

'''The Digital Education Revolution'''

The Digital Education Revolution, a major part of the Australian Government's Education Revolution, is a vital step in creating a world-class education system for Australia.

The aim of the program is to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world.
Source : http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/default.aspx

'''Higher education'''

Tertiary or higher education in Australia is made up of universities and non-university higher education institutions (called higher education providers).

A higher education provider is an entity approved state and territory authorities to offer particular higher education courses. Australia has approximately 150 higher education institutions approved to offer particular higher education courses. Higher education providers have to be approved by the Australian Government Minister for Education in order to be eligible for government grants or for their students to be eligible to receive assistance from the Australian Government under the Higher Education Support Act 2003 (HESA). Providers are subject to quality and accountability requirements.

In 2007, the Australian higher education system consisted of:

* 39 universities of which 37 are public institutions and 2 are private;
* 1 Australian branch of an overseas university;
* 4 other self-accrediting higher education institutions; and
* non-self-accrediting higher education providers accredited by State and Territory authorities, numbering more than 150 as listed on State and Territory registers. These include several that are registered in more than one State and Territory.

The non-self-accrediting higher education providers form a very diverse group of specialised, mainly private, providers that range in size and include theological colleges and other providers that offer courses in areas such as business, information technology, natural therapies, hospitality, health, law and accounting.

=== Universities in Australia ===

Both private and public universities can be found in Australia. As of 2006, there are 36 public, 2 Catholic and 1 Non-profit Private universities in Australia.

[[Universities Australia]] is the industry peak body representing the university sector. Currently, 38 universities are members of [http://www.universitiesaustralia.edu.au Universities Australia].

Most Australian universities developed substantial capability in distance learning in the 1980s and a significant number have now embraced e-learning. Perhaps the best known is the [http://www.usq.edu.au/ University of Southern Queensland].

There is a service provider called [[NextEd]] who operates globally and in particular supported the [[GUA]].

For a list of university rankings in Australia by different agencies, organisations and international bodies, visit http://www.university-list.net/Australia/rank-1000.html

=== Polytechnics in Australia ===


=== Colleges in Australia ===


== Vocational Education and Training ==
The main providers of vocational education and training (VET) in Australia are the various state-administered institutes of Technical and Further Education (TAFE). TAFE institutions generally offer courses based on the [http://www.aqf.edu.au/ Australian Qualifications Framework] that is Certificates I, II, III, and IV, Diplomas, and Advanced Diplomas in a wide range of vocational areas. They also offer some higher education courses, especially in Victoria.

In addition, to TAFE Institutions, there are many Registered Training Organisations (RTOs) which are operated privately. In Victoria alone there are approximately 1100 RTOs. They include:

* commercial training providers,
* the training department of manufacturing or service enterprises,
* the training function of employer or employee organisations in a particular industry,
* Group Training Companies,
* community learning centres and neighbourhood houses,
* secondary schools/colleges providing VET programs.

In terms of size these RTOs vary from single-person operations delivering training and assessment in a narrow specialisation, to large organisations offering a wide range of programs. Many RTOs receive government funding to deliver programs to apprentices or trainees, to disadvantaged groups, or in government identified priority areas.

All course providers are required to comply with the Australian Quality Training Framework (AQTF) and compliance is monitored by regular internal and external audits.

VET programs delivered by TAFE Institutions and private RTOs are based on nationally registered qualifications, derived from either endorsed sets of competency standards known as Training Packages, or from courses accredited by state/territory government authorities. These qualifications are regularly reviewed and updated. In specialised areas where no formal qualifications exist, RTOs may develop their own course and obtain endorsement for it as an accredited privately owned program which is then subjected to the same rules as the publicly owned programs.

All trainers and assessors delivering VET programs are required to hold a qualification known as the Certificate IV in Training and Assessment (TAA40104) or demonstrate equivalent competency. Additionally, they are also required to have relevant vocational competencies, at least to the level being delivered or assessed.

== Education reform ==
=== Schools ===

=== Post-secondary ===
'''The Bologna Process and Australia'''

The [http://www.aei.gov.au/AEI/GovernmentActivities/BolognaProcess/default.htm Bologna Process] represents a commitment by forty-five European countries to undertake a series of reforms in order to achieve greater consistency and portability across their higher education systems.

The Bologna process is likely to have a profound effect on the development of higher education globally. Australian education observers (as well as observers from other continents) are taking a close interest in the reform process and beginning to consider how their own system can be more closely aligned with ‘Bologna’ thinking.

A [http://www.aei.gov.au/AEI/GovernmentActivities/BolognaProcess/BolognaPaper_pdf.pdf discussion paper] developed in 2006, by the Department of Education, Science and Training, aimed to initiate discussion on the significance of Bologna for Australia and possible Australian responses. The Department of Education Science and Training’s initial assessment is that Australian higher education has much to gain by aligning with the key Bologna actions. Potential benefits identified are of two types:
* Facilitation of interaction and recognition
* Benefits to Australian students and employers (with the use of "The Diploma Supplement" and the European Credit Transfer and Accumulation System (ECTS))

The document also state that the institution choosing to maintain positions of Bologna ‘incompatibility’ take a risk.

What would Australian compatibility with Bologna involve? At a minimum, compatibility would entail:

* a three cycle (Bachelor, Masters, Doctorate) degree structure;
* promotion of the Diploma Supplement;
* a credit accumulation/transfer system compatible with the ECTS; and
* the existence of an accreditation/quality assurance framework meeting Bologna criteria.

Australian structures and processes which fit within the Bologna framework:

* Australia has a three cycle (Bachelor, Masters, Doctorate) qualification structure.

There are some areas in which efforts would be required to achieve Bologna
compatibility, for example repositioning of Australian Honours degrees,
four-year and graduate entry Bachelor degrees and one-year Masters courses, to
ensure alignment with Bologna structures and emerging trends.

* The Diploma Supplement has been trialled in Australia, but institutions will need to make decisions about adoption.
* The Australian quality assurance system generally fits within the broad guidelines established by the Bologna Process, but a documented audit of compatibility may be useful as a tool for marketing and dealing with future recognition issues in Europe. There is a question of whether AUQA should seek admission to the proposed, but yet to be developed, European Register of Quality Assurance Agencies, should its eventual guidelines be framed to include external countries.
* Australia has the [[EFTSU]] system which provides a common measure of student workload applying across Australian universities. It may be possible to adapt this system so that it connects more effectively with the ECTS.

'''Concluding remarks'''

There are some challenges posed by the Bologna reforms in relation to existing
qualifications that Australian higher education institutions need to consider. A key issue is the position of Australian graduate entry and four-year bachelor level qualifications. It is likely that the European pathway for professional accreditation, in a range of professions, will become a bachelor degree followed by a two-year masters degree. The level of acceptance of graduate entry or four-year bachelor degrees is as yet unclear.

The recognition of Australian one-year masters courses will also need to be monitored because whilst there is scope for a one-year masters within the Bologna structure, it is likely that the two-year masters will become the norm in most countries. The one-year masters may become a course offered only to international students in Europe and questions may arise about the professional recognition, comparability and quality of such courses within Europe.

The use of Australian honours degrees as direct entry points to doctoral studies may also be problematic in Europe, since the pathway to doctoral studies
within the Bologna Process will be through a masters qualification (3+2).

====Australian's HE reforms====

In 2002, the Commonwealth Government conducted a review of Australia’s higher education system. The Government’s response to the Review was announced on 13 May 2003 as part of the 2003/2004 Budget process. Announced by the previous Government in 2003, the "Our Universities: Backing Australia’s Future" package provided an additional $11 billion in funding over 10 years to enable higher education providers to deliver world-class higher education.

The Commonwealth Grant Scheme and Higher Education Loan Programme (HELP) arose from these reforms. The reforms were structured around four key policy principles:

* sustainability – improved governance, appropriate resourcing and greater pricing flexibility for universities
* quality – incentives to improve performance and greater accountability
* equity – increased number of student places, greater availability of income-contingent loans, increase in the repayment threshold and incentives to improve participation and outcomes for disadvantaged groups
* diversity – incentive and performance-based funding for teaching and research, support for restructuring and collaboration and additional funding for regional institutions.

source : http://www.dest.gov.au/sectors/higher_education/

The reforms focused on establishing a partially deregulated system of higher education, in which individual universities are enabled to capitalise on their particular strengths and determine the value of their course offerings in a competitive environment. There is renewed emphasis on learning and teaching outcomes, greater recognition of the role of regional campuses and institutions, and a framework for research in which all Commonwealth funding is either competitive or performance-based. New arrangements for student financing promote lifelong learning, and ensure equity of access to higher education - no eligible student will be required to pay up-front fees when enrolling at an eligible higher education institution. Greater access for disadvantaged groups is supported, and the market for private higher education is opened up, while still maintaining quality control. Diversity will be encouraged through the creation of performance-based incentives for institutions to differentiate their missions.

source : http://www.backingaustraliasfuture.gov.au/reforms.htm

'''Reforms to the State’s skills and workforce development system'''

South Australia’s Workforce Development Strategy, which was released in 2005, articulated the State Government’s vision for the future workforce as:
South Australia has an efficient, highly skilled workforce that supports a globally competitive economy and a socially inclusive community.
The three priority areas within the strategy are: a high skill economy, quality employment and better workforce planning. This approach represents an innovative way of integrating workforce planning, employment participation and demand considerations, and was the first such strategy in Australia. These three priorities continue to underpin the South Australian Government’s ongoing skills reform agenda.
The workforce development approach which has been adopted in South Australia responds to the State’s dual social and economic priorities which are articulated in South Australia’s Strategic Plan.

====Future direction of tertiary education====

In March 2008, the Government initiated a Review of Higher Education to examine the future direction of the higher education sector, its fitness for purpose in meeting the needs of the Australian community and economy, and the options for ongoing reform. The [http://www.deewr.gov.au/HigherEducation/Review/Pages/ReviewofAustralianHigherEducationReport.aspx Review of Australian Higher Education] was undertaken by an independent expert panel, led by Emeritus Professor Denise Bradley AC.

An [http://www.deewr.gov.au/HigherEducation/Review/Pages/FuturedirectionsforTertiaryEducation.aspx initial response] to the review by the government indicates:

A student-centred, demand driven, higher education system:
* future structural reforms which focus on a student-centred, demand driven system
* from 2012 universities will be funded on the basis of student demand
* the Government will establish a national regulatory and quality agency for higher education.

Tertiary education pathways for the future:
* work with the states and territories to develop strong and cohesive national regulatory arrangements for VET alongside the proposed higher education regulator
* commission the Australian Qualifications Framework Council to improve articulation and connectivity between the university and VET sectors
* form a single tertiary education sector ministerial council, with representatives from the Commonwealth, states and territories.

Enhanced equity in tertiary education, with a focus on improving accessibility:
* by 2020, 20% of higher education enrollments at undergraduate level should be from low socio-economic backgrounds
* work closely with the Indigenous Higher Education Advisory Council (IHEAC) to improve higher education access and outcomes for Indigenous Australians.

Reform for Australian innovation and research - a new approach to research funding and measures to strengthen the contribution universities make to the national innovation system.

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

'''Government responsibility'''
The Australian Government has significant financial and policy responsibility for higher education, while state and territory governments retain major legislative responsibility. At the national level higher education policies and programs are administered by the Department of Education, Employment and Workplace Relations – DEEWR . The provision of government funding is outlined in the [http://www.comlaw.gov.au/ComLaw/Legislation/ActCompilation1.nsf/0/F6F7BA4BEAA1F2F8CA25705000151003?OpenDocument Higher Education Support Act 2003].

See: http://www.mceetya.edu.au/mceetya/default.asp?id=11408

Australian Government funding support for higher education is provided largely through:

* the Commonwealth Grant Scheme which provides for a specified number of Commonwealth Supported places each year
* the Higher Education Loan Programme (HELP) arrangements providing financial assistance to students
* the Commonwealth Scholarships
* a range of grants for specific purposes including quality, learning and teaching, research and research training programmes.

The Department of Education, Employment and Workplace Relations (DEEWR) is the Australian Government Department with responsibility for administering funding, developing and administering higher education policy and programs.

Decision-making, regulation and governance for higher education are shared among the Australian Government, the State and Territory Governments and the individual institutions.

'''Universities' responsibility'''
By definition within Australia, universities are self-accrediting institutions and each university has its own established legislation (generally State and Territory legislation).

As self-accrediting institutions, Australia’s universities have a reasonably high level of autonomy to operate within the legislative requirements associated with their Australian Government funding.

The Australian Catholic University is established under corporations law. It has establishment Acts in NSW and Victoria.

Many private providers are also established under corporations law.

'''States and Territories'''

Some aspects of higher education are the responsibility of States and Territories. In particular, most universities are established or recognised under State and Territory legislation.

States and Territories are also responsible for accrediting non-self-accrediting higher education providers.

'''Fees'''

Australian students can undertake higher education studies at an approved institution as either a Commonwealth support student or a a fee-paying student. Students have to pay for their tertiary education.

Commonwealth support places (formerly known as HECS) are made possible through the financial contribution to higher education providers by the Australian Government.

For more information on Commonwealth support places see: http://www.goingtouni.gov.au

'''VET sector'''

The Australian Government contributes about one-third of government funding for vocational education and training, with the other two-thirds coming from state and territory governments.

Employer contributions to training in Australia include:
* training provision for employees (in the form of payment for courses)
* paid time off
* training materials, travel and subsidies

For more details see section under '''Australian education policy'''

== Quality assurance ==

Quality assurance in Australia’s higher education system is based on a strong partnership between the '''Commonwealth''' (federal), '''State and Territory Governments''' and the '''higher education sector'''.

Source: http://www.dest.gov.au/sectors/higher_education/policy_issues_reviews/key_issues/assuring_quality_in_higher_education/partners_in_quality_assurance.htm

[[Image:Figure_QA_AU.JPG|500px|Quality assurance in Australia’s higher education system]]

'''Commonwealth'''

The Australian Government’s role includes:
* Protection of the term ‘university’
* Legislative protection of overseas students studying in Australia
* Performance management tools
* Learning and Teaching Performance Fund
* Australian Learning and Teaching Council (ALTC)
* Institution Assessment Framework (IAF) [formerly Educational Profiles]

'''State and Territory Governments'''

Australia’s State and mainland Territory Governments are responsible for the legislation which protects the integrity of Australian universities and higher education awards in their jurisdiction. Their responsibilities include:

* specifying arrangements to establish and recognise universities, as well as protecting the use of the term "university"
* protecting higher education award titles and accrediting higher education courses to be offered by non-self-accrediting private providers
* approving the operation of overseas providers of higher education
* endorsing courses of study as suitable for overseas students.

These responsibilities are explained further in the National Protocols for Higher Education Approval Processes.

=== Schools ===

=== Post-secondary ===


Australia’s universities are self accrediting bodies established by or under Commonwealth, State or Territory legislation. They are responsible for maintaining the quality of their own academic standards. This quality is independently verified every five years by the Australian Universities Quality Agency.

There are 43 self-accrediting higher education institutions in Australia and 39 of these are '''universities'''. In addition to these institutions there are over 100 '''private education providers''' accredited by State and Territory Governments offering higher education courses.

Universities assure the quality of their offerings in a number of ways including external academic and industry in-put into courses and peer review of new and ongoing courses. Usually universities formally review their courses on a five-yearly basis. Additionally, universities regularly evaluate student feedback.

Universities also voluntarily comply with various codes of practice and guidelines set by [http://www.universitiesaustralia.edu.au/ Universities Australia] to maintain and ensure the quality of their offerings.

The '''Australian Qualification Framework'''

The [http://www.aqf.edu.au Australian Qualifications Framework] (commonly known as the AQF) is a unified system of national qualifications in schools, vocational education and training (TAFEs and private providers) and the higher education sector (mainly universities).

AQF lists universities and other self-accrediting higher education institutions.

AQF was established by the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)]] in 1995 to provide for nationally recognised pathways between awards offered in Australia’s vocational education and training and higher education sectors. It brings together the qualifications issued by different sectors into a single comprehensive system of titles and standards.

AQF also maintains a public register of MCEECDYAendorsed post compulsory education providers and accreditation authorities. The register is a key element of the Australian higher education quality assurance framework.

'''Australian Universities Quality Agency'''

The [http://www.auqa.edu.au/ Australian Universities Quality Agency (AUQA]) is an independent, not-for-profit national agency to promote, audit, and report on quality assurance in Australian higher education. AUQA was formally established by the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)]] in March 2000. It operates independently of governments and the higher education sector under the direction of a Board of Directors. AUQA is owned by and receives core, operational funding from the Commonwealth, State and Territory Ministers for higher education who are members of [[MCEECDYA]]. The [http://www.nteu.org.au/policy/current/qualityassurance/auqa/1474 AUQA Constitution] is available for download.

[http://www.auqa.edu.au/ AUQA website]

== Information society ==


The [http://www.aictec.edu.au/ Australian Information and Communications Technology in Education Committee (AICTEC)] is a national, cross-sectoral committee responsible for providing advice to all Australian Ministers of Education and Training on the economic and effective utilisation of information and communications technologies in Australian education and training and on implementation of the Digital Education Revolution.

A real ICT policy and organisational framework exists for the use of Information and Communication Technologies in Australian Education Training. A Joint Ministerial Statement on Information and Communications Technologies in Australian Education and Training: 2008-2011 was endorsed by MCEETYA and [http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/vet/minco.htm the Ministerial Council for Vocational and Technical Education (MCVTE)] in June 2008.

*[[Media:JMS_Australian_Education_and_Training.pdf| Joint Ministerial Statement PDF]]
*[http://www.aictec.edu.au/aictec/go/home/about/pid/95 Joint Ministerial Statement] web page

'''Australian Flexible Learning Framework'''

The [http://www.flexiblelearning.net.au/flx/go Australian Flexible Learning Framework (Framework0] provides the vocational education and training (VET) system with the essential e-learning infrastructure and expertise needed to respond to the challenges of a modern economy and the training needs of Australian businesses and workers.

* The Framework was launched as a strategy in 2000, responding to information and communication technology (ICT) developments in workplaces and society. The Australian Government and all states and territories agreed to work together nationally to advance the use of e-learning in VET.

* The first 2000-2004 Framework Strategy focused on raising awareness of the potential of e-learning, and starting to build capability. The second 2005-2007 Framework Strategy continued this work, and focused on engaging with key target groups.

* The 2008-2011 Framework Strategy maximises and builds on the national investment to date in essential e-learning infrastructure. It will focus on embedding e-learning in registered training organisations (RTOs), business and industry. The 2008 Framework Business Plan provides the blueprint for the Framework in the first year of the new Strategy, detailing the Leadership and Innovation programs, and their related business activities.

Together these strategies have created a considerable infrastructure and a sound foundation on which to establish e-learning as an integral part of the national training system.

The national training system's e-learning strategy, the Australian Flexible Learning Framework (Framework), has received the go-ahead for its 2009 activities, opening up more than $7 million in funding opportunities for registered training organisations (RTOs), business and industry to embed e-learning in the vocational education and training (VET) system.

The announcement coincides with recent research showing that 36% of all VET activity in RTOs now formally involves e-learning, compared to just 3-4% in 2003-2004. Research also confirms that 91% of students and 88% of teachers and trainers now use e-learning as part of their VET experience.

More information about the Australian Flexible Learning Framework is available at :
http://www.flexiblelearning.net.au/flx/go/home/about

For information about the initiatives and projects classified by states and territories, visit this page:
http://www.flexiblelearning.net.au/flx/go/home/States_and_Territories

'''Information society strategy'''

In Australia 14% of students (95 000) are doing distance education.

* The Adelaide Declaration on National Goals for Schooling in the Twenty-first Century - Preamble and Goals

source : http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for_schooling_in_the_twenty_first_century.htm

* On 5 December 2008, State, Territory and Commonwealth Ministers of Education meeting as the Ministerial Council on Education, Employment, Training and Youth Affairs, released the Melbourne Declaration on Educational Goals for Young Australians which sets the direction for Australian schooling for the next 10 years. source : http://www.mceetya.edu.au/mceetya/melbourne_declaration,25979.html

* Digital Education Revolution. Not only a programme but also a kind of strategy / policy. See in programme below.

'''Benchmarking e-learning'''

Australia is one of the few countries where time and effort has been committed to benchmarking e-learning. Other countries include [[UK]] and [[New Zealand]].

Interest in benchmarking in Australia can by attributed to:
* a long strand of development and piloting of the [www.acode.edu.au/ Australian Council on Open, Distance and E-Learning (ACODE)] scheme
* an impending pilot of [[eMM]] by around six institutions

Although the ACODE scheme is a distinct scheme, it has several similarities with the [[Pick&Mix]] style of benchmarking which has been used for analytic purposes in Re.ViCa - and in fact [[Paul Bacsich]] was the external advisor to the ACODE scheme. There are interesting differences, including a stronger focus in ACODE on IT.

== ICT in education initiatives ==

'''Government entities'''

* [[Education.au]] is Australia's leading Information and Communications Technology (ICT) agency for educators and delivers a range of web services to clients in the higher education, schools education and vocational education and training sectors.

* [[AICTEC]] - The Australian Information and Communications Technology in Education Committee (AICTEC) is a national, cross-sectoral committee responsible for providing advice to all Australian Ministers of Education and Training on the economic and effective utilisation of information and communications technologies in Australian education and training.

* [[ACODE]] the Australasian Council on Open, Distance and E-Learning, the peak Australasian organisation for universities engaged or interested in open, distance, flexible and e-learning. ACODE's mission is to enhance policy and practice in open, distance, flexible and e-learning in Australasian higher education.

'''Interesting Programmes '''

* [[e-framework]]

* [http://www.tlf.edu.au The Le@rning Federation] is an initiative of the state, territory and national governments of Australia and New Zealand. It is developing high-quality online curriculum content for years P-10 (preschool to year 10) in two formats: interactive, multimedia learning objects and digital resources. The materials are designed to engage students and support teachers and will be freely available to all schools in Australia and New Zealand.

* [http://www.flexiblelearning.net.au/flx/go Australian Flexible Learning Framework]is the e-learning strategy for the vocational education and training (VET) sector. It provides the VET system with the essential e-learning infrastructure and expertise needed to respond to the challenges of a modern economy and the training needs of Australian businesses and workers. The Framework was launched as a strategy in 2000, responding to information and communication technology (ICT) developments in workplaces and society. The Australian Government and all states and territories agreed to work together nationally to advance the use of e-learning in VET.

* Australian Scheme for Higher Education Repositories [[ASHER]]: program to assist eligible HEPs to establish and maintain digital repositories.

* The [http://www.apsr.edu.au/ Australian partnership for Sustainable Repositories (APSR)] aims to establish a centre of excellence for the management of scholarly assets in digital format. APSR is a partnership that aims to promote excellence in building & managing these collections of digital research objects.

* [http://rubric.edu.au/ RUBRIC] RUBRIC focuses on the needs of smaller and regional universities by providing a structured framework for partner institutions to evaluate, trial and implement an Institutional Repository solution; to collaborate on the development of better processes and tools; to act collectively and to develop the expertise that will be necessary to respond to emerging needs of the Research Quality and Accessibility Frameworks across universities.

* [https://mams.melcoe.mq.edu.au/zope/mams MAMS] - Meta Access Management System. This project allows for the integration of multiple solutions to managing authentication, authorisation and identities, together with common services for digital rights, search services and metadata management. The project provides an essential “middleware” component to increase the efficiency and effectiveness of Australia’s higher education research infrastructure.

* Excellence in Research for Australia (ERA) Initiative. The Excellence in Research for Australia (ERA) initiative will be developed by the ARC. It will assess research quality within Australia's higher education institutions using a combination of indicators and expert review by committees comprising experienced, internationally-recognised experts. http://www.arc.gov.au/era/default.htm

* Digital Education Revolution. The Digital Education Revolution, a major part of the Australian Government's Education Revolution, is a vital step in creating a world-class education system for Australia. The aim of the program is to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world. http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/default.aspx

=== Virtual initiatives in schools ===
'''Elementary and Primary Schools'''

[[Kalgoorlie School of the Air]]

[[Mount Isa School of the Air]]

[[Alice Springs School of the Air]]

[[Port Hedland School of the Air]]

'''Secondary and High Schools'''

[[Northern Territory Open Education Centre]]

[[Open High School Australia]]

*Here are some organizations participating in virtual initiatives and distance education in Australia:
**Isolated Children's Parents Association of Australia (ICPA) http://www.icpa.com.au/
**The Australian Association of Distance Education (AADES) http://www.aades.edu.au/
**The Australian Association of Distance Education (ACE) http://www.austcolled.com.au/
** The Virtual School Agency (VSA)
The Virtual School Agency is an agency that helps prospective students abroad, at all levels of education, including secondary/high and university levels, to secure admission and student jobs in Australia. Most of the correspondences between agency and prospective students are done online. They also help the prospective student obtain a study visa as well as work permit. They also provide awareness about the possibilities of different scholarships for students. For more information on the Virtual School Agency (VSA), visit http://virtualstudentagency.com/study-in-australia/


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


* [[Open Universities Australia]] -- formerly Open Learning Australia
* [[Charles Sturt University]]
* [[Curtin University of Technology]]
* [[Deakin University]]
* [[Edith Cowan University]]
* [[University of Southern Queensland]]
* [[Open Training and Education Network]] (OTEN)
* [[TAFE Open Learning]]
* [[TAFE virtual campus]] (Victoria) - a learning platform
* [[University of New England UNEOnline (UNE)]]
* [[TAFE open training and education network (OTEN)]]
* [[Macquarie University’s E-Learning Centre Of Excellence (MELCOE)]] - a research lab

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==


'''Associations and networks'''

* [[EdNA]] (Education Network Australia): one of the world's largest education and training websites with more than 16,000 evaluated online resources and free online forums, chatrooms and discussion lists to support collaboration and communication in the education and training communities.

* Elearning Network of Australasia (ElNet) http://www.elnet.com.au/

* [[Open and distance learning association of Australia]]

* Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) http://www.ascilite.org.au/ Relevant for higher education.

'''Repositories of OER'''

* [[LORN]] currently has seven member repositories contributing more than 2500 learning objects for download. A wide range of industries and subject areas, including business, community services, electrotechnology, horticulture, tourism and hospitality, are represented. The number of Learning objects increases as repository owners build their collections.
** Flexible Learning Toolboxes
** TAFE Tasmania
** Centre for Learning Innovation (CLI)
** TAFE SA
** [[TAFE VC]]
** TVET
** WestOne

* [http://adt.caul.edu.au/ Australasian Digital Theses Program]
* [http://www.arrow.edu.au/ Australian Research Repositories Online to the World]
* [http://www.acys.info/ Australian Clearinghouse for Youth Studies]
* [http://www.ehum.edu.au/ Australian e-Humanities Gateway]
* [http://www.findlaw.com.au/ FindLaw Australia]

A synthetic presentation is available here: http://eprints.utas.edu.au/1031/2/Australia_talk.ppt#598,12,ARROW Discovery Service

'''Australian journals'''

* Australasian Journal of Educational Technology (AJET). http://www.ascilite.org.au/ajet/ajet.html
Listed as an A journal by the Australian government

'''Other'''

* [http://www.education.gov.au/goved/go Government Educational Portal]
* The official Australian Government site for studying in Australia http://www.studyinaustralia.gov.au/Sia/Splash.aspx
* Education in Australia Wikipedia http://en.wikipedia.org/wiki/Education_in_Australia
* Department of Education, Employment and Workplace Relations (DEEWR) http://www.dewr.gov.au/
* Australia online education network (EdNA) http://www.edna.edu.au/edna/go
* http://www.flexiblelearning.net.au/flx/go/home
* http://www.educationau.edu.au/jahia/webdav/site/myjahiasite/shared/papers/elearning_seoul_jm.pdf
* http://www.oecd.org/dataoecd/16/52/1854142.pdf
* http://eprints.utas.edu.au/1031/2/Australia_talk.ppt#575,18,Software about repositories
* http://www.caudit.edu.au/educauseaustralasia07/authors_papers/Blackall-125.pdf about repositories
* education.au http://www.educationau.edu.au/jahia/jsp/index.jsp
* Department of Further Education, Employment, Science and Technology (DFEEST) http://www.dfeest.sa.gov.au/
*http://en.wikipedia.org/wiki/Lists_of_schools_in_Australia

----
> [[Australia]]

[[Category:Australia]]


[[Category:Australasia]]
[[Category:OECD]]
[[Category:G-20 countries]]
[[Category:Commonwealth countries]]

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

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

Australia

2011-08-10T10:27:36Z

Tom Levec: /* References */ edit of reference

{{SimilarName|[[Athabasca University]] (AU) in [[Canada]] or [[Aarhus University]] (AU) in ([[Denmark]])}}



== Experts situated in Australia ==

Please check the [[Advisory Committee|International Advisory Committee]] list for members in Australia

== Australia in a nutshell ==


''Australia'' is a country occupying a whole continent in the southern hemisphere with neighbouring countries including Indonesia, East Timor, and Papua New Guinea to the north, the Solomon Islands, Vanuatu, and New Caledonia to the north-east, and New Zealand to the south-east.

For around 40,000 years before European settlement commenced in the late 18th century, the Australian mainland and Tasmania were inhabited by around 250 individual nations of indigenous Australians. After sporadic visits by fishermen from the immediate north, and European discovery by Dutch explorers in 1606, the eastern half of Australia was claimed by the British in 1770 and initially settled through penal transportation to the colony of New South Wales, founded on 26 January 1788. The population grew steadily in the following years; the continent was explored, and during the 19th century another five largely self-governing Crown Colonies were established.

[[Image:Australia_states.JPG|right|thumb|350px]]
In 1901, the Commonwealth of Australia was born when the colonies became a federation.

Australia is comprised of six states, plus two major mainland territories and several minor territories including islands. The states are New South Wales (NSW), Queensland, South Australia (SA), Tasmania, Victoria, and Western Australia (WA). The two major mainland territories are the Northern Territory and the Australian Capital Territory (ACT). The national’s capital city is Canberra located in the ACT which is between NSW and Victoria.

Australia is a constitutional democracy based on a federal division of power – that is the states have control over some portfolio matters. The form of government in Australia is a constitutional monarchy with a parliamentary system of government. Queen Elizabeth II is the head of the country and is represented by the Governor-General at federal level and by the Governors at state level.

There are three levels of Australian government: Australian (Federal), state and territory and local.

Australia has a population of over 21 million according to the [https://www.cia.gov/library/publications/the-world-factbook/print/as.html CIA Factbook]with the largest population concentrated around the mainland cities of Sydney, Melbourne, Brisbane, Perth and Adelaide.

Australia is a multicultural country with its residents coming from every part of the world. Australia is a federation of states/territories and so contains similar political and organisational challenges to many regios which are federations of states/territories or countries.

It could be argued that the relevance of Australia is mainly to the larger nations of the European Union, yet since it has a states structure as well the relevance is wider, in fact to all nations large and small. It should also be noticed that most Australians now see themseleves as being in the Asia-Pacific region. This regional relationship is very important now in Australia.

== Education in Australia==

Education in Australia is primarily the responsibility of states and territories. However the administration and financing of education in Australia is shared between the Australian Government and the Australian states and territories. The nature of the arrangements depends on the educational sector and legislative responsibilities.

Consultation between the Australian Government and the states and territories takes places through the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)].

The Australian Government’s education policy focuses on:
* Improving learning outcomes
* Implementing a national school curriculum
* Increasing school retention rates
* Providing more funding for education and research.
The policy was released in 2007 when the Australian Labor Party (ALP) was still in opposition prior to forming government in late 2007.

For further information see: http://www.alp.org.au/download/now/education_revolution_r1.pdf

The ALP was succesful in obtaining power in November 2007. The government's productivity agenda includes education, training, skills and early childhood as key elements. The Council of Australian Governments (COAG) have agreed to a new model of cooperation on a number of matters of which productivity is one.

The states and territories are primarily responsible for policy and administration of school education. The Australian Government provides funding and co-ordination.
Support is provided through:
* general recurrent, capital and targeted programs
* policy development
* research and analysis of nationally significant education issues.

A key priority of the current Australian Government is to provide a national consistent school system. That is agree on a common starting age, common national testing in key subject areas, consistency in curriculum outcomes, and a common information system for the transfer of student data when students move interstate.

The states and territories are responsible for:
* organisation, funding and delivery of school education
* non-government schools registration, inspection and supplementary funding
* determines its own policies and practices on organisation of schooling, curriculum, course accreditation, student assessment and certification.

Each state and territory has its own education department and agencies which are responsible for publicly-funded education.

Curriculum and assessment is underpinned by the ''National Goals for Schooling in the Twenty-first Century'' which focuses on the learning outcomes for students and provides a framework for national reporting on student achievement. The National Goals for Schooling have been agreed by all education ministers.

See: http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for_schooling_in_the_twenty_first_century.htm

Generally, education in Australia follows the three-tier model which includes primary education (primary schools), followed by secondary education (secondary schools/high schools) and tertiary education (universities and/or TAFE (Technical and Further Education Colleges)).

Education is compulsory up to an age specified by legislation; this age varies from state to state but is generally 15-17, that is prior to completing secondary education. Post-compulsory education is regulated within the Australian Qualifications Framework, a unified system of national qualifications in schools, vocational education and training (TAFE) and the higher education sector (university).

The academic year in Australia varies between states and institutions, but generally runs from late January until mid-December for primary and secondary schools and TAFE colleges, and from late February until mid-November for universities.

=== Schools in Australia ===

For a list of all schools in Australia including their location and websites, visit the following link:

http://en.wikipedia.org/wiki/Lists_of_schools_in_Australia

There are three levels of school education, primary, secondary and senior secondary.

'''Pre-school and Primary School'''

Primary school is from year 1 to year 6 or 7, with the emphasis being on developing English language and literacy skills, numeracy and basic mathematics as well as health and creative activities. There are no formal examination requirements and students progress to secondary education, on the recommendation of the teacher in consultation with the parents, at the completion of primary schooling.

Pre-school in Australia is relatively unregulated, and is not compulsory. The first exposure many Australian children have to learn with others outside of traditional parenting is day care or a local government run playgroup. This type of activity is not generally considered schooling. Pre-school education is separate from primary school in all states and territories except Western Australia and Queensland, where pre-school education is taught as part of the primary school system.

Pre-schools are usually run by local councils, community groups or private organizations except for the Northern Territory and Queensland where they are run by the Territory and State Governments respectively. Pre-school is offered to three- to five-year-olds, although attendance numbers vary widely (from 50% in New South Wales to 93% in Victoria). The year before a child is due to attend primary school is the main year for pre-school education. This year is far more commonly attended, and usually takes the form of a few hours of activity five days a week.

'''Secondary, Senior Secondary/High Schools and Colleges'''

Secondary education is from year 7 or 8 to year 10. Core subjects are taught for the first two years and a selection of electives are introduced thereafter.

Senior secondary covers year 11 and 12 and a range of programs are offered aimed at preparing students for future study and work life. The Senior Secondary Certificate of Education is awarded to students who have successfully completed year 12.

However, the years for both secondary and senior secondary schools in Australia do in fact vary from state to state. In territories such as Tasmania and the Astralian Capital Territory, the term ''High School'' is used to refer from years 7-10 while it is substituted by the term ''College'' from years 11-12. Following reforms of the Labor Government in the late 1980's and the early 1990's, the term ''secondary college'' has largely replaced the term ''high school'' in the territory of Victoria. Some schools in Victoria such as Melbourne High School have retained the term ''high school''. Others have dropped the word 'secondary' and are simply referred to as '''colleges'.''

In New South Wales, the last year of high school, year 12, is known as the Higher School Certificate (HSC) while years 11 and 12 in Victoria are known as the Victorian Certificate of Education (VCE). There are various other similar names in other states.

The first examination mark for a student in New South Wales and a combination of examination marks and coursework in other states, excluding Queensland, are indexed into the Australian Tertiary Admission Rank (ATAR). This index is usually the sole factor considered when applying for university courses. The ATAR was only introduced in 2009 in New South Wales, and previously each state calculated its own final high school rank, such as the Universities Admission Index (UAI) in New South Wales and Equivalent National Tertiary Entrance Rank (ENTER) in Victoria.

Victorian students also have an opportunity to complete a high school qualification under the Victorian Certificate of Applied Learning which gives students practical experience in a trade or workplace. This qualification generally leads students into a trade.

Generally, lower secondary education (Years 8 – 10) maintains continuity of learning in the learning areas and enables students to concentrate on the development of knowledge and skills in accordance with their personal learning goals and needs. Students are provided with opportunities to participate in enquiry based learning, innovative thinking, problem solving and decision making.

Senior secondary education (Years 11 and 12) provides students with a wide range of programs to ensure they are well placed to qualify for secondary graduation and to gain University or TAFE entrance or employment. The students undertake the Western Australian Certificate of Education (WACE) and have the opportunity to pursue subjects of their choice in greater depth.

Teachers design educational programs to suit the learning needs of their students. Educational standards are maintained with state and nation wide testing.

The school year consists of two semesters divided into two terms each. The school day commences at approximately 9.00am and concludes between 3.00 and 3.30 pm

Government schools welcome students from other countries. They strive to ensure their learning experiences are both stimulating and educationally rewarding and the students enjoy their life in a different cultural environment.

Schools in Australia can be classified according to sources of funding and administrative structures. There are three such categories in Australia: Public Schools (also known as 'Government' schools or 'State' schools), Independent Schools (informally known as 'private' schools) and Catholic schools.

School is compulsory in Australia between the ages of six and fifteen, depending on the state and date of birth, with, in recent years, over three quarters of students staying on until they are eighteen. Government schools educate about two thirds of Australian students, with the other third in independent schools, a proportion which is rising in many parts of Australia.

Government schools are free, while independent schools, both religious and secular, charge fees. Regardless of whether a school is government or independent, they are required to adhere to the same curriculum frameworks. Most school students, be they in government or independent school, usually wear uniforms, although there are varying expectations and some Australian schools do not require uniforms.

'''Government (or state) schools'''

Government or state schools are run by the local state or territory government. They do not charge compulsory fees, with the majority of their costs being met by the relevant government, and the rest by voluntary levies and fund raising activities.

Government schools are of two types: open and selective. Open schools accept all students from their government defined catchment areas. Selective government schools mostly cater for academically gifted students (the top 5 percent), although there are performing arts and sports schools. Almost all selective schools are in [http://www.schools.nsw.edu.au/gotoschool/types/selectiveschools.php New South Wales], though a few exist in other areas. For example Victoria has 2 selective entry high schools for students in year 9 -12.

Selective schools are more prestigious than open government schools, and generally achieve better results in the school-leaving exams than independent or open government schools. Entry to selective schools is often highly competitive these schools cater to a large geographical area.

'''Independent and Catholic schools'''

Most Catholic schools are either run by their local parish and/or by each state's Catholic Education Commission.

Independent schools enroll about 14% of students. These include schools operated by religious groups and secular educational philosophies such as Montessori.

All independent schools charge tuition fees. Government funding for independent schools often comes under criticism from the Australian Education Union and the general public.

Private schools have better infrastructures, facilities, higher paid teachers, prestige and social status as well as a better educational environment. They focus on extra-curricular activities such games and sports, other activities alongside better education. Private schools are considered a very important part of the Australian school system because of their quality. They get funded by the government and students still have to pay a very high tuition, making them more expensive than the government schools.

Some of the best private schools in Australia include Anglican Grammar School, Canberra Grammar School, Saint Hilda’s School, etc. Other good private schools are mostly found in major cities such as Canberra, Adelaide, Perth, Sydney, Melbourne and Brisbane. Usually, there is tough competition enrolling in private schools and both parents and students have to meet specific eligibility requirements before applying, which normally vary from school to school and from class to class. Besides educational requirements, the students may also have to appear for a written test.

Amongst other subjects, main courses offered in Australian private schools include English, the language other than English, Math, Science, Art, Social & Environmental Studies, Technology, Personal Development, Health and Physical Education. Some private schools at the senior secondary level offer specialization in particular areas. For a list of all the private schools in Australia, visit http://www.indiaedumart.com/australia-education/schools/private-schools/

== Further and Higher education ==
The Australian Government has significant financial and policy responsibility for higher education, while state and territory governments retain major legislative responsibility. At the national level higher education policies and programs are administered by the Department of Education, Employment and Workplace Relations – DEEWR . The provision of government funding is outlined in the Higher Education Support Act 2003.

See: http://www.mceetya.edu.au/mceetya/default.asp?id=11408

The Australian Government also provides substantial funding to the higher education sector in support of research through various grants and programs:
* Institutional Grants Scheme
* Research Infrastructure Block Grants
* Australian Postgraduate Awards
* Research projects administered by the Australian Research Council (ARC)
* National Health and Medical Research Council (NHMRC).

'''Vocational education and training'''

The Australian Government contributes about one-third of government funding for vocational education and training, with the other two-thirds coming from state and territory governments.

Australia’s vocational education and training (VET) system is built on a partnership between governments and industry. Industry representatives and employers play a key role in determining training policies and priorities, and in developing training qualifications that can deliver the skills employers need for the workforce.

Australian’s training system is based on competencies, nationally consistent and quality-assured.

The [Australian Qualifications Framework http://www.aqf.edu.au/cs.htm (AQF)] was established in 1995. The Framework links qualifications from school, vocational education and training and higher education sectors. The AQF recognises prior learning or current competence, and makes credit transfer and flexible learning pathways easier. AQF VET qualifications are outcomes based, and focus on the skills and competencies gained rather than on the length or type of course studied.

State and territory governments have constitutional responsibility for the management and administration of vocational education and training within their jurisdictions. That is they are responsible for state-level planning, regulation of training providers, allocation of funds to public and private training providers, setting student fees and charges and managing Technical and Further Education (TAFE) institutes.

The Australian Government takes a strategic leadership role in vocational education and training by working collaboratively with states and territories and industry as part of its responsibility to ensure national prosperity and economic development.

Under the 2005-2008 funding agreement, the Australian Government committed to providing almost $5 billion to states and territories to support their training systems. The Australian Government also directly funds a number of programs to support the vocational education and training system. These include:
* Australian Apprenticeships (including support for employers and new apprentices)
* Australian Technical Colleges
* Workplace English Language and Literacy Program (provides existing workers with English language, literacy and numeracy skills.

'''The Digital Education Revolution'''

The Digital Education Revolution, a major part of the Australian Government's Education Revolution, is a vital step in creating a world-class education system for Australia.

The aim of the program is to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world.
Source : http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/default.aspx

'''Higher education'''

Tertiary or higher education in Australia is made up of universities and non-university higher education institutions (called higher education providers).

A higher education provider is an entity approved state and territory authorities to offer particular higher education courses. Australia has approximately 150 higher education institutions approved to offer particular higher education courses. Higher education providers have to be approved by the Australian Government Minister for Education in order to be eligible for government grants or for their students to be eligible to receive assistance from the Australian Government under the Higher Education Support Act 2003 (HESA). Providers are subject to quality and accountability requirements.

In 2007, the Australian higher education system consisted of:

* 39 universities of which 37 are public institutions and 2 are private;
* 1 Australian branch of an overseas university;
* 4 other self-accrediting higher education institutions; and
* non-self-accrediting higher education providers accredited by State and Territory authorities, numbering more than 150 as listed on State and Territory registers. These include several that are registered in more than one State and Territory.

The non-self-accrediting higher education providers form a very diverse group of specialised, mainly private, providers that range in size and include theological colleges and other providers that offer courses in areas such as business, information technology, natural therapies, hospitality, health, law and accounting.

=== Universities in Australia ===

Both private and public universities can be found in Australia. As of 2006, there are 36 public, 2 Catholic and 1 Non-profit Private universities in Australia.

[[Universities Australia]] is the industry peak body representing the university sector. Currently, 38 universities are members of [http://www.universitiesaustralia.edu.au Universities Australia].

Most Australian universities developed substantial capability in distance learning in the 1980s and a significant number have now embraced e-learning. Perhaps the best known is the [http://www.usq.edu.au/ University of Southern Queensland].

There is a service provider called [[NextEd]] who operates globally and in particular supported the [[GUA]].

For a list of university rankings in Australia by different agencies, organisations and international bodies, visit http://www.university-list.net/Australia/rank-1000.html

=== Polytechnics in Australia ===


=== Colleges in Australia ===


== Vocational Education and Training ==
The main providers of vocational education and training (VET) in Australia are the various state-administered institutes of Technical and Further Education (TAFE). TAFE institutions generally offer courses based on the [http://www.aqf.edu.au/ Australian Qualifications Framework] that is Certificates I, II, III, and IV, Diplomas, and Advanced Diplomas in a wide range of vocational areas. They also offer some higher education courses, especially in Victoria.

In addition, to TAFE Institutions, there are many Registered Training Organisations (RTOs) which are operated privately. In Victoria alone there are approximately 1100 RTOs. They include:

* commercial training providers,
* the training department of manufacturing or service enterprises,
* the training function of employer or employee organisations in a particular industry,
* Group Training Companies,
* community learning centres and neighbourhood houses,
* secondary schools/colleges providing VET programs.

In terms of size these RTOs vary from single-person operations delivering training and assessment in a narrow specialisation, to large organisations offering a wide range of programs. Many RTOs receive government funding to deliver programs to apprentices or trainees, to disadvantaged groups, or in government identified priority areas.

All course providers are required to comply with the Australian Quality Training Framework (AQTF) and compliance is monitored by regular internal and external audits.

VET programs delivered by TAFE Institutions and private RTOs are based on nationally registered qualifications, derived from either endorsed sets of competency standards known as Training Packages, or from courses accredited by state/territory government authorities. These qualifications are regularly reviewed and updated. In specialised areas where no formal qualifications exist, RTOs may develop their own course and obtain endorsement for it as an accredited privately owned program which is then subjected to the same rules as the publicly owned programs.

All trainers and assessors delivering VET programs are required to hold a qualification known as the Certificate IV in Training and Assessment (TAA40104) or demonstrate equivalent competency. Additionally, they are also required to have relevant vocational competencies, at least to the level being delivered or assessed.

== Education reform ==
=== Schools ===

=== Post-secondary ===
'''The Bologna Process and Australia'''

The [http://www.aei.gov.au/AEI/GovernmentActivities/BolognaProcess/default.htm Bologna Process] represents a commitment by forty-five European countries to undertake a series of reforms in order to achieve greater consistency and portability across their higher education systems.

The Bologna process is likely to have a profound effect on the development of higher education globally. Australian education observers (as well as observers from other continents) are taking a close interest in the reform process and beginning to consider how their own system can be more closely aligned with ‘Bologna’ thinking.

A [http://www.aei.gov.au/AEI/GovernmentActivities/BolognaProcess/BolognaPaper_pdf.pdf discussion paper] developed in 2006, by the Department of Education, Science and Training, aimed to initiate discussion on the significance of Bologna for Australia and possible Australian responses. The Department of Education Science and Training’s initial assessment is that Australian higher education has much to gain by aligning with the key Bologna actions. Potential benefits identified are of two types:
* Facilitation of interaction and recognition
* Benefits to Australian students and employers (with the use of "The Diploma Supplement" and the European Credit Transfer and Accumulation System (ECTS))

The document also state that the institution choosing to maintain positions of Bologna ‘incompatibility’ take a risk.

What would Australian compatibility with Bologna involve? At a minimum, compatibility would entail:

* a three cycle (Bachelor, Masters, Doctorate) degree structure;
* promotion of the Diploma Supplement;
* a credit accumulation/transfer system compatible with the ECTS; and
* the existence of an accreditation/quality assurance framework meeting Bologna criteria.

Australian structures and processes which fit within the Bologna framework:

* Australia has a three cycle (Bachelor, Masters, Doctorate) qualification structure.

There are some areas in which efforts would be required to achieve Bologna
compatibility, for example repositioning of Australian Honours degrees,
four-year and graduate entry Bachelor degrees and one-year Masters courses, to
ensure alignment with Bologna structures and emerging trends.

* The Diploma Supplement has been trialled in Australia, but institutions will need to make decisions about adoption.
* The Australian quality assurance system generally fits within the broad guidelines established by the Bologna Process, but a documented audit of compatibility may be useful as a tool for marketing and dealing with future recognition issues in Europe. There is a question of whether AUQA should seek admission to the proposed, but yet to be developed, European Register of Quality Assurance Agencies, should its eventual guidelines be framed to include external countries.
* Australia has the [[EFTSU]] system which provides a common measure of student workload applying across Australian universities. It may be possible to adapt this system so that it connects more effectively with the ECTS.

'''Concluding remarks'''

There are some challenges posed by the Bologna reforms in relation to existing
qualifications that Australian higher education institutions need to consider. A key issue is the position of Australian graduate entry and four-year bachelor level qualifications. It is likely that the European pathway for professional accreditation, in a range of professions, will become a bachelor degree followed by a two-year masters degree. The level of acceptance of graduate entry or four-year bachelor degrees is as yet unclear.

The recognition of Australian one-year masters courses will also need to be monitored because whilst there is scope for a one-year masters within the Bologna structure, it is likely that the two-year masters will become the norm in most countries. The one-year masters may become a course offered only to international students in Europe and questions may arise about the professional recognition, comparability and quality of such courses within Europe.

The use of Australian honours degrees as direct entry points to doctoral studies may also be problematic in Europe, since the pathway to doctoral studies
within the Bologna Process will be through a masters qualification (3+2).

====Australian's HE reforms====

In 2002, the Commonwealth Government conducted a review of Australia’s higher education system. The Government’s response to the Review was announced on 13 May 2003 as part of the 2003/2004 Budget process. Announced by the previous Government in 2003, the "Our Universities: Backing Australia’s Future" package provided an additional $11 billion in funding over 10 years to enable higher education providers to deliver world-class higher education.

The Commonwealth Grant Scheme and Higher Education Loan Programme (HELP) arose from these reforms. The reforms were structured around four key policy principles:

* sustainability – improved governance, appropriate resourcing and greater pricing flexibility for universities
* quality – incentives to improve performance and greater accountability
* equity – increased number of student places, greater availability of income-contingent loans, increase in the repayment threshold and incentives to improve participation and outcomes for disadvantaged groups
* diversity – incentive and performance-based funding for teaching and research, support for restructuring and collaboration and additional funding for regional institutions.

source : http://www.dest.gov.au/sectors/higher_education/

The reforms focused on establishing a partially deregulated system of higher education, in which individual universities are enabled to capitalise on their particular strengths and determine the value of their course offerings in a competitive environment. There is renewed emphasis on learning and teaching outcomes, greater recognition of the role of regional campuses and institutions, and a framework for research in which all Commonwealth funding is either competitive or performance-based. New arrangements for student financing promote lifelong learning, and ensure equity of access to higher education - no eligible student will be required to pay up-front fees when enrolling at an eligible higher education institution. Greater access for disadvantaged groups is supported, and the market for private higher education is opened up, while still maintaining quality control. Diversity will be encouraged through the creation of performance-based incentives for institutions to differentiate their missions.

source : http://www.backingaustraliasfuture.gov.au/reforms.htm

'''Reforms to the State’s skills and workforce development system'''

South Australia’s Workforce Development Strategy, which was released in 2005, articulated the State Government’s vision for the future workforce as:
South Australia has an efficient, highly skilled workforce that supports a globally competitive economy and a socially inclusive community.
The three priority areas within the strategy are: a high skill economy, quality employment and better workforce planning. This approach represents an innovative way of integrating workforce planning, employment participation and demand considerations, and was the first such strategy in Australia. These three priorities continue to underpin the South Australian Government’s ongoing skills reform agenda.
The workforce development approach which has been adopted in South Australia responds to the State’s dual social and economic priorities which are articulated in South Australia’s Strategic Plan.

====Future direction of tertiary education====

In March 2008, the Government initiated a Review of Higher Education to examine the future direction of the higher education sector, its fitness for purpose in meeting the needs of the Australian community and economy, and the options for ongoing reform. The [http://www.deewr.gov.au/HigherEducation/Review/Pages/ReviewofAustralianHigherEducationReport.aspx Review of Australian Higher Education] was undertaken by an independent expert panel, led by Emeritus Professor Denise Bradley AC.

An [http://www.deewr.gov.au/HigherEducation/Review/Pages/FuturedirectionsforTertiaryEducation.aspx initial response] to the review by the government indicates:

A student-centred, demand driven, higher education system:
* future structural reforms which focus on a student-centred, demand driven system
* from 2012 universities will be funded on the basis of student demand
* the Government will establish a national regulatory and quality agency for higher education.

Tertiary education pathways for the future:
* work with the states and territories to develop strong and cohesive national regulatory arrangements for VET alongside the proposed higher education regulator
* commission the Australian Qualifications Framework Council to improve articulation and connectivity between the university and VET sectors
* form a single tertiary education sector ministerial council, with representatives from the Commonwealth, states and territories.

Enhanced equity in tertiary education, with a focus on improving accessibility:
* by 2020, 20% of higher education enrollments at undergraduate level should be from low socio-economic backgrounds
* work closely with the Indigenous Higher Education Advisory Council (IHEAC) to improve higher education access and outcomes for Indigenous Australians.

Reform for Australian innovation and research - a new approach to research funding and measures to strengthen the contribution universities make to the national innovation system.

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

'''Government responsibility'''
The Australian Government has significant financial and policy responsibility for higher education, while state and territory governments retain major legislative responsibility. At the national level higher education policies and programs are administered by the Department of Education, Employment and Workplace Relations – DEEWR . The provision of government funding is outlined in the [http://www.comlaw.gov.au/ComLaw/Legislation/ActCompilation1.nsf/0/F6F7BA4BEAA1F2F8CA25705000151003?OpenDocument Higher Education Support Act 2003].

See: http://www.mceetya.edu.au/mceetya/default.asp?id=11408

Australian Government funding support for higher education is provided largely through:

* the Commonwealth Grant Scheme which provides for a specified number of Commonwealth Supported places each year
* the Higher Education Loan Programme (HELP) arrangements providing financial assistance to students
* the Commonwealth Scholarships
* a range of grants for specific purposes including quality, learning and teaching, research and research training programmes.

The Department of Education, Employment and Workplace Relations (DEEWR) is the Australian Government Department with responsibility for administering funding, developing and administering higher education policy and programs.

Decision-making, regulation and governance for higher education are shared among the Australian Government, the State and Territory Governments and the individual institutions.

'''Universities' responsibility'''
By definition within Australia, universities are self-accrediting institutions and each university has its own established legislation (generally State and Territory legislation).

As self-accrediting institutions, Australia’s universities have a reasonably high level of autonomy to operate within the legislative requirements associated with their Australian Government funding.

The Australian Catholic University is established under corporations law. It has establishment Acts in NSW and Victoria.

Many private providers are also established under corporations law.

'''States and Territories'''

Some aspects of higher education are the responsibility of States and Territories. In particular, most universities are established or recognised under State and Territory legislation.

States and Territories are also responsible for accrediting non-self-accrediting higher education providers.

'''Fees'''

Australian students can undertake higher education studies at an approved institution as either a Commonwealth support student or a a fee-paying student. Students have to pay for their tertiary education.

Commonwealth support places (formerly known as HECS) are made possible through the financial contribution to higher education providers by the Australian Government.

For more information on Commonwealth support places see: http://www.goingtouni.gov.au

'''VET sector'''

The Australian Government contributes about one-third of government funding for vocational education and training, with the other two-thirds coming from state and territory governments.

Employer contributions to training in Australia include:
* training provision for employees (in the form of payment for courses)
* paid time off
* training materials, travel and subsidies

For more details see section under '''Australian education policy'''

== Quality assurance ==

Quality assurance in Australia’s higher education system is based on a strong partnership between the '''Commonwealth''' (federal), '''State and Territory Governments''' and the '''higher education sector'''.

Source: http://www.dest.gov.au/sectors/higher_education/policy_issues_reviews/key_issues/assuring_quality_in_higher_education/partners_in_quality_assurance.htm

[[Image:Figure_QA_AU.JPG|500px|Quality assurance in Australia’s higher education system]]

'''Commonwealth'''

The Australian Government’s role includes:
* Protection of the term ‘university’
* Legislative protection of overseas students studying in Australia
* Performance management tools
* Learning and Teaching Performance Fund
* Australian Learning and Teaching Council (ALTC)
* Institution Assessment Framework (IAF) [formerly Educational Profiles]

'''State and Territory Governments'''

Australia’s State and mainland Territory Governments are responsible for the legislation which protects the integrity of Australian universities and higher education awards in their jurisdiction. Their responsibilities include:

* specifying arrangements to establish and recognise universities, as well as protecting the use of the term "university"
* protecting higher education award titles and accrediting higher education courses to be offered by non-self-accrediting private providers
* approving the operation of overseas providers of higher education
* endorsing courses of study as suitable for overseas students.

These responsibilities are explained further in the National Protocols for Higher Education Approval Processes.

=== Schools ===

=== Post-secondary ===


Australia’s universities are self accrediting bodies established by or under Commonwealth, State or Territory legislation. They are responsible for maintaining the quality of their own academic standards. This quality is independently verified every five years by the Australian Universities Quality Agency.

There are 43 self-accrediting higher education institutions in Australia and 39 of these are '''universities'''. In addition to these institutions there are over 100 '''private education providers''' accredited by State and Territory Governments offering higher education courses.

Universities assure the quality of their offerings in a number of ways including external academic and industry in-put into courses and peer review of new and ongoing courses. Usually universities formally review their courses on a five-yearly basis. Additionally, universities regularly evaluate student feedback.

Universities also voluntarily comply with various codes of practice and guidelines set by [http://www.universitiesaustralia.edu.au/ Universities Australia] to maintain and ensure the quality of their offerings.

The '''Australian Qualification Framework'''

The [http://www.aqf.edu.au Australian Qualifications Framework] (commonly known as the AQF) is a unified system of national qualifications in schools, vocational education and training (TAFEs and private providers) and the higher education sector (mainly universities).

AQF lists universities and other self-accrediting higher education institutions.

AQF was established by the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)]] in 1995 to provide for nationally recognised pathways between awards offered in Australia’s vocational education and training and higher education sectors. It brings together the qualifications issued by different sectors into a single comprehensive system of titles and standards.

AQF also maintains a public register of MCEECDYAendorsed post compulsory education providers and accreditation authorities. The register is a key element of the Australian higher education quality assurance framework.

'''Australian Universities Quality Agency'''

The [http://www.auqa.edu.au/ Australian Universities Quality Agency (AUQA]) is an independent, not-for-profit national agency to promote, audit, and report on quality assurance in Australian higher education. AUQA was formally established by the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)]] in March 2000. It operates independently of governments and the higher education sector under the direction of a Board of Directors. AUQA is owned by and receives core, operational funding from the Commonwealth, State and Territory Ministers for higher education who are members of [[MCEECDYA]]. The [http://www.nteu.org.au/policy/current/qualityassurance/auqa/1474 AUQA Constitution] is available for download.

[http://www.auqa.edu.au/ AUQA website]

== Information society ==


The [http://www.aictec.edu.au/ Australian Information and Communications Technology in Education Committee (AICTEC)] is a national, cross-sectoral committee responsible for providing advice to all Australian Ministers of Education and Training on the economic and effective utilisation of information and communications technologies in Australian education and training and on implementation of the Digital Education Revolution.

A real ICT policy and organisational framework exists for the use of Information and Communication Technologies in Australian Education Training. A Joint Ministerial Statement on Information and Communications Technologies in Australian Education and Training: 2008-2011 was endorsed by MCEETYA and [http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/vet/minco.htm the Ministerial Council for Vocational and Technical Education (MCVTE)] in June 2008.

*[[Media:JMS_Australian_Education_and_Training.pdf| Joint Ministerial Statement PDF]]
*[http://www.aictec.edu.au/aictec/go/home/about/pid/95 Joint Ministerial Statement] web page

'''Australian Flexible Learning Framework'''

The [http://www.flexiblelearning.net.au/flx/go Australian Flexible Learning Framework (Framework0] provides the vocational education and training (VET) system with the essential e-learning infrastructure and expertise needed to respond to the challenges of a modern economy and the training needs of Australian businesses and workers.

* The Framework was launched as a strategy in 2000, responding to information and communication technology (ICT) developments in workplaces and society. The Australian Government and all states and territories agreed to work together nationally to advance the use of e-learning in VET.

* The first 2000-2004 Framework Strategy focused on raising awareness of the potential of e-learning, and starting to build capability. The second 2005-2007 Framework Strategy continued this work, and focused on engaging with key target groups.

* The 2008-2011 Framework Strategy maximises and builds on the national investment to date in essential e-learning infrastructure. It will focus on embedding e-learning in registered training organisations (RTOs), business and industry. The 2008 Framework Business Plan provides the blueprint for the Framework in the first year of the new Strategy, detailing the Leadership and Innovation programs, and their related business activities.

Together these strategies have created a considerable infrastructure and a sound foundation on which to establish e-learning as an integral part of the national training system.

The national training system's e-learning strategy, the Australian Flexible Learning Framework (Framework), has received the go-ahead for its 2009 activities, opening up more than $7 million in funding opportunities for registered training organisations (RTOs), business and industry to embed e-learning in the vocational education and training (VET) system.

The announcement coincides with recent research showing that 36% of all VET activity in RTOs now formally involves e-learning, compared to just 3-4% in 2003-2004. Research also confirms that 91% of students and 88% of teachers and trainers now use e-learning as part of their VET experience.

More information about the Australian Flexible Learning Framework is available at :
http://www.flexiblelearning.net.au/flx/go/home/about

For information about the initiatives and projects classified by states and territories, visit this page:
http://www.flexiblelearning.net.au/flx/go/home/States_and_Territories

'''Information society strategy'''

In Australia 14% of students (95 000) are doing distance education.

* The Adelaide Declaration on National Goals for Schooling in the Twenty-first Century - Preamble and Goals

source : http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for_schooling_in_the_twenty_first_century.htm

* On 5 December 2008, State, Territory and Commonwealth Ministers of Education meeting as the Ministerial Council on Education, Employment, Training and Youth Affairs, released the Melbourne Declaration on Educational Goals for Young Australians which sets the direction for Australian schooling for the next 10 years. source : http://www.mceetya.edu.au/mceetya/melbourne_declaration,25979.html

* Digital Education Revolution. Not only a programme but also a kind of strategy / policy. See in programme below.

'''Benchmarking e-learning'''

Australia is one of the few countries where time and effort has been committed to benchmarking e-learning. Other countries include [[UK]] and [[New Zealand]].

Interest in benchmarking in Australia can by attributed to:
* a long strand of development and piloting of the [www.acode.edu.au/ Australian Council on Open, Distance and E-Learning (ACODE)] scheme
* an impending pilot of [[eMM]] by around six institutions

Although the ACODE scheme is a distinct scheme, it has several similarities with the [[Pick&Mix]] style of benchmarking which has been used for analytic purposes in Re.ViCa - and in fact [[Paul Bacsich]] was the external advisor to the ACODE scheme. There are interesting differences, including a stronger focus in ACODE on IT.

== ICT in education initiatives ==

'''Government entities'''

* [[Education.au]] is Australia's leading Information and Communications Technology (ICT) agency for educators and delivers a range of web services to clients in the higher education, schools education and vocational education and training sectors.

* [[AICTEC]] - The Australian Information and Communications Technology in Education Committee (AICTEC) is a national, cross-sectoral committee responsible for providing advice to all Australian Ministers of Education and Training on the economic and effective utilisation of information and communications technologies in Australian education and training.

* [[ACODE]] the Australasian Council on Open, Distance and E-Learning, the peak Australasian organisation for universities engaged or interested in open, distance, flexible and e-learning. ACODE's mission is to enhance policy and practice in open, distance, flexible and e-learning in Australasian higher education.

'''Interesting Programmes '''

* [[e-framework]]

* [http://www.tlf.edu.au The Le@rning Federation] is an initiative of the state, territory and national governments of Australia and New Zealand. It is developing high-quality online curriculum content for years P-10 (preschool to year 10) in two formats: interactive, multimedia learning objects and digital resources. The materials are designed to engage students and support teachers and will be freely available to all schools in Australia and New Zealand.

* [http://www.flexiblelearning.net.au/flx/go Australian Flexible Learning Framework]is the e-learning strategy for the vocational education and training (VET) sector. It provides the VET system with the essential e-learning infrastructure and expertise needed to respond to the challenges of a modern economy and the training needs of Australian businesses and workers. The Framework was launched as a strategy in 2000, responding to information and communication technology (ICT) developments in workplaces and society. The Australian Government and all states and territories agreed to work together nationally to advance the use of e-learning in VET.

* Australian Scheme for Higher Education Repositories [[ASHER]]: program to assist eligible HEPs to establish and maintain digital repositories.

* The [http://www.apsr.edu.au/ Australian partnership for Sustainable Repositories (APSR)] aims to establish a centre of excellence for the management of scholarly assets in digital format. APSR is a partnership that aims to promote excellence in building & managing these collections of digital research objects.

* [http://rubric.edu.au/ RUBRIC] RUBRIC focuses on the needs of smaller and regional universities by providing a structured framework for partner institutions to evaluate, trial and implement an Institutional Repository solution; to collaborate on the development of better processes and tools; to act collectively and to develop the expertise that will be necessary to respond to emerging needs of the Research Quality and Accessibility Frameworks across universities.

* [https://mams.melcoe.mq.edu.au/zope/mams MAMS] - Meta Access Management System. This project allows for the integration of multiple solutions to managing authentication, authorisation and identities, together with common services for digital rights, search services and metadata management. The project provides an essential “middleware” component to increase the efficiency and effectiveness of Australia’s higher education research infrastructure.

* Excellence in Research for Australia (ERA) Initiative. The Excellence in Research for Australia (ERA) initiative will be developed by the ARC. It will assess research quality within Australia's higher education institutions using a combination of indicators and expert review by committees comprising experienced, internationally-recognised experts. http://www.arc.gov.au/era/default.htm

* Digital Education Revolution. The Digital Education Revolution, a major part of the Australian Government's Education Revolution, is a vital step in creating a world-class education system for Australia. The aim of the program is to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world. http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/default.aspx

=== Virtual initiatives in schools ===
'''Elementary and Primary Schools'''

[[Kalgoorlie School of the Air]]

[[Mount Isa School of the Air]]

[[Alice Springs School of the Air]]

[[Port Hedland School of the Air]]

'''Secondary and High Schools'''

[[Northern Territory Open Education Centre]]

[[Open High School Australia]]

*Here are some organizations participating in virtual initiatives and distance education in Australia:
**Isolated Children's Parents Association of Australia (ICPA) http://www.icpa.com.au/
**The Australian Association of Distance Education (AADES) http://www.aades.edu.au/
**The Australian Association of Distance Education (ACE) http://www.austcolled.com.au/
** The Virtual School Agency (VSA)
The Virtual School Agency is an agency that helps prospective students abroad, at all levels of education, including secondary/high and university levels, to secure admission and student jobs in Australia. Most of the correspondences between agency and prospective students are done online. They also help the prospective student obtain a study visa as well as work permit. They also provide awareness about the possibilities of different scholarships for students. For more information on the Virtual School Agency (VSA), visit http://virtualstudentagency.com/study-in-australia/


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


* [[Open Universities Australia]] -- formerly Open Learning Australia
* [[Charles Sturt University]]
* [[Curtin University of Technology]]
* [[Deakin University]]
* [[Edith Cowan University]]
* [[University of Southern Queensland]]
* [[Open Training and Education Network]] (OTEN)
* [[TAFE Open Learning]]
* [[TAFE virtual campus]] (Victoria) - a learning platform
* [[University of New England UNEOnline (UNE)]]
* [[TAFE open training and education network (OTEN)]]
* [[Macquarie University’s E-Learning Centre Of Excellence (MELCOE)]] - a research lab

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==


'''Associations and networks'''

* [[EdNA]] (Education Network Australia): one of the world's largest education and training websites with more than 16,000 evaluated online resources and free online forums, chatrooms and discussion lists to support collaboration and communication in the education and training communities.

* Elearning Network of Australasia (ElNet) http://www.elnet.com.au/

* [[Open and distance learning association of Australia]]

* Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) http://www.ascilite.org.au/ Relevant for higher education.

'''Repositories of OER'''

* [[LORN]] currently has seven member repositories contributing more than 2500 learning objects for download. A wide range of industries and subject areas, including business, community services, electrotechnology, horticulture, tourism and hospitality, are represented. The number of Learning objects increases as repository owners build their collections.
** Flexible Learning Toolboxes
** TAFE Tasmania
** Centre for Learning Innovation (CLI)
** TAFE SA
** [[TAFE VC]]
** TVET
** WestOne

* [http://adt.caul.edu.au/ Australasian Digital Theses Program]
* [http://www.arrow.edu.au/ Australian Research Repositories Online to the World]
* [http://www.acys.info/ Australian Clearinghouse for Youth Studies]
* [http://www.ehum.edu.au/ Australian e-Humanities Gateway]
* [http://www.findlaw.com.au/ FindLaw Australia]

A synthetic presentation is available here: http://eprints.utas.edu.au/1031/2/Australia_talk.ppt#598,12,ARROW Discovery Service

'''Australian journals'''

* Australasian Journal of Educational Technology (AJET). http://www.ascilite.org.au/ajet/ajet.html
Listed as an A journal by the Australian government

'''Other'''

* [http://www.education.gov.au/goved/go Government Educational Portal]
* The official Australian Government site for studying in Australia http://www.studyinaustralia.gov.au/Sia/Splash.aspx
* Education in Australia Wikipedia http://en.wikipedia.org/wiki/Education_in_Australia
* Department of Education, Employment and Workplace Relations (DEEWR) http://www.dewr.gov.au/
* Australia online education network (EdNA) http://www.edna.edu.au/edna/go
* http://www.flexiblelearning.net.au/flx/go/home
* http://www.educationau.edu.au/jahia/webdav/site/myjahiasite/shared/papers/elearning_seoul_jm.pdf
* http://www.oecd.org/dataoecd/16/52/1854142.pdf
* http://eprints.utas.edu.au/1031/2/Australia_talk.ppt#575,18,Software about repositories
* http://www.caudit.edu.au/educauseaustralasia07/authors_papers/Blackall-125.pdf about repositories
* education.au http://www.educationau.edu.au/jahia/jsp/index.jsp
* Department of Further Education, Employment, Science and Technology (DFEEST) http://www.dfeest.sa.gov.au/
*http://en.wikipedia.org/wiki/Lists_of_schools_in_Australia

----
> [[Countries]]

[[Category:Australia]]


[[Category:Australasia]]
[[Category:OECD]]
[[Category:G-20 countries]]
[[Category:Commonwealth countries]]

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

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

Australia

2011-08-10T10:26:50Z

Tom Levec: /* References */ added wikipedia reference

{{SimilarName|[[Athabasca University]] (AU) in [[Canada]] or [[Aarhus University]] (AU) in ([[Denmark]])}}



== Experts situated in Australia ==

Please check the [[Advisory Committee|International Advisory Committee]] list for members in Australia

== Australia in a nutshell ==


''Australia'' is a country occupying a whole continent in the southern hemisphere with neighbouring countries including Indonesia, East Timor, and Papua New Guinea to the north, the Solomon Islands, Vanuatu, and New Caledonia to the north-east, and New Zealand to the south-east.

For around 40,000 years before European settlement commenced in the late 18th century, the Australian mainland and Tasmania were inhabited by around 250 individual nations of indigenous Australians. After sporadic visits by fishermen from the immediate north, and European discovery by Dutch explorers in 1606, the eastern half of Australia was claimed by the British in 1770 and initially settled through penal transportation to the colony of New South Wales, founded on 26 January 1788. The population grew steadily in the following years; the continent was explored, and during the 19th century another five largely self-governing Crown Colonies were established.

[[Image:Australia_states.JPG|right|thumb|350px]]
In 1901, the Commonwealth of Australia was born when the colonies became a federation.

Australia is comprised of six states, plus two major mainland territories and several minor territories including islands. The states are New South Wales (NSW), Queensland, South Australia (SA), Tasmania, Victoria, and Western Australia (WA). The two major mainland territories are the Northern Territory and the Australian Capital Territory (ACT). The national’s capital city is Canberra located in the ACT which is between NSW and Victoria.

Australia is a constitutional democracy based on a federal division of power – that is the states have control over some portfolio matters. The form of government in Australia is a constitutional monarchy with a parliamentary system of government. Queen Elizabeth II is the head of the country and is represented by the Governor-General at federal level and by the Governors at state level.

There are three levels of Australian government: Australian (Federal), state and territory and local.

Australia has a population of over 21 million according to the [https://www.cia.gov/library/publications/the-world-factbook/print/as.html CIA Factbook]with the largest population concentrated around the mainland cities of Sydney, Melbourne, Brisbane, Perth and Adelaide.

Australia is a multicultural country with its residents coming from every part of the world. Australia is a federation of states/territories and so contains similar political and organisational challenges to many regios which are federations of states/territories or countries.

It could be argued that the relevance of Australia is mainly to the larger nations of the European Union, yet since it has a states structure as well the relevance is wider, in fact to all nations large and small. It should also be noticed that most Australians now see themseleves as being in the Asia-Pacific region. This regional relationship is very important now in Australia.

== Education in Australia==

Education in Australia is primarily the responsibility of states and territories. However the administration and financing of education in Australia is shared between the Australian Government and the Australian states and territories. The nature of the arrangements depends on the educational sector and legislative responsibilities.

Consultation between the Australian Government and the states and territories takes places through the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)].

The Australian Government’s education policy focuses on:
* Improving learning outcomes
* Implementing a national school curriculum
* Increasing school retention rates
* Providing more funding for education and research.
The policy was released in 2007 when the Australian Labor Party (ALP) was still in opposition prior to forming government in late 2007.

For further information see: http://www.alp.org.au/download/now/education_revolution_r1.pdf

The ALP was succesful in obtaining power in November 2007. The government's productivity agenda includes education, training, skills and early childhood as key elements. The Council of Australian Governments (COAG) have agreed to a new model of cooperation on a number of matters of which productivity is one.

The states and territories are primarily responsible for policy and administration of school education. The Australian Government provides funding and co-ordination.
Support is provided through:
* general recurrent, capital and targeted programs
* policy development
* research and analysis of nationally significant education issues.

A key priority of the current Australian Government is to provide a national consistent school system. That is agree on a common starting age, common national testing in key subject areas, consistency in curriculum outcomes, and a common information system for the transfer of student data when students move interstate.

The states and territories are responsible for:
* organisation, funding and delivery of school education
* non-government schools registration, inspection and supplementary funding
* determines its own policies and practices on organisation of schooling, curriculum, course accreditation, student assessment and certification.

Each state and territory has its own education department and agencies which are responsible for publicly-funded education.

Curriculum and assessment is underpinned by the ''National Goals for Schooling in the Twenty-first Century'' which focuses on the learning outcomes for students and provides a framework for national reporting on student achievement. The National Goals for Schooling have been agreed by all education ministers.

See: http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for_schooling_in_the_twenty_first_century.htm

Generally, education in Australia follows the three-tier model which includes primary education (primary schools), followed by secondary education (secondary schools/high schools) and tertiary education (universities and/or TAFE (Technical and Further Education Colleges)).

Education is compulsory up to an age specified by legislation; this age varies from state to state but is generally 15-17, that is prior to completing secondary education. Post-compulsory education is regulated within the Australian Qualifications Framework, a unified system of national qualifications in schools, vocational education and training (TAFE) and the higher education sector (university).

The academic year in Australia varies between states and institutions, but generally runs from late January until mid-December for primary and secondary schools and TAFE colleges, and from late February until mid-November for universities.

=== Schools in Australia ===

For a list of all schools in Australia including their location and websites, visit the following link:

http://en.wikipedia.org/wiki/Lists_of_schools_in_Australia

There are three levels of school education, primary, secondary and senior secondary.

'''Pre-school and Primary School'''

Primary school is from year 1 to year 6 or 7, with the emphasis being on developing English language and literacy skills, numeracy and basic mathematics as well as health and creative activities. There are no formal examination requirements and students progress to secondary education, on the recommendation of the teacher in consultation with the parents, at the completion of primary schooling.

Pre-school in Australia is relatively unregulated, and is not compulsory. The first exposure many Australian children have to learn with others outside of traditional parenting is day care or a local government run playgroup. This type of activity is not generally considered schooling. Pre-school education is separate from primary school in all states and territories except Western Australia and Queensland, where pre-school education is taught as part of the primary school system.

Pre-schools are usually run by local councils, community groups or private organizations except for the Northern Territory and Queensland where they are run by the Territory and State Governments respectively. Pre-school is offered to three- to five-year-olds, although attendance numbers vary widely (from 50% in New South Wales to 93% in Victoria). The year before a child is due to attend primary school is the main year for pre-school education. This year is far more commonly attended, and usually takes the form of a few hours of activity five days a week.

'''Secondary, Senior Secondary/High Schools and Colleges'''

Secondary education is from year 7 or 8 to year 10. Core subjects are taught for the first two years and a selection of electives are introduced thereafter.

Senior secondary covers year 11 and 12 and a range of programs are offered aimed at preparing students for future study and work life. The Senior Secondary Certificate of Education is awarded to students who have successfully completed year 12.

However, the years for both secondary and senior secondary schools in Australia do in fact vary from state to state. In territories such as Tasmania and the Astralian Capital Territory, the term ''High School'' is used to refer from years 7-10 while it is substituted by the term ''College'' from years 11-12. Following reforms of the Labor Government in the late 1980's and the early 1990's, the term ''secondary college'' has largely replaced the term ''high school'' in the territory of Victoria. Some schools in Victoria such as Melbourne High School have retained the term ''high school''. Others have dropped the word 'secondary' and are simply referred to as '''colleges'.''

In New South Wales, the last year of high school, year 12, is known as the Higher School Certificate (HSC) while years 11 and 12 in Victoria are known as the Victorian Certificate of Education (VCE). There are various other similar names in other states.

The first examination mark for a student in New South Wales and a combination of examination marks and coursework in other states, excluding Queensland, are indexed into the Australian Tertiary Admission Rank (ATAR). This index is usually the sole factor considered when applying for university courses. The ATAR was only introduced in 2009 in New South Wales, and previously each state calculated its own final high school rank, such as the Universities Admission Index (UAI) in New South Wales and Equivalent National Tertiary Entrance Rank (ENTER) in Victoria.

Victorian students also have an opportunity to complete a high school qualification under the Victorian Certificate of Applied Learning which gives students practical experience in a trade or workplace. This qualification generally leads students into a trade.

Generally, lower secondary education (Years 8 – 10) maintains continuity of learning in the learning areas and enables students to concentrate on the development of knowledge and skills in accordance with their personal learning goals and needs. Students are provided with opportunities to participate in enquiry based learning, innovative thinking, problem solving and decision making.

Senior secondary education (Years 11 and 12) provides students with a wide range of programs to ensure they are well placed to qualify for secondary graduation and to gain University or TAFE entrance or employment. The students undertake the Western Australian Certificate of Education (WACE) and have the opportunity to pursue subjects of their choice in greater depth.

Teachers design educational programs to suit the learning needs of their students. Educational standards are maintained with state and nation wide testing.

The school year consists of two semesters divided into two terms each. The school day commences at approximately 9.00am and concludes between 3.00 and 3.30 pm

Government schools welcome students from other countries. They strive to ensure their learning experiences are both stimulating and educationally rewarding and the students enjoy their life in a different cultural environment.

Schools in Australia can be classified according to sources of funding and administrative structures. There are three such categories in Australia: Public Schools (also known as 'Government' schools or 'State' schools), Independent Schools (informally known as 'private' schools) and Catholic schools.

School is compulsory in Australia between the ages of six and fifteen, depending on the state and date of birth, with, in recent years, over three quarters of students staying on until they are eighteen. Government schools educate about two thirds of Australian students, with the other third in independent schools, a proportion which is rising in many parts of Australia.

Government schools are free, while independent schools, both religious and secular, charge fees. Regardless of whether a school is government or independent, they are required to adhere to the same curriculum frameworks. Most school students, be they in government or independent school, usually wear uniforms, although there are varying expectations and some Australian schools do not require uniforms.

'''Government (or state) schools'''

Government or state schools are run by the local state or territory government. They do not charge compulsory fees, with the majority of their costs being met by the relevant government, and the rest by voluntary levies and fund raising activities.

Government schools are of two types: open and selective. Open schools accept all students from their government defined catchment areas. Selective government schools mostly cater for academically gifted students (the top 5 percent), although there are performing arts and sports schools. Almost all selective schools are in [http://www.schools.nsw.edu.au/gotoschool/types/selectiveschools.php New South Wales], though a few exist in other areas. For example Victoria has 2 selective entry high schools for students in year 9 -12.

Selective schools are more prestigious than open government schools, and generally achieve better results in the school-leaving exams than independent or open government schools. Entry to selective schools is often highly competitive these schools cater to a large geographical area.

'''Independent and Catholic schools'''

Most Catholic schools are either run by their local parish and/or by each state's Catholic Education Commission.

Independent schools enroll about 14% of students. These include schools operated by religious groups and secular educational philosophies such as Montessori.

All independent schools charge tuition fees. Government funding for independent schools often comes under criticism from the Australian Education Union and the general public.

Private schools have better infrastructures, facilities, higher paid teachers, prestige and social status as well as a better educational environment. They focus on extra-curricular activities such games and sports, other activities alongside better education. Private schools are considered a very important part of the Australian school system because of their quality. They get funded by the government and students still have to pay a very high tuition, making them more expensive than the government schools.

Some of the best private schools in Australia include Anglican Grammar School, Canberra Grammar School, Saint Hilda’s School, etc. Other good private schools are mostly found in major cities such as Canberra, Adelaide, Perth, Sydney, Melbourne and Brisbane. Usually, there is tough competition enrolling in private schools and both parents and students have to meet specific eligibility requirements before applying, which normally vary from school to school and from class to class. Besides educational requirements, the students may also have to appear for a written test.

Amongst other subjects, main courses offered in Australian private schools include English, the language other than English, Math, Science, Art, Social & Environmental Studies, Technology, Personal Development, Health and Physical Education. Some private schools at the senior secondary level offer specialization in particular areas. For a list of all the private schools in Australia, visit http://www.indiaedumart.com/australia-education/schools/private-schools/

== Further and Higher education ==
The Australian Government has significant financial and policy responsibility for higher education, while state and territory governments retain major legislative responsibility. At the national level higher education policies and programs are administered by the Department of Education, Employment and Workplace Relations – DEEWR . The provision of government funding is outlined in the Higher Education Support Act 2003.

See: http://www.mceetya.edu.au/mceetya/default.asp?id=11408

The Australian Government also provides substantial funding to the higher education sector in support of research through various grants and programs:
* Institutional Grants Scheme
* Research Infrastructure Block Grants
* Australian Postgraduate Awards
* Research projects administered by the Australian Research Council (ARC)
* National Health and Medical Research Council (NHMRC).

'''Vocational education and training'''

The Australian Government contributes about one-third of government funding for vocational education and training, with the other two-thirds coming from state and territory governments.

Australia’s vocational education and training (VET) system is built on a partnership between governments and industry. Industry representatives and employers play a key role in determining training policies and priorities, and in developing training qualifications that can deliver the skills employers need for the workforce.

Australian’s training system is based on competencies, nationally consistent and quality-assured.

The [Australian Qualifications Framework http://www.aqf.edu.au/cs.htm (AQF)] was established in 1995. The Framework links qualifications from school, vocational education and training and higher education sectors. The AQF recognises prior learning or current competence, and makes credit transfer and flexible learning pathways easier. AQF VET qualifications are outcomes based, and focus on the skills and competencies gained rather than on the length or type of course studied.

State and territory governments have constitutional responsibility for the management and administration of vocational education and training within their jurisdictions. That is they are responsible for state-level planning, regulation of training providers, allocation of funds to public and private training providers, setting student fees and charges and managing Technical and Further Education (TAFE) institutes.

The Australian Government takes a strategic leadership role in vocational education and training by working collaboratively with states and territories and industry as part of its responsibility to ensure national prosperity and economic development.

Under the 2005-2008 funding agreement, the Australian Government committed to providing almost $5 billion to states and territories to support their training systems. The Australian Government also directly funds a number of programs to support the vocational education and training system. These include:
* Australian Apprenticeships (including support for employers and new apprentices)
* Australian Technical Colleges
* Workplace English Language and Literacy Program (provides existing workers with English language, literacy and numeracy skills.

'''The Digital Education Revolution'''

The Digital Education Revolution, a major part of the Australian Government's Education Revolution, is a vital step in creating a world-class education system for Australia.

The aim of the program is to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world.
Source : http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/default.aspx

'''Higher education'''

Tertiary or higher education in Australia is made up of universities and non-university higher education institutions (called higher education providers).

A higher education provider is an entity approved state and territory authorities to offer particular higher education courses. Australia has approximately 150 higher education institutions approved to offer particular higher education courses. Higher education providers have to be approved by the Australian Government Minister for Education in order to be eligible for government grants or for their students to be eligible to receive assistance from the Australian Government under the Higher Education Support Act 2003 (HESA). Providers are subject to quality and accountability requirements.

In 2007, the Australian higher education system consisted of:

* 39 universities of which 37 are public institutions and 2 are private;
* 1 Australian branch of an overseas university;
* 4 other self-accrediting higher education institutions; and
* non-self-accrediting higher education providers accredited by State and Territory authorities, numbering more than 150 as listed on State and Territory registers. These include several that are registered in more than one State and Territory.

The non-self-accrediting higher education providers form a very diverse group of specialised, mainly private, providers that range in size and include theological colleges and other providers that offer courses in areas such as business, information technology, natural therapies, hospitality, health, law and accounting.

=== Universities in Australia ===

Both private and public universities can be found in Australia. As of 2006, there are 36 public, 2 Catholic and 1 Non-profit Private universities in Australia.

[[Universities Australia]] is the industry peak body representing the university sector. Currently, 38 universities are members of [http://www.universitiesaustralia.edu.au Universities Australia].

Most Australian universities developed substantial capability in distance learning in the 1980s and a significant number have now embraced e-learning. Perhaps the best known is the [http://www.usq.edu.au/ University of Southern Queensland].

There is a service provider called [[NextEd]] who operates globally and in particular supported the [[GUA]].

For a list of university rankings in Australia by different agencies, organisations and international bodies, visit http://www.university-list.net/Australia/rank-1000.html

=== Polytechnics in Australia ===


=== Colleges in Australia ===


== Vocational Education and Training ==
The main providers of vocational education and training (VET) in Australia are the various state-administered institutes of Technical and Further Education (TAFE). TAFE institutions generally offer courses based on the [http://www.aqf.edu.au/ Australian Qualifications Framework] that is Certificates I, II, III, and IV, Diplomas, and Advanced Diplomas in a wide range of vocational areas. They also offer some higher education courses, especially in Victoria.

In addition, to TAFE Institutions, there are many Registered Training Organisations (RTOs) which are operated privately. In Victoria alone there are approximately 1100 RTOs. They include:

* commercial training providers,
* the training department of manufacturing or service enterprises,
* the training function of employer or employee organisations in a particular industry,
* Group Training Companies,
* community learning centres and neighbourhood houses,
* secondary schools/colleges providing VET programs.

In terms of size these RTOs vary from single-person operations delivering training and assessment in a narrow specialisation, to large organisations offering a wide range of programs. Many RTOs receive government funding to deliver programs to apprentices or trainees, to disadvantaged groups, or in government identified priority areas.

All course providers are required to comply with the Australian Quality Training Framework (AQTF) and compliance is monitored by regular internal and external audits.

VET programs delivered by TAFE Institutions and private RTOs are based on nationally registered qualifications, derived from either endorsed sets of competency standards known as Training Packages, or from courses accredited by state/territory government authorities. These qualifications are regularly reviewed and updated. In specialised areas where no formal qualifications exist, RTOs may develop their own course and obtain endorsement for it as an accredited privately owned program which is then subjected to the same rules as the publicly owned programs.

All trainers and assessors delivering VET programs are required to hold a qualification known as the Certificate IV in Training and Assessment (TAA40104) or demonstrate equivalent competency. Additionally, they are also required to have relevant vocational competencies, at least to the level being delivered or assessed.

== Education reform ==
=== Schools ===

=== Post-secondary ===
'''The Bologna Process and Australia'''

The [http://www.aei.gov.au/AEI/GovernmentActivities/BolognaProcess/default.htm Bologna Process] represents a commitment by forty-five European countries to undertake a series of reforms in order to achieve greater consistency and portability across their higher education systems.

The Bologna process is likely to have a profound effect on the development of higher education globally. Australian education observers (as well as observers from other continents) are taking a close interest in the reform process and beginning to consider how their own system can be more closely aligned with ‘Bologna’ thinking.

A [http://www.aei.gov.au/AEI/GovernmentActivities/BolognaProcess/BolognaPaper_pdf.pdf discussion paper] developed in 2006, by the Department of Education, Science and Training, aimed to initiate discussion on the significance of Bologna for Australia and possible Australian responses. The Department of Education Science and Training’s initial assessment is that Australian higher education has much to gain by aligning with the key Bologna actions. Potential benefits identified are of two types:
* Facilitation of interaction and recognition
* Benefits to Australian students and employers (with the use of "The Diploma Supplement" and the European Credit Transfer and Accumulation System (ECTS))

The document also state that the institution choosing to maintain positions of Bologna ‘incompatibility’ take a risk.

What would Australian compatibility with Bologna involve? At a minimum, compatibility would entail:

* a three cycle (Bachelor, Masters, Doctorate) degree structure;
* promotion of the Diploma Supplement;
* a credit accumulation/transfer system compatible with the ECTS; and
* the existence of an accreditation/quality assurance framework meeting Bologna criteria.

Australian structures and processes which fit within the Bologna framework:

* Australia has a three cycle (Bachelor, Masters, Doctorate) qualification structure.

There are some areas in which efforts would be required to achieve Bologna
compatibility, for example repositioning of Australian Honours degrees,
four-year and graduate entry Bachelor degrees and one-year Masters courses, to
ensure alignment with Bologna structures and emerging trends.

* The Diploma Supplement has been trialled in Australia, but institutions will need to make decisions about adoption.
* The Australian quality assurance system generally fits within the broad guidelines established by the Bologna Process, but a documented audit of compatibility may be useful as a tool for marketing and dealing with future recognition issues in Europe. There is a question of whether AUQA should seek admission to the proposed, but yet to be developed, European Register of Quality Assurance Agencies, should its eventual guidelines be framed to include external countries.
* Australia has the [[EFTSU]] system which provides a common measure of student workload applying across Australian universities. It may be possible to adapt this system so that it connects more effectively with the ECTS.

'''Concluding remarks'''

There are some challenges posed by the Bologna reforms in relation to existing
qualifications that Australian higher education institutions need to consider. A key issue is the position of Australian graduate entry and four-year bachelor level qualifications. It is likely that the European pathway for professional accreditation, in a range of professions, will become a bachelor degree followed by a two-year masters degree. The level of acceptance of graduate entry or four-year bachelor degrees is as yet unclear.

The recognition of Australian one-year masters courses will also need to be monitored because whilst there is scope for a one-year masters within the Bologna structure, it is likely that the two-year masters will become the norm in most countries. The one-year masters may become a course offered only to international students in Europe and questions may arise about the professional recognition, comparability and quality of such courses within Europe.

The use of Australian honours degrees as direct entry points to doctoral studies may also be problematic in Europe, since the pathway to doctoral studies
within the Bologna Process will be through a masters qualification (3+2).

====Australian's HE reforms====

In 2002, the Commonwealth Government conducted a review of Australia’s higher education system. The Government’s response to the Review was announced on 13 May 2003 as part of the 2003/2004 Budget process. Announced by the previous Government in 2003, the "Our Universities: Backing Australia’s Future" package provided an additional $11 billion in funding over 10 years to enable higher education providers to deliver world-class higher education.

The Commonwealth Grant Scheme and Higher Education Loan Programme (HELP) arose from these reforms. The reforms were structured around four key policy principles:

* sustainability – improved governance, appropriate resourcing and greater pricing flexibility for universities
* quality – incentives to improve performance and greater accountability
* equity – increased number of student places, greater availability of income-contingent loans, increase in the repayment threshold and incentives to improve participation and outcomes for disadvantaged groups
* diversity – incentive and performance-based funding for teaching and research, support for restructuring and collaboration and additional funding for regional institutions.

source : http://www.dest.gov.au/sectors/higher_education/

The reforms focused on establishing a partially deregulated system of higher education, in which individual universities are enabled to capitalise on their particular strengths and determine the value of their course offerings in a competitive environment. There is renewed emphasis on learning and teaching outcomes, greater recognition of the role of regional campuses and institutions, and a framework for research in which all Commonwealth funding is either competitive or performance-based. New arrangements for student financing promote lifelong learning, and ensure equity of access to higher education - no eligible student will be required to pay up-front fees when enrolling at an eligible higher education institution. Greater access for disadvantaged groups is supported, and the market for private higher education is opened up, while still maintaining quality control. Diversity will be encouraged through the creation of performance-based incentives for institutions to differentiate their missions.

source : http://www.backingaustraliasfuture.gov.au/reforms.htm

'''Reforms to the State’s skills and workforce development system'''

South Australia’s Workforce Development Strategy, which was released in 2005, articulated the State Government’s vision for the future workforce as:
South Australia has an efficient, highly skilled workforce that supports a globally competitive economy and a socially inclusive community.
The three priority areas within the strategy are: a high skill economy, quality employment and better workforce planning. This approach represents an innovative way of integrating workforce planning, employment participation and demand considerations, and was the first such strategy in Australia. These three priorities continue to underpin the South Australian Government’s ongoing skills reform agenda.
The workforce development approach which has been adopted in South Australia responds to the State’s dual social and economic priorities which are articulated in South Australia’s Strategic Plan.

====Future direction of tertiary education====

In March 2008, the Government initiated a Review of Higher Education to examine the future direction of the higher education sector, its fitness for purpose in meeting the needs of the Australian community and economy, and the options for ongoing reform. The [http://www.deewr.gov.au/HigherEducation/Review/Pages/ReviewofAustralianHigherEducationReport.aspx Review of Australian Higher Education] was undertaken by an independent expert panel, led by Emeritus Professor Denise Bradley AC.

An [http://www.deewr.gov.au/HigherEducation/Review/Pages/FuturedirectionsforTertiaryEducation.aspx initial response] to the review by the government indicates:

A student-centred, demand driven, higher education system:
* future structural reforms which focus on a student-centred, demand driven system
* from 2012 universities will be funded on the basis of student demand
* the Government will establish a national regulatory and quality agency for higher education.

Tertiary education pathways for the future:
* work with the states and territories to develop strong and cohesive national regulatory arrangements for VET alongside the proposed higher education regulator
* commission the Australian Qualifications Framework Council to improve articulation and connectivity between the university and VET sectors
* form a single tertiary education sector ministerial council, with representatives from the Commonwealth, states and territories.

Enhanced equity in tertiary education, with a focus on improving accessibility:
* by 2020, 20% of higher education enrollments at undergraduate level should be from low socio-economic backgrounds
* work closely with the Indigenous Higher Education Advisory Council (IHEAC) to improve higher education access and outcomes for Indigenous Australians.

Reform for Australian innovation and research - a new approach to research funding and measures to strengthen the contribution universities make to the national innovation system.

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

'''Government responsibility'''
The Australian Government has significant financial and policy responsibility for higher education, while state and territory governments retain major legislative responsibility. At the national level higher education policies and programs are administered by the Department of Education, Employment and Workplace Relations – DEEWR . The provision of government funding is outlined in the [http://www.comlaw.gov.au/ComLaw/Legislation/ActCompilation1.nsf/0/F6F7BA4BEAA1F2F8CA25705000151003?OpenDocument Higher Education Support Act 2003].

See: http://www.mceetya.edu.au/mceetya/default.asp?id=11408

Australian Government funding support for higher education is provided largely through:

* the Commonwealth Grant Scheme which provides for a specified number of Commonwealth Supported places each year
* the Higher Education Loan Programme (HELP) arrangements providing financial assistance to students
* the Commonwealth Scholarships
* a range of grants for specific purposes including quality, learning and teaching, research and research training programmes.

The Department of Education, Employment and Workplace Relations (DEEWR) is the Australian Government Department with responsibility for administering funding, developing and administering higher education policy and programs.

Decision-making, regulation and governance for higher education are shared among the Australian Government, the State and Territory Governments and the individual institutions.

'''Universities' responsibility'''
By definition within Australia, universities are self-accrediting institutions and each university has its own established legislation (generally State and Territory legislation).

As self-accrediting institutions, Australia’s universities have a reasonably high level of autonomy to operate within the legislative requirements associated with their Australian Government funding.

The Australian Catholic University is established under corporations law. It has establishment Acts in NSW and Victoria.

Many private providers are also established under corporations law.

'''States and Territories'''

Some aspects of higher education are the responsibility of States and Territories. In particular, most universities are established or recognised under State and Territory legislation.

States and Territories are also responsible for accrediting non-self-accrediting higher education providers.

'''Fees'''

Australian students can undertake higher education studies at an approved institution as either a Commonwealth support student or a a fee-paying student. Students have to pay for their tertiary education.

Commonwealth support places (formerly known as HECS) are made possible through the financial contribution to higher education providers by the Australian Government.

For more information on Commonwealth support places see: http://www.goingtouni.gov.au

'''VET sector'''

The Australian Government contributes about one-third of government funding for vocational education and training, with the other two-thirds coming from state and territory governments.

Employer contributions to training in Australia include:
* training provision for employees (in the form of payment for courses)
* paid time off
* training materials, travel and subsidies

For more details see section under '''Australian education policy'''

== Quality assurance ==

Quality assurance in Australia’s higher education system is based on a strong partnership between the '''Commonwealth''' (federal), '''State and Territory Governments''' and the '''higher education sector'''.

Source: http://www.dest.gov.au/sectors/higher_education/policy_issues_reviews/key_issues/assuring_quality_in_higher_education/partners_in_quality_assurance.htm

[[Image:Figure_QA_AU.JPG|500px|Quality assurance in Australia’s higher education system]]

'''Commonwealth'''

The Australian Government’s role includes:
* Protection of the term ‘university’
* Legislative protection of overseas students studying in Australia
* Performance management tools
* Learning and Teaching Performance Fund
* Australian Learning and Teaching Council (ALTC)
* Institution Assessment Framework (IAF) [formerly Educational Profiles]

'''State and Territory Governments'''

Australia’s State and mainland Territory Governments are responsible for the legislation which protects the integrity of Australian universities and higher education awards in their jurisdiction. Their responsibilities include:

* specifying arrangements to establish and recognise universities, as well as protecting the use of the term "university"
* protecting higher education award titles and accrediting higher education courses to be offered by non-self-accrediting private providers
* approving the operation of overseas providers of higher education
* endorsing courses of study as suitable for overseas students.

These responsibilities are explained further in the National Protocols for Higher Education Approval Processes.

=== Schools ===

=== Post-secondary ===


Australia’s universities are self accrediting bodies established by or under Commonwealth, State or Territory legislation. They are responsible for maintaining the quality of their own academic standards. This quality is independently verified every five years by the Australian Universities Quality Agency.

There are 43 self-accrediting higher education institutions in Australia and 39 of these are '''universities'''. In addition to these institutions there are over 100 '''private education providers''' accredited by State and Territory Governments offering higher education courses.

Universities assure the quality of their offerings in a number of ways including external academic and industry in-put into courses and peer review of new and ongoing courses. Usually universities formally review their courses on a five-yearly basis. Additionally, universities regularly evaluate student feedback.

Universities also voluntarily comply with various codes of practice and guidelines set by [http://www.universitiesaustralia.edu.au/ Universities Australia] to maintain and ensure the quality of their offerings.

The '''Australian Qualification Framework'''

The [http://www.aqf.edu.au Australian Qualifications Framework] (commonly known as the AQF) is a unified system of national qualifications in schools, vocational education and training (TAFEs and private providers) and the higher education sector (mainly universities).

AQF lists universities and other self-accrediting higher education institutions.

AQF was established by the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)]] in 1995 to provide for nationally recognised pathways between awards offered in Australia’s vocational education and training and higher education sectors. It brings together the qualifications issued by different sectors into a single comprehensive system of titles and standards.

AQF also maintains a public register of MCEECDYAendorsed post compulsory education providers and accreditation authorities. The register is a key element of the Australian higher education quality assurance framework.

'''Australian Universities Quality Agency'''

The [http://www.auqa.edu.au/ Australian Universities Quality Agency (AUQA]) is an independent, not-for-profit national agency to promote, audit, and report on quality assurance in Australian higher education. AUQA was formally established by the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)]] in March 2000. It operates independently of governments and the higher education sector under the direction of a Board of Directors. AUQA is owned by and receives core, operational funding from the Commonwealth, State and Territory Ministers for higher education who are members of [[MCEECDYA]]. The [http://www.nteu.org.au/policy/current/qualityassurance/auqa/1474 AUQA Constitution] is available for download.

[http://www.auqa.edu.au/ AUQA website]

== Information society ==


The [http://www.aictec.edu.au/ Australian Information and Communications Technology in Education Committee (AICTEC)] is a national, cross-sectoral committee responsible for providing advice to all Australian Ministers of Education and Training on the economic and effective utilisation of information and communications technologies in Australian education and training and on implementation of the Digital Education Revolution.

A real ICT policy and organisational framework exists for the use of Information and Communication Technologies in Australian Education Training. A Joint Ministerial Statement on Information and Communications Technologies in Australian Education and Training: 2008-2011 was endorsed by MCEETYA and [http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/vet/minco.htm the Ministerial Council for Vocational and Technical Education (MCVTE)] in June 2008.

*[[Media:JMS_Australian_Education_and_Training.pdf| Joint Ministerial Statement PDF]]
*[http://www.aictec.edu.au/aictec/go/home/about/pid/95 Joint Ministerial Statement] web page

'''Australian Flexible Learning Framework'''

The [http://www.flexiblelearning.net.au/flx/go Australian Flexible Learning Framework (Framework0] provides the vocational education and training (VET) system with the essential e-learning infrastructure and expertise needed to respond to the challenges of a modern economy and the training needs of Australian businesses and workers.

* The Framework was launched as a strategy in 2000, responding to information and communication technology (ICT) developments in workplaces and society. The Australian Government and all states and territories agreed to work together nationally to advance the use of e-learning in VET.

* The first 2000-2004 Framework Strategy focused on raising awareness of the potential of e-learning, and starting to build capability. The second 2005-2007 Framework Strategy continued this work, and focused on engaging with key target groups.

* The 2008-2011 Framework Strategy maximises and builds on the national investment to date in essential e-learning infrastructure. It will focus on embedding e-learning in registered training organisations (RTOs), business and industry. The 2008 Framework Business Plan provides the blueprint for the Framework in the first year of the new Strategy, detailing the Leadership and Innovation programs, and their related business activities.

Together these strategies have created a considerable infrastructure and a sound foundation on which to establish e-learning as an integral part of the national training system.

The national training system's e-learning strategy, the Australian Flexible Learning Framework (Framework), has received the go-ahead for its 2009 activities, opening up more than $7 million in funding opportunities for registered training organisations (RTOs), business and industry to embed e-learning in the vocational education and training (VET) system.

The announcement coincides with recent research showing that 36% of all VET activity in RTOs now formally involves e-learning, compared to just 3-4% in 2003-2004. Research also confirms that 91% of students and 88% of teachers and trainers now use e-learning as part of their VET experience.

More information about the Australian Flexible Learning Framework is available at :
http://www.flexiblelearning.net.au/flx/go/home/about

For information about the initiatives and projects classified by states and territories, visit this page:
http://www.flexiblelearning.net.au/flx/go/home/States_and_Territories

'''Information society strategy'''

In Australia 14% of students (95 000) are doing distance education.

* The Adelaide Declaration on National Goals for Schooling in the Twenty-first Century - Preamble and Goals

source : http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for_schooling_in_the_twenty_first_century.htm

* On 5 December 2008, State, Territory and Commonwealth Ministers of Education meeting as the Ministerial Council on Education, Employment, Training and Youth Affairs, released the Melbourne Declaration on Educational Goals for Young Australians which sets the direction for Australian schooling for the next 10 years. source : http://www.mceetya.edu.au/mceetya/melbourne_declaration,25979.html

* Digital Education Revolution. Not only a programme but also a kind of strategy / policy. See in programme below.

'''Benchmarking e-learning'''

Australia is one of the few countries where time and effort has been committed to benchmarking e-learning. Other countries include [[UK]] and [[New Zealand]].

Interest in benchmarking in Australia can by attributed to:
* a long strand of development and piloting of the [www.acode.edu.au/ Australian Council on Open, Distance and E-Learning (ACODE)] scheme
* an impending pilot of [[eMM]] by around six institutions

Although the ACODE scheme is a distinct scheme, it has several similarities with the [[Pick&Mix]] style of benchmarking which has been used for analytic purposes in Re.ViCa - and in fact [[Paul Bacsich]] was the external advisor to the ACODE scheme. There are interesting differences, including a stronger focus in ACODE on IT.

== ICT in education initiatives ==

'''Government entities'''

* [[Education.au]] is Australia's leading Information and Communications Technology (ICT) agency for educators and delivers a range of web services to clients in the higher education, schools education and vocational education and training sectors.

* [[AICTEC]] - The Australian Information and Communications Technology in Education Committee (AICTEC) is a national, cross-sectoral committee responsible for providing advice to all Australian Ministers of Education and Training on the economic and effective utilisation of information and communications technologies in Australian education and training.

* [[ACODE]] the Australasian Council on Open, Distance and E-Learning, the peak Australasian organisation for universities engaged or interested in open, distance, flexible and e-learning. ACODE's mission is to enhance policy and practice in open, distance, flexible and e-learning in Australasian higher education.

'''Interesting Programmes '''

* [[e-framework]]

* [http://www.tlf.edu.au The Le@rning Federation] is an initiative of the state, territory and national governments of Australia and New Zealand. It is developing high-quality online curriculum content for years P-10 (preschool to year 10) in two formats: interactive, multimedia learning objects and digital resources. The materials are designed to engage students and support teachers and will be freely available to all schools in Australia and New Zealand.

* [http://www.flexiblelearning.net.au/flx/go Australian Flexible Learning Framework]is the e-learning strategy for the vocational education and training (VET) sector. It provides the VET system with the essential e-learning infrastructure and expertise needed to respond to the challenges of a modern economy and the training needs of Australian businesses and workers. The Framework was launched as a strategy in 2000, responding to information and communication technology (ICT) developments in workplaces and society. The Australian Government and all states and territories agreed to work together nationally to advance the use of e-learning in VET.

* Australian Scheme for Higher Education Repositories [[ASHER]]: program to assist eligible HEPs to establish and maintain digital repositories.

* The [http://www.apsr.edu.au/ Australian partnership for Sustainable Repositories (APSR)] aims to establish a centre of excellence for the management of scholarly assets in digital format. APSR is a partnership that aims to promote excellence in building & managing these collections of digital research objects.

* [http://rubric.edu.au/ RUBRIC] RUBRIC focuses on the needs of smaller and regional universities by providing a structured framework for partner institutions to evaluate, trial and implement an Institutional Repository solution; to collaborate on the development of better processes and tools; to act collectively and to develop the expertise that will be necessary to respond to emerging needs of the Research Quality and Accessibility Frameworks across universities.

* [https://mams.melcoe.mq.edu.au/zope/mams MAMS] - Meta Access Management System. This project allows for the integration of multiple solutions to managing authentication, authorisation and identities, together with common services for digital rights, search services and metadata management. The project provides an essential “middleware” component to increase the efficiency and effectiveness of Australia’s higher education research infrastructure.

* Excellence in Research for Australia (ERA) Initiative. The Excellence in Research for Australia (ERA) initiative will be developed by the ARC. It will assess research quality within Australia's higher education institutions using a combination of indicators and expert review by committees comprising experienced, internationally-recognised experts. http://www.arc.gov.au/era/default.htm

* Digital Education Revolution. The Digital Education Revolution, a major part of the Australian Government's Education Revolution, is a vital step in creating a world-class education system for Australia. The aim of the program is to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world. http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/default.aspx

=== Virtual initiatives in schools ===
'''Elementary and Primary Schools'''

[[Kalgoorlie School of the Air]]

[[Mount Isa School of the Air]]

[[Alice Springs School of the Air]]

[[Port Hedland School of the Air]]

'''Secondary and High Schools'''

[[Northern Territory Open Education Centre]]

[[Open High School Australia]]

*Here are some organizations participating in virtual initiatives and distance education in Australia:
**Isolated Children's Parents Association of Australia (ICPA) http://www.icpa.com.au/
**The Australian Association of Distance Education (AADES) http://www.aades.edu.au/
**The Australian Association of Distance Education (ACE) http://www.austcolled.com.au/
** The Virtual School Agency (VSA)
The Virtual School Agency is an agency that helps prospective students abroad, at all levels of education, including secondary/high and university levels, to secure admission and student jobs in Australia. Most of the correspondences between agency and prospective students are done online. They also help the prospective student obtain a study visa as well as work permit. They also provide awareness about the possibilities of different scholarships for students. For more information on the Virtual School Agency (VSA), visit http://virtualstudentagency.com/study-in-australia/


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


* [[Open Universities Australia]] -- formerly Open Learning Australia
* [[Charles Sturt University]]
* [[Curtin University of Technology]]
* [[Deakin University]]
* [[Edith Cowan University]]
* [[University of Southern Queensland]]
* [[Open Training and Education Network]] (OTEN)
* [[TAFE Open Learning]]
* [[TAFE virtual campus]] (Victoria) - a learning platform
* [[University of New England UNEOnline (UNE)]]
* [[TAFE open training and education network (OTEN)]]
* [[Macquarie University’s E-Learning Centre Of Excellence (MELCOE)]] - a research lab

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==


'''Associations and networks'''

* [[EdNA]] (Education Network Australia): one of the world's largest education and training websites with more than 16,000 evaluated online resources and free online forums, chatrooms and discussion lists to support collaboration and communication in the education and training communities.

* Elearning Network of Australasia (ElNet) http://www.elnet.com.au/

* [[Open and distance learning association of Australia]]

* Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) http://www.ascilite.org.au/ Relevant for higher education.

'''Repositories of OER'''

* [[LORN]] currently has seven member repositories contributing more than 2500 learning objects for download. A wide range of industries and subject areas, including business, community services, electrotechnology, horticulture, tourism and hospitality, are represented. The number of Learning objects increases as repository owners build their collections.
** Flexible Learning Toolboxes
** TAFE Tasmania
** Centre for Learning Innovation (CLI)
** TAFE SA
** [[TAFE VC]]
** TVET
** WestOne

* [http://adt.caul.edu.au/ Australasian Digital Theses Program]
* [http://www.arrow.edu.au/ Australian Research Repositories Online to the World]
* [http://www.acys.info/ Australian Clearinghouse for Youth Studies]
* [http://www.ehum.edu.au/ Australian e-Humanities Gateway]
* [http://www.findlaw.com.au/ FindLaw Australia]
*http://en.wikipedia.org/wiki/Lists_of_schools_in_Australia

A synthetic presentation is available here: http://eprints.utas.edu.au/1031/2/Australia_talk.ppt#598,12,ARROW Discovery Service

'''Australian journals'''

* Australasian Journal of Educational Technology (AJET). http://www.ascilite.org.au/ajet/ajet.html
Listed as an A journal by the Australian government

'''Other'''

* [http://www.education.gov.au/goved/go Government Educational Portal]
* The official Australian Government site for studying in Australia http://www.studyinaustralia.gov.au/Sia/Splash.aspx
* Education in Australia Wikipedia http://en.wikipedia.org/wiki/Education_in_Australia
* Department of Education, Employment and Workplace Relations (DEEWR) http://www.dewr.gov.au/
* Australia online education network (EdNA) http://www.edna.edu.au/edna/go
* http://www.flexiblelearning.net.au/flx/go/home
* http://www.educationau.edu.au/jahia/webdav/site/myjahiasite/shared/papers/elearning_seoul_jm.pdf
* http://www.oecd.org/dataoecd/16/52/1854142.pdf
* http://eprints.utas.edu.au/1031/2/Australia_talk.ppt#575,18,Software about repositories
* http://www.caudit.edu.au/educauseaustralasia07/authors_papers/Blackall-125.pdf about repositories
* education.au http://www.educationau.edu.au/jahia/jsp/index.jsp
* Department of Further Education, Employment, Science and Technology (DFEEST) http://www.dfeest.sa.gov.au/

----

> [[Countries]]

[[Category:Australia]]


[[Category:Australasia]]
[[Category:OECD]]
[[Category:G-20 countries]]
[[Category:Commonwealth countries]]

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

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

Australia

2011-08-10T10:25:52Z

Tom Levec: /* Schools in Australia */ added link to all schools in australia

{{SimilarName|[[Athabasca University]] (AU) in [[Canada]] or [[Aarhus University]] (AU) in ([[Denmark]])}}



== Experts situated in Australia ==

Please check the [[Advisory Committee|International Advisory Committee]] list for members in Australia

== Australia in a nutshell ==


''Australia'' is a country occupying a whole continent in the southern hemisphere with neighbouring countries including Indonesia, East Timor, and Papua New Guinea to the north, the Solomon Islands, Vanuatu, and New Caledonia to the north-east, and New Zealand to the south-east.

For around 40,000 years before European settlement commenced in the late 18th century, the Australian mainland and Tasmania were inhabited by around 250 individual nations of indigenous Australians. After sporadic visits by fishermen from the immediate north, and European discovery by Dutch explorers in 1606, the eastern half of Australia was claimed by the British in 1770 and initially settled through penal transportation to the colony of New South Wales, founded on 26 January 1788. The population grew steadily in the following years; the continent was explored, and during the 19th century another five largely self-governing Crown Colonies were established.

[[Image:Australia_states.JPG|right|thumb|350px]]
In 1901, the Commonwealth of Australia was born when the colonies became a federation.

Australia is comprised of six states, plus two major mainland territories and several minor territories including islands. The states are New South Wales (NSW), Queensland, South Australia (SA), Tasmania, Victoria, and Western Australia (WA). The two major mainland territories are the Northern Territory and the Australian Capital Territory (ACT). The national’s capital city is Canberra located in the ACT which is between NSW and Victoria.

Australia is a constitutional democracy based on a federal division of power – that is the states have control over some portfolio matters. The form of government in Australia is a constitutional monarchy with a parliamentary system of government. Queen Elizabeth II is the head of the country and is represented by the Governor-General at federal level and by the Governors at state level.

There are three levels of Australian government: Australian (Federal), state and territory and local.

Australia has a population of over 21 million according to the [https://www.cia.gov/library/publications/the-world-factbook/print/as.html CIA Factbook]with the largest population concentrated around the mainland cities of Sydney, Melbourne, Brisbane, Perth and Adelaide.

Australia is a multicultural country with its residents coming from every part of the world. Australia is a federation of states/territories and so contains similar political and organisational challenges to many regios which are federations of states/territories or countries.

It could be argued that the relevance of Australia is mainly to the larger nations of the European Union, yet since it has a states structure as well the relevance is wider, in fact to all nations large and small. It should also be noticed that most Australians now see themseleves as being in the Asia-Pacific region. This regional relationship is very important now in Australia.

== Education in Australia==

Education in Australia is primarily the responsibility of states and territories. However the administration and financing of education in Australia is shared between the Australian Government and the Australian states and territories. The nature of the arrangements depends on the educational sector and legislative responsibilities.

Consultation between the Australian Government and the states and territories takes places through the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)].

The Australian Government’s education policy focuses on:
* Improving learning outcomes
* Implementing a national school curriculum
* Increasing school retention rates
* Providing more funding for education and research.
The policy was released in 2007 when the Australian Labor Party (ALP) was still in opposition prior to forming government in late 2007.

For further information see: http://www.alp.org.au/download/now/education_revolution_r1.pdf

The ALP was succesful in obtaining power in November 2007. The government's productivity agenda includes education, training, skills and early childhood as key elements. The Council of Australian Governments (COAG) have agreed to a new model of cooperation on a number of matters of which productivity is one.

The states and territories are primarily responsible for policy and administration of school education. The Australian Government provides funding and co-ordination.
Support is provided through:
* general recurrent, capital and targeted programs
* policy development
* research and analysis of nationally significant education issues.

A key priority of the current Australian Government is to provide a national consistent school system. That is agree on a common starting age, common national testing in key subject areas, consistency in curriculum outcomes, and a common information system for the transfer of student data when students move interstate.

The states and territories are responsible for:
* organisation, funding and delivery of school education
* non-government schools registration, inspection and supplementary funding
* determines its own policies and practices on organisation of schooling, curriculum, course accreditation, student assessment and certification.

Each state and territory has its own education department and agencies which are responsible for publicly-funded education.

Curriculum and assessment is underpinned by the ''National Goals for Schooling in the Twenty-first Century'' which focuses on the learning outcomes for students and provides a framework for national reporting on student achievement. The National Goals for Schooling have been agreed by all education ministers.

See: http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for_schooling_in_the_twenty_first_century.htm

Generally, education in Australia follows the three-tier model which includes primary education (primary schools), followed by secondary education (secondary schools/high schools) and tertiary education (universities and/or TAFE (Technical and Further Education Colleges)).

Education is compulsory up to an age specified by legislation; this age varies from state to state but is generally 15-17, that is prior to completing secondary education. Post-compulsory education is regulated within the Australian Qualifications Framework, a unified system of national qualifications in schools, vocational education and training (TAFE) and the higher education sector (university).

The academic year in Australia varies between states and institutions, but generally runs from late January until mid-December for primary and secondary schools and TAFE colleges, and from late February until mid-November for universities.

=== Schools in Australia ===

For a list of all schools in Australia including their location and websites, visit the following link:

http://en.wikipedia.org/wiki/Lists_of_schools_in_Australia

There are three levels of school education, primary, secondary and senior secondary.

'''Pre-school and Primary School'''

Primary school is from year 1 to year 6 or 7, with the emphasis being on developing English language and literacy skills, numeracy and basic mathematics as well as health and creative activities. There are no formal examination requirements and students progress to secondary education, on the recommendation of the teacher in consultation with the parents, at the completion of primary schooling.

Pre-school in Australia is relatively unregulated, and is not compulsory. The first exposure many Australian children have to learn with others outside of traditional parenting is day care or a local government run playgroup. This type of activity is not generally considered schooling. Pre-school education is separate from primary school in all states and territories except Western Australia and Queensland, where pre-school education is taught as part of the primary school system.

Pre-schools are usually run by local councils, community groups or private organizations except for the Northern Territory and Queensland where they are run by the Territory and State Governments respectively. Pre-school is offered to three- to five-year-olds, although attendance numbers vary widely (from 50% in New South Wales to 93% in Victoria). The year before a child is due to attend primary school is the main year for pre-school education. This year is far more commonly attended, and usually takes the form of a few hours of activity five days a week.

'''Secondary, Senior Secondary/High Schools and Colleges'''

Secondary education is from year 7 or 8 to year 10. Core subjects are taught for the first two years and a selection of electives are introduced thereafter.

Senior secondary covers year 11 and 12 and a range of programs are offered aimed at preparing students for future study and work life. The Senior Secondary Certificate of Education is awarded to students who have successfully completed year 12.

However, the years for both secondary and senior secondary schools in Australia do in fact vary from state to state. In territories such as Tasmania and the Astralian Capital Territory, the term ''High School'' is used to refer from years 7-10 while it is substituted by the term ''College'' from years 11-12. Following reforms of the Labor Government in the late 1980's and the early 1990's, the term ''secondary college'' has largely replaced the term ''high school'' in the territory of Victoria. Some schools in Victoria such as Melbourne High School have retained the term ''high school''. Others have dropped the word 'secondary' and are simply referred to as '''colleges'.''

In New South Wales, the last year of high school, year 12, is known as the Higher School Certificate (HSC) while years 11 and 12 in Victoria are known as the Victorian Certificate of Education (VCE). There are various other similar names in other states.

The first examination mark for a student in New South Wales and a combination of examination marks and coursework in other states, excluding Queensland, are indexed into the Australian Tertiary Admission Rank (ATAR). This index is usually the sole factor considered when applying for university courses. The ATAR was only introduced in 2009 in New South Wales, and previously each state calculated its own final high school rank, such as the Universities Admission Index (UAI) in New South Wales and Equivalent National Tertiary Entrance Rank (ENTER) in Victoria.

Victorian students also have an opportunity to complete a high school qualification under the Victorian Certificate of Applied Learning which gives students practical experience in a trade or workplace. This qualification generally leads students into a trade.

Generally, lower secondary education (Years 8 – 10) maintains continuity of learning in the learning areas and enables students to concentrate on the development of knowledge and skills in accordance with their personal learning goals and needs. Students are provided with opportunities to participate in enquiry based learning, innovative thinking, problem solving and decision making.

Senior secondary education (Years 11 and 12) provides students with a wide range of programs to ensure they are well placed to qualify for secondary graduation and to gain University or TAFE entrance or employment. The students undertake the Western Australian Certificate of Education (WACE) and have the opportunity to pursue subjects of their choice in greater depth.

Teachers design educational programs to suit the learning needs of their students. Educational standards are maintained with state and nation wide testing.

The school year consists of two semesters divided into two terms each. The school day commences at approximately 9.00am and concludes between 3.00 and 3.30 pm

Government schools welcome students from other countries. They strive to ensure their learning experiences are both stimulating and educationally rewarding and the students enjoy their life in a different cultural environment.

Schools in Australia can be classified according to sources of funding and administrative structures. There are three such categories in Australia: Public Schools (also known as 'Government' schools or 'State' schools), Independent Schools (informally known as 'private' schools) and Catholic schools.

School is compulsory in Australia between the ages of six and fifteen, depending on the state and date of birth, with, in recent years, over three quarters of students staying on until they are eighteen. Government schools educate about two thirds of Australian students, with the other third in independent schools, a proportion which is rising in many parts of Australia.

Government schools are free, while independent schools, both religious and secular, charge fees. Regardless of whether a school is government or independent, they are required to adhere to the same curriculum frameworks. Most school students, be they in government or independent school, usually wear uniforms, although there are varying expectations and some Australian schools do not require uniforms.

'''Government (or state) schools'''

Government or state schools are run by the local state or territory government. They do not charge compulsory fees, with the majority of their costs being met by the relevant government, and the rest by voluntary levies and fund raising activities.

Government schools are of two types: open and selective. Open schools accept all students from their government defined catchment areas. Selective government schools mostly cater for academically gifted students (the top 5 percent), although there are performing arts and sports schools. Almost all selective schools are in [http://www.schools.nsw.edu.au/gotoschool/types/selectiveschools.php New South Wales], though a few exist in other areas. For example Victoria has 2 selective entry high schools for students in year 9 -12.

Selective schools are more prestigious than open government schools, and generally achieve better results in the school-leaving exams than independent or open government schools. Entry to selective schools is often highly competitive these schools cater to a large geographical area.

'''Independent and Catholic schools'''

Most Catholic schools are either run by their local parish and/or by each state's Catholic Education Commission.

Independent schools enroll about 14% of students. These include schools operated by religious groups and secular educational philosophies such as Montessori.

All independent schools charge tuition fees. Government funding for independent schools often comes under criticism from the Australian Education Union and the general public.

Private schools have better infrastructures, facilities, higher paid teachers, prestige and social status as well as a better educational environment. They focus on extra-curricular activities such games and sports, other activities alongside better education. Private schools are considered a very important part of the Australian school system because of their quality. They get funded by the government and students still have to pay a very high tuition, making them more expensive than the government schools.

Some of the best private schools in Australia include Anglican Grammar School, Canberra Grammar School, Saint Hilda’s School, etc. Other good private schools are mostly found in major cities such as Canberra, Adelaide, Perth, Sydney, Melbourne and Brisbane. Usually, there is tough competition enrolling in private schools and both parents and students have to meet specific eligibility requirements before applying, which normally vary from school to school and from class to class. Besides educational requirements, the students may also have to appear for a written test.

Amongst other subjects, main courses offered in Australian private schools include English, the language other than English, Math, Science, Art, Social & Environmental Studies, Technology, Personal Development, Health and Physical Education. Some private schools at the senior secondary level offer specialization in particular areas. For a list of all the private schools in Australia, visit http://www.indiaedumart.com/australia-education/schools/private-schools/

== Further and Higher education ==
The Australian Government has significant financial and policy responsibility for higher education, while state and territory governments retain major legislative responsibility. At the national level higher education policies and programs are administered by the Department of Education, Employment and Workplace Relations – DEEWR . The provision of government funding is outlined in the Higher Education Support Act 2003.

See: http://www.mceetya.edu.au/mceetya/default.asp?id=11408

The Australian Government also provides substantial funding to the higher education sector in support of research through various grants and programs:
* Institutional Grants Scheme
* Research Infrastructure Block Grants
* Australian Postgraduate Awards
* Research projects administered by the Australian Research Council (ARC)
* National Health and Medical Research Council (NHMRC).

'''Vocational education and training'''

The Australian Government contributes about one-third of government funding for vocational education and training, with the other two-thirds coming from state and territory governments.

Australia’s vocational education and training (VET) system is built on a partnership between governments and industry. Industry representatives and employers play a key role in determining training policies and priorities, and in developing training qualifications that can deliver the skills employers need for the workforce.

Australian’s training system is based on competencies, nationally consistent and quality-assured.

The [Australian Qualifications Framework http://www.aqf.edu.au/cs.htm (AQF)] was established in 1995. The Framework links qualifications from school, vocational education and training and higher education sectors. The AQF recognises prior learning or current competence, and makes credit transfer and flexible learning pathways easier. AQF VET qualifications are outcomes based, and focus on the skills and competencies gained rather than on the length or type of course studied.

State and territory governments have constitutional responsibility for the management and administration of vocational education and training within their jurisdictions. That is they are responsible for state-level planning, regulation of training providers, allocation of funds to public and private training providers, setting student fees and charges and managing Technical and Further Education (TAFE) institutes.

The Australian Government takes a strategic leadership role in vocational education and training by working collaboratively with states and territories and industry as part of its responsibility to ensure national prosperity and economic development.

Under the 2005-2008 funding agreement, the Australian Government committed to providing almost $5 billion to states and territories to support their training systems. The Australian Government also directly funds a number of programs to support the vocational education and training system. These include:
* Australian Apprenticeships (including support for employers and new apprentices)
* Australian Technical Colleges
* Workplace English Language and Literacy Program (provides existing workers with English language, literacy and numeracy skills.

'''The Digital Education Revolution'''

The Digital Education Revolution, a major part of the Australian Government's Education Revolution, is a vital step in creating a world-class education system for Australia.

The aim of the program is to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world.
Source : http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/default.aspx

'''Higher education'''

Tertiary or higher education in Australia is made up of universities and non-university higher education institutions (called higher education providers).

A higher education provider is an entity approved state and territory authorities to offer particular higher education courses. Australia has approximately 150 higher education institutions approved to offer particular higher education courses. Higher education providers have to be approved by the Australian Government Minister for Education in order to be eligible for government grants or for their students to be eligible to receive assistance from the Australian Government under the Higher Education Support Act 2003 (HESA). Providers are subject to quality and accountability requirements.

In 2007, the Australian higher education system consisted of:

* 39 universities of which 37 are public institutions and 2 are private;
* 1 Australian branch of an overseas university;
* 4 other self-accrediting higher education institutions; and
* non-self-accrediting higher education providers accredited by State and Territory authorities, numbering more than 150 as listed on State and Territory registers. These include several that are registered in more than one State and Territory.

The non-self-accrediting higher education providers form a very diverse group of specialised, mainly private, providers that range in size and include theological colleges and other providers that offer courses in areas such as business, information technology, natural therapies, hospitality, health, law and accounting.

=== Universities in Australia ===

Both private and public universities can be found in Australia. As of 2006, there are 36 public, 2 Catholic and 1 Non-profit Private universities in Australia.

[[Universities Australia]] is the industry peak body representing the university sector. Currently, 38 universities are members of [http://www.universitiesaustralia.edu.au Universities Australia].

Most Australian universities developed substantial capability in distance learning in the 1980s and a significant number have now embraced e-learning. Perhaps the best known is the [http://www.usq.edu.au/ University of Southern Queensland].

There is a service provider called [[NextEd]] who operates globally and in particular supported the [[GUA]].

For a list of university rankings in Australia by different agencies, organisations and international bodies, visit http://www.university-list.net/Australia/rank-1000.html

=== Polytechnics in Australia ===


=== Colleges in Australia ===


== Vocational Education and Training ==
The main providers of vocational education and training (VET) in Australia are the various state-administered institutes of Technical and Further Education (TAFE). TAFE institutions generally offer courses based on the [http://www.aqf.edu.au/ Australian Qualifications Framework] that is Certificates I, II, III, and IV, Diplomas, and Advanced Diplomas in a wide range of vocational areas. They also offer some higher education courses, especially in Victoria.

In addition, to TAFE Institutions, there are many Registered Training Organisations (RTOs) which are operated privately. In Victoria alone there are approximately 1100 RTOs. They include:

* commercial training providers,
* the training department of manufacturing or service enterprises,
* the training function of employer or employee organisations in a particular industry,
* Group Training Companies,
* community learning centres and neighbourhood houses,
* secondary schools/colleges providing VET programs.

In terms of size these RTOs vary from single-person operations delivering training and assessment in a narrow specialisation, to large organisations offering a wide range of programs. Many RTOs receive government funding to deliver programs to apprentices or trainees, to disadvantaged groups, or in government identified priority areas.

All course providers are required to comply with the Australian Quality Training Framework (AQTF) and compliance is monitored by regular internal and external audits.

VET programs delivered by TAFE Institutions and private RTOs are based on nationally registered qualifications, derived from either endorsed sets of competency standards known as Training Packages, or from courses accredited by state/territory government authorities. These qualifications are regularly reviewed and updated. In specialised areas where no formal qualifications exist, RTOs may develop their own course and obtain endorsement for it as an accredited privately owned program which is then subjected to the same rules as the publicly owned programs.

All trainers and assessors delivering VET programs are required to hold a qualification known as the Certificate IV in Training and Assessment (TAA40104) or demonstrate equivalent competency. Additionally, they are also required to have relevant vocational competencies, at least to the level being delivered or assessed.

== Education reform ==
=== Schools ===

=== Post-secondary ===
'''The Bologna Process and Australia'''

The [http://www.aei.gov.au/AEI/GovernmentActivities/BolognaProcess/default.htm Bologna Process] represents a commitment by forty-five European countries to undertake a series of reforms in order to achieve greater consistency and portability across their higher education systems.

The Bologna process is likely to have a profound effect on the development of higher education globally. Australian education observers (as well as observers from other continents) are taking a close interest in the reform process and beginning to consider how their own system can be more closely aligned with ‘Bologna’ thinking.

A [http://www.aei.gov.au/AEI/GovernmentActivities/BolognaProcess/BolognaPaper_pdf.pdf discussion paper] developed in 2006, by the Department of Education, Science and Training, aimed to initiate discussion on the significance of Bologna for Australia and possible Australian responses. The Department of Education Science and Training’s initial assessment is that Australian higher education has much to gain by aligning with the key Bologna actions. Potential benefits identified are of two types:
* Facilitation of interaction and recognition
* Benefits to Australian students and employers (with the use of "The Diploma Supplement" and the European Credit Transfer and Accumulation System (ECTS))

The document also state that the institution choosing to maintain positions of Bologna ‘incompatibility’ take a risk.

What would Australian compatibility with Bologna involve? At a minimum, compatibility would entail:

* a three cycle (Bachelor, Masters, Doctorate) degree structure;
* promotion of the Diploma Supplement;
* a credit accumulation/transfer system compatible with the ECTS; and
* the existence of an accreditation/quality assurance framework meeting Bologna criteria.

Australian structures and processes which fit within the Bologna framework:

* Australia has a three cycle (Bachelor, Masters, Doctorate) qualification structure.

There are some areas in which efforts would be required to achieve Bologna
compatibility, for example repositioning of Australian Honours degrees,
four-year and graduate entry Bachelor degrees and one-year Masters courses, to
ensure alignment with Bologna structures and emerging trends.

* The Diploma Supplement has been trialled in Australia, but institutions will need to make decisions about adoption.
* The Australian quality assurance system generally fits within the broad guidelines established by the Bologna Process, but a documented audit of compatibility may be useful as a tool for marketing and dealing with future recognition issues in Europe. There is a question of whether AUQA should seek admission to the proposed, but yet to be developed, European Register of Quality Assurance Agencies, should its eventual guidelines be framed to include external countries.
* Australia has the [[EFTSU]] system which provides a common measure of student workload applying across Australian universities. It may be possible to adapt this system so that it connects more effectively with the ECTS.

'''Concluding remarks'''

There are some challenges posed by the Bologna reforms in relation to existing
qualifications that Australian higher education institutions need to consider. A key issue is the position of Australian graduate entry and four-year bachelor level qualifications. It is likely that the European pathway for professional accreditation, in a range of professions, will become a bachelor degree followed by a two-year masters degree. The level of acceptance of graduate entry or four-year bachelor degrees is as yet unclear.

The recognition of Australian one-year masters courses will also need to be monitored because whilst there is scope for a one-year masters within the Bologna structure, it is likely that the two-year masters will become the norm in most countries. The one-year masters may become a course offered only to international students in Europe and questions may arise about the professional recognition, comparability and quality of such courses within Europe.

The use of Australian honours degrees as direct entry points to doctoral studies may also be problematic in Europe, since the pathway to doctoral studies
within the Bologna Process will be through a masters qualification (3+2).

====Australian's HE reforms====

In 2002, the Commonwealth Government conducted a review of Australia’s higher education system. The Government’s response to the Review was announced on 13 May 2003 as part of the 2003/2004 Budget process. Announced by the previous Government in 2003, the "Our Universities: Backing Australia’s Future" package provided an additional $11 billion in funding over 10 years to enable higher education providers to deliver world-class higher education.

The Commonwealth Grant Scheme and Higher Education Loan Programme (HELP) arose from these reforms. The reforms were structured around four key policy principles:

* sustainability – improved governance, appropriate resourcing and greater pricing flexibility for universities
* quality – incentives to improve performance and greater accountability
* equity – increased number of student places, greater availability of income-contingent loans, increase in the repayment threshold and incentives to improve participation and outcomes for disadvantaged groups
* diversity – incentive and performance-based funding for teaching and research, support for restructuring and collaboration and additional funding for regional institutions.

source : http://www.dest.gov.au/sectors/higher_education/

The reforms focused on establishing a partially deregulated system of higher education, in which individual universities are enabled to capitalise on their particular strengths and determine the value of their course offerings in a competitive environment. There is renewed emphasis on learning and teaching outcomes, greater recognition of the role of regional campuses and institutions, and a framework for research in which all Commonwealth funding is either competitive or performance-based. New arrangements for student financing promote lifelong learning, and ensure equity of access to higher education - no eligible student will be required to pay up-front fees when enrolling at an eligible higher education institution. Greater access for disadvantaged groups is supported, and the market for private higher education is opened up, while still maintaining quality control. Diversity will be encouraged through the creation of performance-based incentives for institutions to differentiate their missions.

source : http://www.backingaustraliasfuture.gov.au/reforms.htm

'''Reforms to the State’s skills and workforce development system'''

South Australia’s Workforce Development Strategy, which was released in 2005, articulated the State Government’s vision for the future workforce as:
South Australia has an efficient, highly skilled workforce that supports a globally competitive economy and a socially inclusive community.
The three priority areas within the strategy are: a high skill economy, quality employment and better workforce planning. This approach represents an innovative way of integrating workforce planning, employment participation and demand considerations, and was the first such strategy in Australia. These three priorities continue to underpin the South Australian Government’s ongoing skills reform agenda.
The workforce development approach which has been adopted in South Australia responds to the State’s dual social and economic priorities which are articulated in South Australia’s Strategic Plan.

====Future direction of tertiary education====

In March 2008, the Government initiated a Review of Higher Education to examine the future direction of the higher education sector, its fitness for purpose in meeting the needs of the Australian community and economy, and the options for ongoing reform. The [http://www.deewr.gov.au/HigherEducation/Review/Pages/ReviewofAustralianHigherEducationReport.aspx Review of Australian Higher Education] was undertaken by an independent expert panel, led by Emeritus Professor Denise Bradley AC.

An [http://www.deewr.gov.au/HigherEducation/Review/Pages/FuturedirectionsforTertiaryEducation.aspx initial response] to the review by the government indicates:

A student-centred, demand driven, higher education system:
* future structural reforms which focus on a student-centred, demand driven system
* from 2012 universities will be funded on the basis of student demand
* the Government will establish a national regulatory and quality agency for higher education.

Tertiary education pathways for the future:
* work with the states and territories to develop strong and cohesive national regulatory arrangements for VET alongside the proposed higher education regulator
* commission the Australian Qualifications Framework Council to improve articulation and connectivity between the university and VET sectors
* form a single tertiary education sector ministerial council, with representatives from the Commonwealth, states and territories.

Enhanced equity in tertiary education, with a focus on improving accessibility:
* by 2020, 20% of higher education enrollments at undergraduate level should be from low socio-economic backgrounds
* work closely with the Indigenous Higher Education Advisory Council (IHEAC) to improve higher education access and outcomes for Indigenous Australians.

Reform for Australian innovation and research - a new approach to research funding and measures to strengthen the contribution universities make to the national innovation system.

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

'''Government responsibility'''
The Australian Government has significant financial and policy responsibility for higher education, while state and territory governments retain major legislative responsibility. At the national level higher education policies and programs are administered by the Department of Education, Employment and Workplace Relations – DEEWR . The provision of government funding is outlined in the [http://www.comlaw.gov.au/ComLaw/Legislation/ActCompilation1.nsf/0/F6F7BA4BEAA1F2F8CA25705000151003?OpenDocument Higher Education Support Act 2003].

See: http://www.mceetya.edu.au/mceetya/default.asp?id=11408

Australian Government funding support for higher education is provided largely through:

* the Commonwealth Grant Scheme which provides for a specified number of Commonwealth Supported places each year
* the Higher Education Loan Programme (HELP) arrangements providing financial assistance to students
* the Commonwealth Scholarships
* a range of grants for specific purposes including quality, learning and teaching, research and research training programmes.

The Department of Education, Employment and Workplace Relations (DEEWR) is the Australian Government Department with responsibility for administering funding, developing and administering higher education policy and programs.

Decision-making, regulation and governance for higher education are shared among the Australian Government, the State and Territory Governments and the individual institutions.

'''Universities' responsibility'''
By definition within Australia, universities are self-accrediting institutions and each university has its own established legislation (generally State and Territory legislation).

As self-accrediting institutions, Australia’s universities have a reasonably high level of autonomy to operate within the legislative requirements associated with their Australian Government funding.

The Australian Catholic University is established under corporations law. It has establishment Acts in NSW and Victoria.

Many private providers are also established under corporations law.

'''States and Territories'''

Some aspects of higher education are the responsibility of States and Territories. In particular, most universities are established or recognised under State and Territory legislation.

States and Territories are also responsible for accrediting non-self-accrediting higher education providers.

'''Fees'''

Australian students can undertake higher education studies at an approved institution as either a Commonwealth support student or a a fee-paying student. Students have to pay for their tertiary education.

Commonwealth support places (formerly known as HECS) are made possible through the financial contribution to higher education providers by the Australian Government.

For more information on Commonwealth support places see: http://www.goingtouni.gov.au

'''VET sector'''

The Australian Government contributes about one-third of government funding for vocational education and training, with the other two-thirds coming from state and territory governments.

Employer contributions to training in Australia include:
* training provision for employees (in the form of payment for courses)
* paid time off
* training materials, travel and subsidies

For more details see section under '''Australian education policy'''

== Quality assurance ==

Quality assurance in Australia’s higher education system is based on a strong partnership between the '''Commonwealth''' (federal), '''State and Territory Governments''' and the '''higher education sector'''.

Source: http://www.dest.gov.au/sectors/higher_education/policy_issues_reviews/key_issues/assuring_quality_in_higher_education/partners_in_quality_assurance.htm

[[Image:Figure_QA_AU.JPG|500px|Quality assurance in Australia’s higher education system]]

'''Commonwealth'''

The Australian Government’s role includes:
* Protection of the term ‘university’
* Legislative protection of overseas students studying in Australia
* Performance management tools
* Learning and Teaching Performance Fund
* Australian Learning and Teaching Council (ALTC)
* Institution Assessment Framework (IAF) [formerly Educational Profiles]

'''State and Territory Governments'''

Australia’s State and mainland Territory Governments are responsible for the legislation which protects the integrity of Australian universities and higher education awards in their jurisdiction. Their responsibilities include:

* specifying arrangements to establish and recognise universities, as well as protecting the use of the term "university"
* protecting higher education award titles and accrediting higher education courses to be offered by non-self-accrediting private providers
* approving the operation of overseas providers of higher education
* endorsing courses of study as suitable for overseas students.

These responsibilities are explained further in the National Protocols for Higher Education Approval Processes.

=== Schools ===

=== Post-secondary ===


Australia’s universities are self accrediting bodies established by or under Commonwealth, State or Territory legislation. They are responsible for maintaining the quality of their own academic standards. This quality is independently verified every five years by the Australian Universities Quality Agency.

There are 43 self-accrediting higher education institutions in Australia and 39 of these are '''universities'''. In addition to these institutions there are over 100 '''private education providers''' accredited by State and Territory Governments offering higher education courses.

Universities assure the quality of their offerings in a number of ways including external academic and industry in-put into courses and peer review of new and ongoing courses. Usually universities formally review their courses on a five-yearly basis. Additionally, universities regularly evaluate student feedback.

Universities also voluntarily comply with various codes of practice and guidelines set by [http://www.universitiesaustralia.edu.au/ Universities Australia] to maintain and ensure the quality of their offerings.

The '''Australian Qualification Framework'''

The [http://www.aqf.edu.au Australian Qualifications Framework] (commonly known as the AQF) is a unified system of national qualifications in schools, vocational education and training (TAFEs and private providers) and the higher education sector (mainly universities).

AQF lists universities and other self-accrediting higher education institutions.

AQF was established by the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)]] in 1995 to provide for nationally recognised pathways between awards offered in Australia’s vocational education and training and higher education sectors. It brings together the qualifications issued by different sectors into a single comprehensive system of titles and standards.

AQF also maintains a public register of MCEECDYAendorsed post compulsory education providers and accreditation authorities. The register is a key element of the Australian higher education quality assurance framework.

'''Australian Universities Quality Agency'''

The [http://www.auqa.edu.au/ Australian Universities Quality Agency (AUQA]) is an independent, not-for-profit national agency to promote, audit, and report on quality assurance in Australian higher education. AUQA was formally established by the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)]] in March 2000. It operates independently of governments and the higher education sector under the direction of a Board of Directors. AUQA is owned by and receives core, operational funding from the Commonwealth, State and Territory Ministers for higher education who are members of [[MCEECDYA]]. The [http://www.nteu.org.au/policy/current/qualityassurance/auqa/1474 AUQA Constitution] is available for download.

[http://www.auqa.edu.au/ AUQA website]

== Information society ==


The [http://www.aictec.edu.au/ Australian Information and Communications Technology in Education Committee (AICTEC)] is a national, cross-sectoral committee responsible for providing advice to all Australian Ministers of Education and Training on the economic and effective utilisation of information and communications technologies in Australian education and training and on implementation of the Digital Education Revolution.

A real ICT policy and organisational framework exists for the use of Information and Communication Technologies in Australian Education Training. A Joint Ministerial Statement on Information and Communications Technologies in Australian Education and Training: 2008-2011 was endorsed by MCEETYA and [http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/vet/minco.htm the Ministerial Council for Vocational and Technical Education (MCVTE)] in June 2008.

*[[Media:JMS_Australian_Education_and_Training.pdf| Joint Ministerial Statement PDF]]
*[http://www.aictec.edu.au/aictec/go/home/about/pid/95 Joint Ministerial Statement] web page

'''Australian Flexible Learning Framework'''

The [http://www.flexiblelearning.net.au/flx/go Australian Flexible Learning Framework (Framework0] provides the vocational education and training (VET) system with the essential e-learning infrastructure and expertise needed to respond to the challenges of a modern economy and the training needs of Australian businesses and workers.

* The Framework was launched as a strategy in 2000, responding to information and communication technology (ICT) developments in workplaces and society. The Australian Government and all states and territories agreed to work together nationally to advance the use of e-learning in VET.

* The first 2000-2004 Framework Strategy focused on raising awareness of the potential of e-learning, and starting to build capability. The second 2005-2007 Framework Strategy continued this work, and focused on engaging with key target groups.

* The 2008-2011 Framework Strategy maximises and builds on the national investment to date in essential e-learning infrastructure. It will focus on embedding e-learning in registered training organisations (RTOs), business and industry. The 2008 Framework Business Plan provides the blueprint for the Framework in the first year of the new Strategy, detailing the Leadership and Innovation programs, and their related business activities.

Together these strategies have created a considerable infrastructure and a sound foundation on which to establish e-learning as an integral part of the national training system.

The national training system's e-learning strategy, the Australian Flexible Learning Framework (Framework), has received the go-ahead for its 2009 activities, opening up more than $7 million in funding opportunities for registered training organisations (RTOs), business and industry to embed e-learning in the vocational education and training (VET) system.

The announcement coincides with recent research showing that 36% of all VET activity in RTOs now formally involves e-learning, compared to just 3-4% in 2003-2004. Research also confirms that 91% of students and 88% of teachers and trainers now use e-learning as part of their VET experience.

More information about the Australian Flexible Learning Framework is available at :
http://www.flexiblelearning.net.au/flx/go/home/about

For information about the initiatives and projects classified by states and territories, visit this page:
http://www.flexiblelearning.net.au/flx/go/home/States_and_Territories

'''Information society strategy'''

In Australia 14% of students (95 000) are doing distance education.

* The Adelaide Declaration on National Goals for Schooling in the Twenty-first Century - Preamble and Goals

source : http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for_schooling_in_the_twenty_first_century.htm

* On 5 December 2008, State, Territory and Commonwealth Ministers of Education meeting as the Ministerial Council on Education, Employment, Training and Youth Affairs, released the Melbourne Declaration on Educational Goals for Young Australians which sets the direction for Australian schooling for the next 10 years. source : http://www.mceetya.edu.au/mceetya/melbourne_declaration,25979.html

* Digital Education Revolution. Not only a programme but also a kind of strategy / policy. See in programme below.

'''Benchmarking e-learning'''

Australia is one of the few countries where time and effort has been committed to benchmarking e-learning. Other countries include [[UK]] and [[New Zealand]].

Interest in benchmarking in Australia can by attributed to:
* a long strand of development and piloting of the [www.acode.edu.au/ Australian Council on Open, Distance and E-Learning (ACODE)] scheme
* an impending pilot of [[eMM]] by around six institutions

Although the ACODE scheme is a distinct scheme, it has several similarities with the [[Pick&Mix]] style of benchmarking which has been used for analytic purposes in Re.ViCa - and in fact [[Paul Bacsich]] was the external advisor to the ACODE scheme. There are interesting differences, including a stronger focus in ACODE on IT.

== ICT in education initiatives ==

'''Government entities'''

* [[Education.au]] is Australia's leading Information and Communications Technology (ICT) agency for educators and delivers a range of web services to clients in the higher education, schools education and vocational education and training sectors.

* [[AICTEC]] - The Australian Information and Communications Technology in Education Committee (AICTEC) is a national, cross-sectoral committee responsible for providing advice to all Australian Ministers of Education and Training on the economic and effective utilisation of information and communications technologies in Australian education and training.

* [[ACODE]] the Australasian Council on Open, Distance and E-Learning, the peak Australasian organisation for universities engaged or interested in open, distance, flexible and e-learning. ACODE's mission is to enhance policy and practice in open, distance, flexible and e-learning in Australasian higher education.

'''Interesting Programmes '''

* [[e-framework]]

* [http://www.tlf.edu.au The Le@rning Federation] is an initiative of the state, territory and national governments of Australia and New Zealand. It is developing high-quality online curriculum content for years P-10 (preschool to year 10) in two formats: interactive, multimedia learning objects and digital resources. The materials are designed to engage students and support teachers and will be freely available to all schools in Australia and New Zealand.

* [http://www.flexiblelearning.net.au/flx/go Australian Flexible Learning Framework]is the e-learning strategy for the vocational education and training (VET) sector. It provides the VET system with the essential e-learning infrastructure and expertise needed to respond to the challenges of a modern economy and the training needs of Australian businesses and workers. The Framework was launched as a strategy in 2000, responding to information and communication technology (ICT) developments in workplaces and society. The Australian Government and all states and territories agreed to work together nationally to advance the use of e-learning in VET.

* Australian Scheme for Higher Education Repositories [[ASHER]]: program to assist eligible HEPs to establish and maintain digital repositories.

* The [http://www.apsr.edu.au/ Australian partnership for Sustainable Repositories (APSR)] aims to establish a centre of excellence for the management of scholarly assets in digital format. APSR is a partnership that aims to promote excellence in building & managing these collections of digital research objects.

* [http://rubric.edu.au/ RUBRIC] RUBRIC focuses on the needs of smaller and regional universities by providing a structured framework for partner institutions to evaluate, trial and implement an Institutional Repository solution; to collaborate on the development of better processes and tools; to act collectively and to develop the expertise that will be necessary to respond to emerging needs of the Research Quality and Accessibility Frameworks across universities.

* [https://mams.melcoe.mq.edu.au/zope/mams MAMS] - Meta Access Management System. This project allows for the integration of multiple solutions to managing authentication, authorisation and identities, together with common services for digital rights, search services and metadata management. The project provides an essential “middleware” component to increase the efficiency and effectiveness of Australia’s higher education research infrastructure.

* Excellence in Research for Australia (ERA) Initiative. The Excellence in Research for Australia (ERA) initiative will be developed by the ARC. It will assess research quality within Australia's higher education institutions using a combination of indicators and expert review by committees comprising experienced, internationally-recognised experts. http://www.arc.gov.au/era/default.htm

* Digital Education Revolution. The Digital Education Revolution, a major part of the Australian Government's Education Revolution, is a vital step in creating a world-class education system for Australia. The aim of the program is to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world. http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/default.aspx

=== Virtual initiatives in schools ===
'''Elementary and Primary Schools'''

[[Kalgoorlie School of the Air]]

[[Mount Isa School of the Air]]

[[Alice Springs School of the Air]]

[[Port Hedland School of the Air]]

'''Secondary and High Schools'''

[[Northern Territory Open Education Centre]]

[[Open High School Australia]]

*Here are some organizations participating in virtual initiatives and distance education in Australia:
**Isolated Children's Parents Association of Australia (ICPA) http://www.icpa.com.au/
**The Australian Association of Distance Education (AADES) http://www.aades.edu.au/
**The Australian Association of Distance Education (ACE) http://www.austcolled.com.au/
** The Virtual School Agency (VSA)
The Virtual School Agency is an agency that helps prospective students abroad, at all levels of education, including secondary/high and university levels, to secure admission and student jobs in Australia. Most of the correspondences between agency and prospective students are done online. They also help the prospective student obtain a study visa as well as work permit. They also provide awareness about the possibilities of different scholarships for students. For more information on the Virtual School Agency (VSA), visit http://virtualstudentagency.com/study-in-australia/


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


* [[Open Universities Australia]] -- formerly Open Learning Australia
* [[Charles Sturt University]]
* [[Curtin University of Technology]]
* [[Deakin University]]
* [[Edith Cowan University]]
* [[University of Southern Queensland]]
* [[Open Training and Education Network]] (OTEN)
* [[TAFE Open Learning]]
* [[TAFE virtual campus]] (Victoria) - a learning platform
* [[University of New England UNEOnline (UNE)]]
* [[TAFE open training and education network (OTEN)]]
* [[Macquarie University’s E-Learning Centre Of Excellence (MELCOE)]] - a research lab

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==


'''Associations and networks'''

* [[EdNA]] (Education Network Australia): one of the world's largest education and training websites with more than 16,000 evaluated online resources and free online forums, chatrooms and discussion lists to support collaboration and communication in the education and training communities.

* Elearning Network of Australasia (ElNet) http://www.elnet.com.au/

* [[Open and distance learning association of Australia]]

* Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) http://www.ascilite.org.au/ Relevant for higher education.

'''Repositories of OER'''

* [[LORN]] currently has seven member repositories contributing more than 2500 learning objects for download. A wide range of industries and subject areas, including business, community services, electrotechnology, horticulture, tourism and hospitality, are represented. The number of Learning objects increases as repository owners build their collections.
** Flexible Learning Toolboxes
** TAFE Tasmania
** Centre for Learning Innovation (CLI)
** TAFE SA
** [[TAFE VC]]
** TVET
** WestOne

* [http://adt.caul.edu.au/ Australasian Digital Theses Program]
* [http://www.arrow.edu.au/ Australian Research Repositories Online to the World]
* [http://www.acys.info/ Australian Clearinghouse for Youth Studies]
* [http://www.ehum.edu.au/ Australian e-Humanities Gateway]
* [http://www.findlaw.com.au/ FindLaw Australia]

A synthetic presentation is available here: http://eprints.utas.edu.au/1031/2/Australia_talk.ppt#598,12,ARROW Discovery Service

'''Australian journals'''

* Australasian Journal of Educational Technology (AJET). http://www.ascilite.org.au/ajet/ajet.html
Listed as an A journal by the Australian government

'''Other'''

* [http://www.education.gov.au/goved/go Government Educational Portal]
* The official Australian Government site for studying in Australia http://www.studyinaustralia.gov.au/Sia/Splash.aspx
* Education in Australia Wikipedia http://en.wikipedia.org/wiki/Education_in_Australia
* Department of Education, Employment and Workplace Relations (DEEWR) http://www.dewr.gov.au/
* Australia online education network (EdNA) http://www.edna.edu.au/edna/go
* http://www.flexiblelearning.net.au/flx/go/home
* http://www.educationau.edu.au/jahia/webdav/site/myjahiasite/shared/papers/elearning_seoul_jm.pdf
* http://www.oecd.org/dataoecd/16/52/1854142.pdf
* http://eprints.utas.edu.au/1031/2/Australia_talk.ppt#575,18,Software about repositories
* http://www.caudit.edu.au/educauseaustralasia07/authors_papers/Blackall-125.pdf about repositories
* education.au http://www.educationau.edu.au/jahia/jsp/index.jsp
* Department of Further Education, Employment, Science and Technology (DFEEST) http://www.dfeest.sa.gov.au/

----

> [[Countries]]

[[Category:Australia]]


[[Category:Australasia]]
[[Category:OECD]]
[[Category:G-20 countries]]
[[Category:Commonwealth countries]]

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

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

Australia

2011-08-10T10:22:10Z

Tom Levec: /* Education in Australia */

{{SimilarName|[[Athabasca University]] (AU) in [[Canada]] or [[Aarhus University]] (AU) in ([[Denmark]])}}



== Experts situated in Australia ==

Please check the [[Advisory Committee|International Advisory Committee]] list for members in Australia

== Australia in a nutshell ==


''Australia'' is a country occupying a whole continent in the southern hemisphere with neighbouring countries including Indonesia, East Timor, and Papua New Guinea to the north, the Solomon Islands, Vanuatu, and New Caledonia to the north-east, and New Zealand to the south-east.

For around 40,000 years before European settlement commenced in the late 18th century, the Australian mainland and Tasmania were inhabited by around 250 individual nations of indigenous Australians. After sporadic visits by fishermen from the immediate north, and European discovery by Dutch explorers in 1606, the eastern half of Australia was claimed by the British in 1770 and initially settled through penal transportation to the colony of New South Wales, founded on 26 January 1788. The population grew steadily in the following years; the continent was explored, and during the 19th century another five largely self-governing Crown Colonies were established.

[[Image:Australia_states.JPG|right|thumb|350px]]
In 1901, the Commonwealth of Australia was born when the colonies became a federation.

Australia is comprised of six states, plus two major mainland territories and several minor territories including islands. The states are New South Wales (NSW), Queensland, South Australia (SA), Tasmania, Victoria, and Western Australia (WA). The two major mainland territories are the Northern Territory and the Australian Capital Territory (ACT). The national’s capital city is Canberra located in the ACT which is between NSW and Victoria.

Australia is a constitutional democracy based on a federal division of power – that is the states have control over some portfolio matters. The form of government in Australia is a constitutional monarchy with a parliamentary system of government. Queen Elizabeth II is the head of the country and is represented by the Governor-General at federal level and by the Governors at state level.

There are three levels of Australian government: Australian (Federal), state and territory and local.

Australia has a population of over 21 million according to the [https://www.cia.gov/library/publications/the-world-factbook/print/as.html CIA Factbook]with the largest population concentrated around the mainland cities of Sydney, Melbourne, Brisbane, Perth and Adelaide.

Australia is a multicultural country with its residents coming from every part of the world. Australia is a federation of states/territories and so contains similar political and organisational challenges to many regios which are federations of states/territories or countries.

It could be argued that the relevance of Australia is mainly to the larger nations of the European Union, yet since it has a states structure as well the relevance is wider, in fact to all nations large and small. It should also be noticed that most Australians now see themseleves as being in the Asia-Pacific region. This regional relationship is very important now in Australia.

== Education in Australia==

Education in Australia is primarily the responsibility of states and territories. However the administration and financing of education in Australia is shared between the Australian Government and the Australian states and territories. The nature of the arrangements depends on the educational sector and legislative responsibilities.

Consultation between the Australian Government and the states and territories takes places through the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)].

The Australian Government’s education policy focuses on:
* Improving learning outcomes
* Implementing a national school curriculum
* Increasing school retention rates
* Providing more funding for education and research.
The policy was released in 2007 when the Australian Labor Party (ALP) was still in opposition prior to forming government in late 2007.

For further information see: http://www.alp.org.au/download/now/education_revolution_r1.pdf

The ALP was succesful in obtaining power in November 2007. The government's productivity agenda includes education, training, skills and early childhood as key elements. The Council of Australian Governments (COAG) have agreed to a new model of cooperation on a number of matters of which productivity is one.

The states and territories are primarily responsible for policy and administration of school education. The Australian Government provides funding and co-ordination.
Support is provided through:
* general recurrent, capital and targeted programs
* policy development
* research and analysis of nationally significant education issues.

A key priority of the current Australian Government is to provide a national consistent school system. That is agree on a common starting age, common national testing in key subject areas, consistency in curriculum outcomes, and a common information system for the transfer of student data when students move interstate.

The states and territories are responsible for:
* organisation, funding and delivery of school education
* non-government schools registration, inspection and supplementary funding
* determines its own policies and practices on organisation of schooling, curriculum, course accreditation, student assessment and certification.

Each state and territory has its own education department and agencies which are responsible for publicly-funded education.

Curriculum and assessment is underpinned by the ''National Goals for Schooling in the Twenty-first Century'' which focuses on the learning outcomes for students and provides a framework for national reporting on student achievement. The National Goals for Schooling have been agreed by all education ministers.

See: http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for_schooling_in_the_twenty_first_century.htm

Generally, education in Australia follows the three-tier model which includes primary education (primary schools), followed by secondary education (secondary schools/high schools) and tertiary education (universities and/or TAFE (Technical and Further Education Colleges)).

Education is compulsory up to an age specified by legislation; this age varies from state to state but is generally 15-17, that is prior to completing secondary education. Post-compulsory education is regulated within the Australian Qualifications Framework, a unified system of national qualifications in schools, vocational education and training (TAFE) and the higher education sector (university).

The academic year in Australia varies between states and institutions, but generally runs from late January until mid-December for primary and secondary schools and TAFE colleges, and from late February until mid-November for universities.

=== Schools in Australia ===

There are three levels of school education, primary, secondary and senior secondary.

'''Pre-school and Primary School'''

Primary school is from year 1 to year 6 or 7, with the emphasis being on developing English language and literacy skills, numeracy and basic mathematics as well as health and creative activities. There are no formal examination requirements and students progress to secondary education, on the recommendation of the teacher in consultation with the parents, at the completion of primary schooling.

Pre-school in Australia is relatively unregulated, and is not compulsory. The first exposure many Australian children have to learn with others outside of traditional parenting is day care or a local government run playgroup. This type of activity is not generally considered schooling. Pre-school education is separate from primary school in all states and territories except Western Australia and Queensland, where pre-school education is taught as part of the primary school system.

Pre-schools are usually run by local councils, community groups or private organizations except for the Northern Territory and Queensland where they are run by the Territory and State Governments respectively. Pre-school is offered to three- to five-year-olds, although attendance numbers vary widely (from 50% in New South Wales to 93% in Victoria). The year before a child is due to attend primary school is the main year for pre-school education. This year is far more commonly attended, and usually takes the form of a few hours of activity five days a week.

'''Secondary, Senior Secondary/High Schools and Colleges'''

Secondary education is from year 7 or 8 to year 10. Core subjects are taught for the first two years and a selection of electives are introduced thereafter.

Senior secondary covers year 11 and 12 and a range of programs are offered aimed at preparing students for future study and work life. The Senior Secondary Certificate of Education is awarded to students who have successfully completed year 12.

However, the years for both secondary and senior secondary schools in Australia do in fact vary from state to state. In territories such as Tasmania and the Astralian Capital Territory, the term ''High School'' is used to refer from years 7-10 while it is substituted by the term ''College'' from years 11-12. Following reforms of the Labor Government in the late 1980's and the early 1990's, the term ''secondary college'' has largely replaced the term ''high school'' in the territory of Victoria. Some schools in Victoria such as Melbourne High School have retained the term ''high school''. Others have dropped the word 'secondary' and are simply referred to as '''colleges'.''

In New South Wales, the last year of high school, year 12, is known as the Higher School Certificate (HSC) while years 11 and 12 in Victoria are known as the Victorian Certificate of Education (VCE). There are various other similar names in other states.

The first examination mark for a student in New South Wales and a combination of examination marks and coursework in other states, excluding Queensland, are indexed into the Australian Tertiary Admission Rank (ATAR). This index is usually the sole factor considered when applying for university courses. The ATAR was only introduced in 2009 in New South Wales, and previously each state calculated its own final high school rank, such as the Universities Admission Index (UAI) in New South Wales and Equivalent National Tertiary Entrance Rank (ENTER) in Victoria.

Victorian students also have an opportunity to complete a high school qualification under the Victorian Certificate of Applied Learning which gives students practical experience in a trade or workplace. This qualification generally leads students into a trade.

Generally, lower secondary education (Years 8 – 10) maintains continuity of learning in the learning areas and enables students to concentrate on the development of knowledge and skills in accordance with their personal learning goals and needs. Students are provided with opportunities to participate in enquiry based learning, innovative thinking, problem solving and decision making.

Senior secondary education (Years 11 and 12) provides students with a wide range of programs to ensure they are well placed to qualify for secondary graduation and to gain University or TAFE entrance or employment. The students undertake the Western Australian Certificate of Education (WACE) and have the opportunity to pursue subjects of their choice in greater depth.

Teachers design educational programs to suit the learning needs of their students. Educational standards are maintained with state and nation wide testing.

The school year consists of two semesters divided into two terms each. The school day commences at approximately 9.00am and concludes between 3.00 and 3.30 pm

Government schools welcome students from other countries. They strive to ensure their learning experiences are both stimulating and educationally rewarding and the students enjoy their life in a different cultural environment.

Schools in Australia can be classified according to sources of funding and administrative structures. There are three such categories in Australia: Public Schools (also known as 'Government' schools or 'State' schools), Independent Schools (informally known as 'private' schools) and Catholic schools.

School is compulsory in Australia between the ages of six and fifteen, depending on the state and date of birth, with, in recent years, over three quarters of students staying on until they are eighteen. Government schools educate about two thirds of Australian students, with the other third in independent schools, a proportion which is rising in many parts of Australia.

Government schools are free, while independent schools, both religious and secular, charge fees. Regardless of whether a school is government or independent, they are required to adhere to the same curriculum frameworks. Most school students, be they in government or independent school, usually wear uniforms, although there are varying expectations and some Australian schools do not require uniforms.

'''Government (or state) schools'''

Government or state schools are run by the local state or territory government. They do not charge compulsory fees, with the majority of their costs being met by the relevant government, and the rest by voluntary levies and fund raising activities.

Government schools are of two types: open and selective. Open schools accept all students from their government defined catchment areas. Selective government schools mostly cater for academically gifted students (the top 5 percent), although there are performing arts and sports schools. Almost all selective schools are in [http://www.schools.nsw.edu.au/gotoschool/types/selectiveschools.php New South Wales], though a few exist in other areas. For example Victoria has 2 selective entry high schools for students in year 9 -12.

Selective schools are more prestigious than open government schools, and generally achieve better results in the school-leaving exams than independent or open government schools. Entry to selective schools is often highly competitive these schools cater to a large geographical area.

'''Independent and Catholic schools'''

Most Catholic schools are either run by their local parish and/or by each state's Catholic Education Commission.

Independent schools enroll about 14% of students. These include schools operated by religious groups and secular educational philosophies such as Montessori.

All independent schools charge tuition fees. Government funding for independent schools often comes under criticism from the Australian Education Union and the general public.

Private schools have better infrastructures, facilities, higher paid teachers, prestige and social status as well as a better educational environment. They focus on extra-curricular activities such games and sports, other activities alongside better education. Private schools are considered a very important part of the Australian school system because of their quality. They get funded by the government and students still have to pay a very high tuition, making them more expensive than the government schools.

Some of the best private schools in Australia include Anglican Grammar School, Canberra Grammar School, Saint Hilda’s School, etc. Other good private schools are mostly found in major cities such as Canberra, Adelaide, Perth, Sydney, Melbourne and Brisbane. Usually, there is tough competition enrolling in private schools and both parents and students have to meet specific eligibility requirements before applying, which normally vary from school to school and from class to class. Besides educational requirements, the students may also have to appear for a written test.

Amongst other subjects, main courses offered in Australian private schools include English, the language other than English, Math, Science, Art, Social & Environmental Studies, Technology, Personal Development, Health and Physical Education. Some private schools at the senior secondary level offer specialization in particular areas. For a list of all the private schools in Australia, visit http://www.indiaedumart.com/australia-education/schools/private-schools/

== Further and Higher education ==
The Australian Government has significant financial and policy responsibility for higher education, while state and territory governments retain major legislative responsibility. At the national level higher education policies and programs are administered by the Department of Education, Employment and Workplace Relations – DEEWR . The provision of government funding is outlined in the Higher Education Support Act 2003.

See: http://www.mceetya.edu.au/mceetya/default.asp?id=11408

The Australian Government also provides substantial funding to the higher education sector in support of research through various grants and programs:
* Institutional Grants Scheme
* Research Infrastructure Block Grants
* Australian Postgraduate Awards
* Research projects administered by the Australian Research Council (ARC)
* National Health and Medical Research Council (NHMRC).

'''Vocational education and training'''

The Australian Government contributes about one-third of government funding for vocational education and training, with the other two-thirds coming from state and territory governments.

Australia’s vocational education and training (VET) system is built on a partnership between governments and industry. Industry representatives and employers play a key role in determining training policies and priorities, and in developing training qualifications that can deliver the skills employers need for the workforce.

Australian’s training system is based on competencies, nationally consistent and quality-assured.

The [Australian Qualifications Framework http://www.aqf.edu.au/cs.htm (AQF)] was established in 1995. The Framework links qualifications from school, vocational education and training and higher education sectors. The AQF recognises prior learning or current competence, and makes credit transfer and flexible learning pathways easier. AQF VET qualifications are outcomes based, and focus on the skills and competencies gained rather than on the length or type of course studied.

State and territory governments have constitutional responsibility for the management and administration of vocational education and training within their jurisdictions. That is they are responsible for state-level planning, regulation of training providers, allocation of funds to public and private training providers, setting student fees and charges and managing Technical and Further Education (TAFE) institutes.

The Australian Government takes a strategic leadership role in vocational education and training by working collaboratively with states and territories and industry as part of its responsibility to ensure national prosperity and economic development.

Under the 2005-2008 funding agreement, the Australian Government committed to providing almost $5 billion to states and territories to support their training systems. The Australian Government also directly funds a number of programs to support the vocational education and training system. These include:
* Australian Apprenticeships (including support for employers and new apprentices)
* Australian Technical Colleges
* Workplace English Language and Literacy Program (provides existing workers with English language, literacy and numeracy skills.

'''The Digital Education Revolution'''

The Digital Education Revolution, a major part of the Australian Government's Education Revolution, is a vital step in creating a world-class education system for Australia.

The aim of the program is to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world.
Source : http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/default.aspx

'''Higher education'''

Tertiary or higher education in Australia is made up of universities and non-university higher education institutions (called higher education providers).

A higher education provider is an entity approved state and territory authorities to offer particular higher education courses. Australia has approximately 150 higher education institutions approved to offer particular higher education courses. Higher education providers have to be approved by the Australian Government Minister for Education in order to be eligible for government grants or for their students to be eligible to receive assistance from the Australian Government under the Higher Education Support Act 2003 (HESA). Providers are subject to quality and accountability requirements.

In 2007, the Australian higher education system consisted of:

* 39 universities of which 37 are public institutions and 2 are private;
* 1 Australian branch of an overseas university;
* 4 other self-accrediting higher education institutions; and
* non-self-accrediting higher education providers accredited by State and Territory authorities, numbering more than 150 as listed on State and Territory registers. These include several that are registered in more than one State and Territory.

The non-self-accrediting higher education providers form a very diverse group of specialised, mainly private, providers that range in size and include theological colleges and other providers that offer courses in areas such as business, information technology, natural therapies, hospitality, health, law and accounting.

=== Universities in Australia ===

Both private and public universities can be found in Australia. As of 2006, there are 36 public, 2 Catholic and 1 Non-profit Private universities in Australia.

[[Universities Australia]] is the industry peak body representing the university sector. Currently, 38 universities are members of [http://www.universitiesaustralia.edu.au Universities Australia].

Most Australian universities developed substantial capability in distance learning in the 1980s and a significant number have now embraced e-learning. Perhaps the best known is the [http://www.usq.edu.au/ University of Southern Queensland].

There is a service provider called [[NextEd]] who operates globally and in particular supported the [[GUA]].

For a list of university rankings in Australia by different agencies, organisations and international bodies, visit http://www.university-list.net/Australia/rank-1000.html

=== Polytechnics in Australia ===


=== Colleges in Australia ===


== Vocational Education and Training ==
The main providers of vocational education and training (VET) in Australia are the various state-administered institutes of Technical and Further Education (TAFE). TAFE institutions generally offer courses based on the [http://www.aqf.edu.au/ Australian Qualifications Framework] that is Certificates I, II, III, and IV, Diplomas, and Advanced Diplomas in a wide range of vocational areas. They also offer some higher education courses, especially in Victoria.

In addition, to TAFE Institutions, there are many Registered Training Organisations (RTOs) which are operated privately. In Victoria alone there are approximately 1100 RTOs. They include:

* commercial training providers,
* the training department of manufacturing or service enterprises,
* the training function of employer or employee organisations in a particular industry,
* Group Training Companies,
* community learning centres and neighbourhood houses,
* secondary schools/colleges providing VET programs.

In terms of size these RTOs vary from single-person operations delivering training and assessment in a narrow specialisation, to large organisations offering a wide range of programs. Many RTOs receive government funding to deliver programs to apprentices or trainees, to disadvantaged groups, or in government identified priority areas.

All course providers are required to comply with the Australian Quality Training Framework (AQTF) and compliance is monitored by regular internal and external audits.

VET programs delivered by TAFE Institutions and private RTOs are based on nationally registered qualifications, derived from either endorsed sets of competency standards known as Training Packages, or from courses accredited by state/territory government authorities. These qualifications are regularly reviewed and updated. In specialised areas where no formal qualifications exist, RTOs may develop their own course and obtain endorsement for it as an accredited privately owned program which is then subjected to the same rules as the publicly owned programs.

All trainers and assessors delivering VET programs are required to hold a qualification known as the Certificate IV in Training and Assessment (TAA40104) or demonstrate equivalent competency. Additionally, they are also required to have relevant vocational competencies, at least to the level being delivered or assessed.

== Education reform ==
=== Schools ===

=== Post-secondary ===
'''The Bologna Process and Australia'''

The [http://www.aei.gov.au/AEI/GovernmentActivities/BolognaProcess/default.htm Bologna Process] represents a commitment by forty-five European countries to undertake a series of reforms in order to achieve greater consistency and portability across their higher education systems.

The Bologna process is likely to have a profound effect on the development of higher education globally. Australian education observers (as well as observers from other continents) are taking a close interest in the reform process and beginning to consider how their own system can be more closely aligned with ‘Bologna’ thinking.

A [http://www.aei.gov.au/AEI/GovernmentActivities/BolognaProcess/BolognaPaper_pdf.pdf discussion paper] developed in 2006, by the Department of Education, Science and Training, aimed to initiate discussion on the significance of Bologna for Australia and possible Australian responses. The Department of Education Science and Training’s initial assessment is that Australian higher education has much to gain by aligning with the key Bologna actions. Potential benefits identified are of two types:
* Facilitation of interaction and recognition
* Benefits to Australian students and employers (with the use of "The Diploma Supplement" and the European Credit Transfer and Accumulation System (ECTS))

The document also state that the institution choosing to maintain positions of Bologna ‘incompatibility’ take a risk.

What would Australian compatibility with Bologna involve? At a minimum, compatibility would entail:

* a three cycle (Bachelor, Masters, Doctorate) degree structure;
* promotion of the Diploma Supplement;
* a credit accumulation/transfer system compatible with the ECTS; and
* the existence of an accreditation/quality assurance framework meeting Bologna criteria.

Australian structures and processes which fit within the Bologna framework:

* Australia has a three cycle (Bachelor, Masters, Doctorate) qualification structure.

There are some areas in which efforts would be required to achieve Bologna
compatibility, for example repositioning of Australian Honours degrees,
four-year and graduate entry Bachelor degrees and one-year Masters courses, to
ensure alignment with Bologna structures and emerging trends.

* The Diploma Supplement has been trialled in Australia, but institutions will need to make decisions about adoption.
* The Australian quality assurance system generally fits within the broad guidelines established by the Bologna Process, but a documented audit of compatibility may be useful as a tool for marketing and dealing with future recognition issues in Europe. There is a question of whether AUQA should seek admission to the proposed, but yet to be developed, European Register of Quality Assurance Agencies, should its eventual guidelines be framed to include external countries.
* Australia has the [[EFTSU]] system which provides a common measure of student workload applying across Australian universities. It may be possible to adapt this system so that it connects more effectively with the ECTS.

'''Concluding remarks'''

There are some challenges posed by the Bologna reforms in relation to existing
qualifications that Australian higher education institutions need to consider. A key issue is the position of Australian graduate entry and four-year bachelor level qualifications. It is likely that the European pathway for professional accreditation, in a range of professions, will become a bachelor degree followed by a two-year masters degree. The level of acceptance of graduate entry or four-year bachelor degrees is as yet unclear.

The recognition of Australian one-year masters courses will also need to be monitored because whilst there is scope for a one-year masters within the Bologna structure, it is likely that the two-year masters will become the norm in most countries. The one-year masters may become a course offered only to international students in Europe and questions may arise about the professional recognition, comparability and quality of such courses within Europe.

The use of Australian honours degrees as direct entry points to doctoral studies may also be problematic in Europe, since the pathway to doctoral studies
within the Bologna Process will be through a masters qualification (3+2).

====Australian's HE reforms====

In 2002, the Commonwealth Government conducted a review of Australia’s higher education system. The Government’s response to the Review was announced on 13 May 2003 as part of the 2003/2004 Budget process. Announced by the previous Government in 2003, the "Our Universities: Backing Australia’s Future" package provided an additional $11 billion in funding over 10 years to enable higher education providers to deliver world-class higher education.

The Commonwealth Grant Scheme and Higher Education Loan Programme (HELP) arose from these reforms. The reforms were structured around four key policy principles:

* sustainability – improved governance, appropriate resourcing and greater pricing flexibility for universities
* quality – incentives to improve performance and greater accountability
* equity – increased number of student places, greater availability of income-contingent loans, increase in the repayment threshold and incentives to improve participation and outcomes for disadvantaged groups
* diversity – incentive and performance-based funding for teaching and research, support for restructuring and collaboration and additional funding for regional institutions.

source : http://www.dest.gov.au/sectors/higher_education/

The reforms focused on establishing a partially deregulated system of higher education, in which individual universities are enabled to capitalise on their particular strengths and determine the value of their course offerings in a competitive environment. There is renewed emphasis on learning and teaching outcomes, greater recognition of the role of regional campuses and institutions, and a framework for research in which all Commonwealth funding is either competitive or performance-based. New arrangements for student financing promote lifelong learning, and ensure equity of access to higher education - no eligible student will be required to pay up-front fees when enrolling at an eligible higher education institution. Greater access for disadvantaged groups is supported, and the market for private higher education is opened up, while still maintaining quality control. Diversity will be encouraged through the creation of performance-based incentives for institutions to differentiate their missions.

source : http://www.backingaustraliasfuture.gov.au/reforms.htm

'''Reforms to the State’s skills and workforce development system'''

South Australia’s Workforce Development Strategy, which was released in 2005, articulated the State Government’s vision for the future workforce as:
South Australia has an efficient, highly skilled workforce that supports a globally competitive economy and a socially inclusive community.
The three priority areas within the strategy are: a high skill economy, quality employment and better workforce planning. This approach represents an innovative way of integrating workforce planning, employment participation and demand considerations, and was the first such strategy in Australia. These three priorities continue to underpin the South Australian Government’s ongoing skills reform agenda.
The workforce development approach which has been adopted in South Australia responds to the State’s dual social and economic priorities which are articulated in South Australia’s Strategic Plan.

====Future direction of tertiary education====

In March 2008, the Government initiated a Review of Higher Education to examine the future direction of the higher education sector, its fitness for purpose in meeting the needs of the Australian community and economy, and the options for ongoing reform. The [http://www.deewr.gov.au/HigherEducation/Review/Pages/ReviewofAustralianHigherEducationReport.aspx Review of Australian Higher Education] was undertaken by an independent expert panel, led by Emeritus Professor Denise Bradley AC.

An [http://www.deewr.gov.au/HigherEducation/Review/Pages/FuturedirectionsforTertiaryEducation.aspx initial response] to the review by the government indicates:

A student-centred, demand driven, higher education system:
* future structural reforms which focus on a student-centred, demand driven system
* from 2012 universities will be funded on the basis of student demand
* the Government will establish a national regulatory and quality agency for higher education.

Tertiary education pathways for the future:
* work with the states and territories to develop strong and cohesive national regulatory arrangements for VET alongside the proposed higher education regulator
* commission the Australian Qualifications Framework Council to improve articulation and connectivity between the university and VET sectors
* form a single tertiary education sector ministerial council, with representatives from the Commonwealth, states and territories.

Enhanced equity in tertiary education, with a focus on improving accessibility:
* by 2020, 20% of higher education enrollments at undergraduate level should be from low socio-economic backgrounds
* work closely with the Indigenous Higher Education Advisory Council (IHEAC) to improve higher education access and outcomes for Indigenous Australians.

Reform for Australian innovation and research - a new approach to research funding and measures to strengthen the contribution universities make to the national innovation system.

== Administration and finance ==

=== Schools ===

=== Post-secondary ===

'''Government responsibility'''
The Australian Government has significant financial and policy responsibility for higher education, while state and territory governments retain major legislative responsibility. At the national level higher education policies and programs are administered by the Department of Education, Employment and Workplace Relations – DEEWR . The provision of government funding is outlined in the [http://www.comlaw.gov.au/ComLaw/Legislation/ActCompilation1.nsf/0/F6F7BA4BEAA1F2F8CA25705000151003?OpenDocument Higher Education Support Act 2003].

See: http://www.mceetya.edu.au/mceetya/default.asp?id=11408

Australian Government funding support for higher education is provided largely through:

* the Commonwealth Grant Scheme which provides for a specified number of Commonwealth Supported places each year
* the Higher Education Loan Programme (HELP) arrangements providing financial assistance to students
* the Commonwealth Scholarships
* a range of grants for specific purposes including quality, learning and teaching, research and research training programmes.

The Department of Education, Employment and Workplace Relations (DEEWR) is the Australian Government Department with responsibility for administering funding, developing and administering higher education policy and programs.

Decision-making, regulation and governance for higher education are shared among the Australian Government, the State and Territory Governments and the individual institutions.

'''Universities' responsibility'''
By definition within Australia, universities are self-accrediting institutions and each university has its own established legislation (generally State and Territory legislation).

As self-accrediting institutions, Australia’s universities have a reasonably high level of autonomy to operate within the legislative requirements associated with their Australian Government funding.

The Australian Catholic University is established under corporations law. It has establishment Acts in NSW and Victoria.

Many private providers are also established under corporations law.

'''States and Territories'''

Some aspects of higher education are the responsibility of States and Territories. In particular, most universities are established or recognised under State and Territory legislation.

States and Territories are also responsible for accrediting non-self-accrediting higher education providers.

'''Fees'''

Australian students can undertake higher education studies at an approved institution as either a Commonwealth support student or a a fee-paying student. Students have to pay for their tertiary education.

Commonwealth support places (formerly known as HECS) are made possible through the financial contribution to higher education providers by the Australian Government.

For more information on Commonwealth support places see: http://www.goingtouni.gov.au

'''VET sector'''

The Australian Government contributes about one-third of government funding for vocational education and training, with the other two-thirds coming from state and territory governments.

Employer contributions to training in Australia include:
* training provision for employees (in the form of payment for courses)
* paid time off
* training materials, travel and subsidies

For more details see section under '''Australian education policy'''

== Quality assurance ==

Quality assurance in Australia’s higher education system is based on a strong partnership between the '''Commonwealth''' (federal), '''State and Territory Governments''' and the '''higher education sector'''.

Source: http://www.dest.gov.au/sectors/higher_education/policy_issues_reviews/key_issues/assuring_quality_in_higher_education/partners_in_quality_assurance.htm

[[Image:Figure_QA_AU.JPG|500px|Quality assurance in Australia’s higher education system]]

'''Commonwealth'''

The Australian Government’s role includes:
* Protection of the term ‘university’
* Legislative protection of overseas students studying in Australia
* Performance management tools
* Learning and Teaching Performance Fund
* Australian Learning and Teaching Council (ALTC)
* Institution Assessment Framework (IAF) [formerly Educational Profiles]

'''State and Territory Governments'''

Australia’s State and mainland Territory Governments are responsible for the legislation which protects the integrity of Australian universities and higher education awards in their jurisdiction. Their responsibilities include:

* specifying arrangements to establish and recognise universities, as well as protecting the use of the term "university"
* protecting higher education award titles and accrediting higher education courses to be offered by non-self-accrediting private providers
* approving the operation of overseas providers of higher education
* endorsing courses of study as suitable for overseas students.

These responsibilities are explained further in the National Protocols for Higher Education Approval Processes.

=== Schools ===

=== Post-secondary ===


Australia’s universities are self accrediting bodies established by or under Commonwealth, State or Territory legislation. They are responsible for maintaining the quality of their own academic standards. This quality is independently verified every five years by the Australian Universities Quality Agency.

There are 43 self-accrediting higher education institutions in Australia and 39 of these are '''universities'''. In addition to these institutions there are over 100 '''private education providers''' accredited by State and Territory Governments offering higher education courses.

Universities assure the quality of their offerings in a number of ways including external academic and industry in-put into courses and peer review of new and ongoing courses. Usually universities formally review their courses on a five-yearly basis. Additionally, universities regularly evaluate student feedback.

Universities also voluntarily comply with various codes of practice and guidelines set by [http://www.universitiesaustralia.edu.au/ Universities Australia] to maintain and ensure the quality of their offerings.

The '''Australian Qualification Framework'''

The [http://www.aqf.edu.au Australian Qualifications Framework] (commonly known as the AQF) is a unified system of national qualifications in schools, vocational education and training (TAFEs and private providers) and the higher education sector (mainly universities).

AQF lists universities and other self-accrediting higher education institutions.

AQF was established by the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)]] in 1995 to provide for nationally recognised pathways between awards offered in Australia’s vocational education and training and higher education sectors. It brings together the qualifications issued by different sectors into a single comprehensive system of titles and standards.

AQF also maintains a public register of MCEECDYAendorsed post compulsory education providers and accreditation authorities. The register is a key element of the Australian higher education quality assurance framework.

'''Australian Universities Quality Agency'''

The [http://www.auqa.edu.au/ Australian Universities Quality Agency (AUQA]) is an independent, not-for-profit national agency to promote, audit, and report on quality assurance in Australian higher education. AUQA was formally established by the [[Ministerial Council for Education, Early Childhood Development and Youth Affairs| Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA)]] in March 2000. It operates independently of governments and the higher education sector under the direction of a Board of Directors. AUQA is owned by and receives core, operational funding from the Commonwealth, State and Territory Ministers for higher education who are members of [[MCEECDYA]]. The [http://www.nteu.org.au/policy/current/qualityassurance/auqa/1474 AUQA Constitution] is available for download.

[http://www.auqa.edu.au/ AUQA website]

== Information society ==


The [http://www.aictec.edu.au/ Australian Information and Communications Technology in Education Committee (AICTEC)] is a national, cross-sectoral committee responsible for providing advice to all Australian Ministers of Education and Training on the economic and effective utilisation of information and communications technologies in Australian education and training and on implementation of the Digital Education Revolution.

A real ICT policy and organisational framework exists for the use of Information and Communication Technologies in Australian Education Training. A Joint Ministerial Statement on Information and Communications Technologies in Australian Education and Training: 2008-2011 was endorsed by MCEETYA and [http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/vet/minco.htm the Ministerial Council for Vocational and Technical Education (MCVTE)] in June 2008.

*[[Media:JMS_Australian_Education_and_Training.pdf| Joint Ministerial Statement PDF]]
*[http://www.aictec.edu.au/aictec/go/home/about/pid/95 Joint Ministerial Statement] web page

'''Australian Flexible Learning Framework'''

The [http://www.flexiblelearning.net.au/flx/go Australian Flexible Learning Framework (Framework0] provides the vocational education and training (VET) system with the essential e-learning infrastructure and expertise needed to respond to the challenges of a modern economy and the training needs of Australian businesses and workers.

* The Framework was launched as a strategy in 2000, responding to information and communication technology (ICT) developments in workplaces and society. The Australian Government and all states and territories agreed to work together nationally to advance the use of e-learning in VET.

* The first 2000-2004 Framework Strategy focused on raising awareness of the potential of e-learning, and starting to build capability. The second 2005-2007 Framework Strategy continued this work, and focused on engaging with key target groups.

* The 2008-2011 Framework Strategy maximises and builds on the national investment to date in essential e-learning infrastructure. It will focus on embedding e-learning in registered training organisations (RTOs), business and industry. The 2008 Framework Business Plan provides the blueprint for the Framework in the first year of the new Strategy, detailing the Leadership and Innovation programs, and their related business activities.

Together these strategies have created a considerable infrastructure and a sound foundation on which to establish e-learning as an integral part of the national training system.

The national training system's e-learning strategy, the Australian Flexible Learning Framework (Framework), has received the go-ahead for its 2009 activities, opening up more than $7 million in funding opportunities for registered training organisations (RTOs), business and industry to embed e-learning in the vocational education and training (VET) system.

The announcement coincides with recent research showing that 36% of all VET activity in RTOs now formally involves e-learning, compared to just 3-4% in 2003-2004. Research also confirms that 91% of students and 88% of teachers and trainers now use e-learning as part of their VET experience.

More information about the Australian Flexible Learning Framework is available at :
http://www.flexiblelearning.net.au/flx/go/home/about

For information about the initiatives and projects classified by states and territories, visit this page:
http://www.flexiblelearning.net.au/flx/go/home/States_and_Territories

'''Information society strategy'''

In Australia 14% of students (95 000) are doing distance education.

* The Adelaide Declaration on National Goals for Schooling in the Twenty-first Century - Preamble and Goals

source : http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/national_goals_for_schooling_in_the_twenty_first_century.htm

* On 5 December 2008, State, Territory and Commonwealth Ministers of Education meeting as the Ministerial Council on Education, Employment, Training and Youth Affairs, released the Melbourne Declaration on Educational Goals for Young Australians which sets the direction for Australian schooling for the next 10 years. source : http://www.mceetya.edu.au/mceetya/melbourne_declaration,25979.html

* Digital Education Revolution. Not only a programme but also a kind of strategy / policy. See in programme below.

'''Benchmarking e-learning'''

Australia is one of the few countries where time and effort has been committed to benchmarking e-learning. Other countries include [[UK]] and [[New Zealand]].

Interest in benchmarking in Australia can by attributed to:
* a long strand of development and piloting of the [www.acode.edu.au/ Australian Council on Open, Distance and E-Learning (ACODE)] scheme
* an impending pilot of [[eMM]] by around six institutions

Although the ACODE scheme is a distinct scheme, it has several similarities with the [[Pick&Mix]] style of benchmarking which has been used for analytic purposes in Re.ViCa - and in fact [[Paul Bacsich]] was the external advisor to the ACODE scheme. There are interesting differences, including a stronger focus in ACODE on IT.

== ICT in education initiatives ==

'''Government entities'''

* [[Education.au]] is Australia's leading Information and Communications Technology (ICT) agency for educators and delivers a range of web services to clients in the higher education, schools education and vocational education and training sectors.

* [[AICTEC]] - The Australian Information and Communications Technology in Education Committee (AICTEC) is a national, cross-sectoral committee responsible for providing advice to all Australian Ministers of Education and Training on the economic and effective utilisation of information and communications technologies in Australian education and training.

* [[ACODE]] the Australasian Council on Open, Distance and E-Learning, the peak Australasian organisation for universities engaged or interested in open, distance, flexible and e-learning. ACODE's mission is to enhance policy and practice in open, distance, flexible and e-learning in Australasian higher education.

'''Interesting Programmes '''

* [[e-framework]]

* [http://www.tlf.edu.au The Le@rning Federation] is an initiative of the state, territory and national governments of Australia and New Zealand. It is developing high-quality online curriculum content for years P-10 (preschool to year 10) in two formats: interactive, multimedia learning objects and digital resources. The materials are designed to engage students and support teachers and will be freely available to all schools in Australia and New Zealand.

* [http://www.flexiblelearning.net.au/flx/go Australian Flexible Learning Framework]is the e-learning strategy for the vocational education and training (VET) sector. It provides the VET system with the essential e-learning infrastructure and expertise needed to respond to the challenges of a modern economy and the training needs of Australian businesses and workers. The Framework was launched as a strategy in 2000, responding to information and communication technology (ICT) developments in workplaces and society. The Australian Government and all states and territories agreed to work together nationally to advance the use of e-learning in VET.

* Australian Scheme for Higher Education Repositories [[ASHER]]: program to assist eligible HEPs to establish and maintain digital repositories.

* The [http://www.apsr.edu.au/ Australian partnership for Sustainable Repositories (APSR)] aims to establish a centre of excellence for the management of scholarly assets in digital format. APSR is a partnership that aims to promote excellence in building & managing these collections of digital research objects.

* [http://rubric.edu.au/ RUBRIC] RUBRIC focuses on the needs of smaller and regional universities by providing a structured framework for partner institutions to evaluate, trial and implement an Institutional Repository solution; to collaborate on the development of better processes and tools; to act collectively and to develop the expertise that will be necessary to respond to emerging needs of the Research Quality and Accessibility Frameworks across universities.

* [https://mams.melcoe.mq.edu.au/zope/mams MAMS] - Meta Access Management System. This project allows for the integration of multiple solutions to managing authentication, authorisation and identities, together with common services for digital rights, search services and metadata management. The project provides an essential “middleware” component to increase the efficiency and effectiveness of Australia’s higher education research infrastructure.

* Excellence in Research for Australia (ERA) Initiative. The Excellence in Research for Australia (ERA) initiative will be developed by the ARC. It will assess research quality within Australia's higher education institutions using a combination of indicators and expert review by committees comprising experienced, internationally-recognised experts. http://www.arc.gov.au/era/default.htm

* Digital Education Revolution. The Digital Education Revolution, a major part of the Australian Government's Education Revolution, is a vital step in creating a world-class education system for Australia. The aim of the program is to contribute sustainable and meaningful change to teaching and learning in Australian schools that will prepare students for further education, training and to live and work in a digital world. http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/Pages/default.aspx

=== Virtual initiatives in schools ===
'''Elementary and Primary Schools'''

[[Kalgoorlie School of the Air]]

[[Mount Isa School of the Air]]

[[Alice Springs School of the Air]]

[[Port Hedland School of the Air]]

'''Secondary and High Schools'''

[[Northern Territory Open Education Centre]]

[[Open High School Australia]]

*Here are some organizations participating in virtual initiatives and distance education in Australia:
**Isolated Children's Parents Association of Australia (ICPA) http://www.icpa.com.au/
**The Australian Association of Distance Education (AADES) http://www.aades.edu.au/
**The Australian Association of Distance Education (ACE) http://www.austcolled.com.au/
** The Virtual School Agency (VSA)
The Virtual School Agency is an agency that helps prospective students abroad, at all levels of education, including secondary/high and university levels, to secure admission and student jobs in Australia. Most of the correspondences between agency and prospective students are done online. They also help the prospective student obtain a study visa as well as work permit. They also provide awareness about the possibilities of different scholarships for students. For more information on the Virtual School Agency (VSA), visit http://virtualstudentagency.com/study-in-australia/


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


* [[Open Universities Australia]] -- formerly Open Learning Australia
* [[Charles Sturt University]]
* [[Curtin University of Technology]]
* [[Deakin University]]
* [[Edith Cowan University]]
* [[University of Southern Queensland]]
* [[Open Training and Education Network]] (OTEN)
* [[TAFE Open Learning]]
* [[TAFE virtual campus]] (Victoria) - a learning platform
* [[University of New England UNEOnline (UNE)]]
* [[TAFE open training and education network (OTEN)]]
* [[Macquarie University’s E-Learning Centre Of Excellence (MELCOE)]] - a research lab

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===


== References ==


'''Associations and networks'''

* [[EdNA]] (Education Network Australia): one of the world's largest education and training websites with more than 16,000 evaluated online resources and free online forums, chatrooms and discussion lists to support collaboration and communication in the education and training communities.

* Elearning Network of Australasia (ElNet) http://www.elnet.com.au/

* [[Open and distance learning association of Australia]]

* Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) http://www.ascilite.org.au/ Relevant for higher education.

'''Repositories of OER'''

* [[LORN]] currently has seven member repositories contributing more than 2500 learning objects for download. A wide range of industries and subject areas, including business, community services, electrotechnology, horticulture, tourism and hospitality, are represented. The number of Learning objects increases as repository owners build their collections.
** Flexible Learning Toolboxes
** TAFE Tasmania
** Centre for Learning Innovation (CLI)
** TAFE SA
** [[TAFE VC]]
** TVET
** WestOne

* [http://adt.caul.edu.au/ Australasian Digital Theses Program]
* [http://www.arrow.edu.au/ Australian Research Repositories Online to the World]
* [http://www.acys.info/ Australian Clearinghouse for Youth Studies]
* [http://www.ehum.edu.au/ Australian e-Humanities Gateway]
* [http://www.findlaw.com.au/ FindLaw Australia]

A synthetic presentation is available here: http://eprints.utas.edu.au/1031/2/Australia_talk.ppt#598,12,ARROW Discovery Service

'''Australian journals'''

* Australasian Journal of Educational Technology (AJET). http://www.ascilite.org.au/ajet/ajet.html
Listed as an A journal by the Australian government

'''Other'''

* [http://www.education.gov.au/goved/go Government Educational Portal]
* The official Australian Government site for studying in Australia http://www.studyinaustralia.gov.au/Sia/Splash.aspx
* Education in Australia Wikipedia http://en.wikipedia.org/wiki/Education_in_Australia
* Department of Education, Employment and Workplace Relations (DEEWR) http://www.dewr.gov.au/
* Australia online education network (EdNA) http://www.edna.edu.au/edna/go
* http://www.flexiblelearning.net.au/flx/go/home
* http://www.educationau.edu.au/jahia/webdav/site/myjahiasite/shared/papers/elearning_seoul_jm.pdf
* http://www.oecd.org/dataoecd/16/52/1854142.pdf
* http://eprints.utas.edu.au/1031/2/Australia_talk.ppt#575,18,Software about repositories
* http://www.caudit.edu.au/educauseaustralasia07/authors_papers/Blackall-125.pdf about repositories
* education.au http://www.educationau.edu.au/jahia/jsp/index.jsp
* Department of Further Education, Employment, Science and Technology (DFEEST) http://www.dfeest.sa.gov.au/

----

> [[Countries]]

[[Category:Australia]]


[[Category:Australasia]]
[[Category:OECD]]
[[Category:G-20 countries]]
[[Category:Commonwealth countries]]

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

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

Turkey

2011-08-10T10:06:19Z

Tom Levec: /* Virtual initiatives in schools */ added non formal education in turkey

== Experts situated in Turkey ==



== Turkey in a nutshell ==

''Turkey'' (Turkish: '''Türkiye'''), known officially as the '''Republic of Turkey''' ('''Türkiye Cumhuriyeti''') is a Eurasian country that stretches across the Anatolian peninsula in western Asia and Thrace (Rumelia) in the Balkan region of southeastern Europe. Turkey is bordered by eight countries: [[Bulgaria]] to the northwest; [[Greece]] to the west; [[Georgia]] to the northeast; [[Armenia]], [[Azerbaijan]] (the exclave of Nakhichevan) and [[Iran]] to the east; and [[Iraq]] and [[Syria]] to the southeast.

[[Image:Turkey.gif|right|thumb|400px|Source : http://www.cia.gov]]
The Mediterranean Sea and Cyprus are to the south; the Aegean Sea and Archipelago are to the west; and the Black Sea is to the north. Separating Anatolia and Thrace are the Sea of Marmara and the Turkish Straits (the Bosporus and the Dardanelles), which are commonly reckoned to delineate the border between Asia and Europe, thereby making Turkey transcontinental.

The population of Turkey is around 71,892,808 - [https://www.cia.gov/library/publications/the-world-factbook/print/tu.html July 2008 estimate]

Due to its strategic location astride two continents, Turkey's culture has a unique blend of Eastern and Western tradition. A powerful regional presence in the Eurasian landmass with strong historic, cultural and economic influence in the area between Europe in the west and Central Asia in the east, [[Russia]] in the north and the Middle East in the south, Turkey has come to acquire increasing strategic significance.

Turkey is a democratic, secular, unitary, constitutional republic whose political system was established in 1923 under the leadership of Mustafa Kemal Atatürk, following the fall of the Ottoman Empire in the aftermath of World War I. Since then, Turkey has become increasingly integrated with the West through membership in organizations such as the Council of Europe, NATO, OECD, OSCE and the G-20 major economies. Turkey began full membership negotiations with the European Union in 2005, having been an associate member of the EEC since 1963, and having reached a customs union agreement in 1995. Meanwhile, as a Muslim-majority country, Turkey has continued to foster close cultural, political, economic and industrial relations with the Eastern world, particularly with the states of the Middle East and Central Asia, through membership in organizations such as the OIC and ECO.

The territory of Turkey is subdivided into 81 provinces for administrative purposes. The provinces are organized into 7 regions for census purposes; however, they do not represent an administrative structure. Each province is divided into districts, for a total of 923 districts.

Provinces usually bear the same name as their provincial capitals, also called the central district. Provinces with the largest populations are İstanbul (+12 million), Ankara (+4.4 million), İzmir (+3.7 million), Bursa (+2.4 million), Adana (+2.0 million) and Konya (+1.9 million).

The biggest city and the pre-Republican capital İstanbul is the financial, economic and cultural heart of the country.[ Other important cities include İzmir, Bursa, Adana, Trabzon, Malatya, Gaziantep, Erzurum, Kayseri, Kocaeli, Konya, Mersin, Eskişehir, Diyarbakır, Antalya and Samsun. An estimated 70.5% of Turkey's population live in urban centers. In all, 18 provinces have populations that exceed 1 million inhabitants, and 21 provinces have populations between 1 million and 500,000 inhabitants. Only two provinces have populations less than 100,000.

The population of Turkey stood at 71.5 million with a growth rate of 1.31% per annum, based on the 2008 Census. It has an average population density of 92 persons per km². The proportion of the population residing in urban areas is 70.5%. People within the 15–64 age group constitute 66.5% of the total population, the 0–14 age group corresponds 26.4% of the population, while 65 years and higher of age correspond to 7.1% of the total population. According to the CIA Factbook, life expectancy stands at 70.67 years for men and 75.73 years for women, with an overall average of 73.14 years for the populace as a whole

Turkey is officially a secular republic, with no official state religion; the Turkish Constitution provides the freedom of religion and conscience, but does not represent or promote a religion. The population of Turkey is predominantly Muslim (99%) - the majority are Sunni (75%) and a large minority are Alevi (15-25%). The small remainder of the population are mainly Christians and Jews.

== Education in Turkey ==

Education is compulsory and free from ages 6 to 15. The literacy rate is 95.3% for men and 79.6% for women, with an overall average of 87.4%. The low figures for women are mainly due to the traditional customs of the Arabs and Kurds who live in the southeastern provinces of the country.

The Turkish Education System was built in accordance with Atatürk's Reforms after the Turkish War of Independence. It is a state supervised system which was designed to create skillful manpower for the social and economic process of the country.

Public education in Turkey is divided into five stages: Preschool, primary, middle school, high school and university.
Education in Turkey has undergone many changes: there were many religious schools in Turkey but secular schools were set up under the contemporary Turkey education system which was established in 1924. Elementary school attendance was made compulsory and coeducational. Since the 1980s all children have been enrolled in school. However, pre-school is noncompulsory and mostly common in large cities. Primary school encompasses a five year program. The middle education program is coeducational as well. High school education is encouraged by restricting youth employments.

Apart from main public grammar schools, there also exist technical schools, domestic science training centers, teacher training, Islamic teacher training schools, commercial and agricultural schools and many other specialised training institutions. These specialised training institutions also include schools for children with disabilities and adult education.

The Turkish system mandates 8 years of primary education between the ages of 6 and 14, and in 2001 enrollment of children in this age range was nearly 100%. For 14-18 year olds three or more years of secondary education are available in public, distance-learning, and vocational high schools. About 95% of students attend public schools, but inadequacies of the public system increasingly motivate middle-class parents to seek private education.

In 2001 some 1,273 institutions of higher learning were in operation. Except for the Open Education Faculty (Turkish: Açıköğretim Fakültesi) at [[Anadolu University]], entrance is regulated by a national examination, ÖSS, after which high school graduates are assigned to the limited university space available, according to their performance. Annually, about 1.5 million students graduate from Turkish high schools.

In 2002, the total expenditure on education in Turkey amounted to $13.4 billion, including the state budget allocated through the [http://www.meb.gov.tr/english/indexeng.htm National Ministry of Education] and private and international fund. The government is gradually aiming at building more classrooms and increasing the number of trained teachers and hence, reducing the number of students per class from 50 to below 30. The government has also recently stressed the importance of foreign languages and computer skills as part of the curricula. Despite the presence of a large number of Higher Education Institions offering excellent facilities, new institutions are gradually being established to meet different needs.

=== Schools in Turkey ===
'''Prominent Private International Schools, Preschools, Primary & Secondary Schools"
*Eden's Garden International Preschool, Istanbul
**Nursery Program for children aged 1.5-3
**Preschool Program for children aged 3-6
**Summer Discovery camp for children aged 2-8
**Baby Ballet Playgroup for children aged 0-3
**All programs are taught in English.
*The British International School Istanbul
**Preschool Programme
**Primary School Programme
**Secondary School Programme
**Internationally recognised programmes following English National Curriculum, IGCSE and International Baccalaureate Diploma. All programmes are taught in English
*Bosphorus International Preschool
**Preschool programme in English
**A Turkish bilingual program is available to serve the needs of the bi-national students
*Istanbul International School
**K12 - kindergarten-playgroups
**Bilingual School (Turkish-English)
**Language Classes: Finnish, Korean, Spanish; Cambridge University International Exams; Weekend playgroups; Summer school - UK summer camps
*Atolye Preschool, Istanbul
**Preschool for children are between ages 2 and 5
**Full day and half-day programs with both English and Turkish classes offered
**There is also a toddler playgroup for the 0-2 age group held on Saturdays between 10:00-12:00
*Gence Preschool, Ankara
**Accepts students from age 2 to 6
**A curriculum concentrated on music (group and individual music courses), English learning and environmental awareness
**School hours 09:00 to 18:00. Half day program also available. Morning, evening snacks and lunch. After-school activities are also available for children from 6 - 9 years of age
*TEIS (The English International School of Istanbul)
**Currently accepting children aged 2 - 6 years
**TEIS follows a British style curriculum and system, incorporating the first two classes of Primary - Reception and Year 1
*Mor Kelebek House Preschool, Istanbul
**Toddler Program for children 0-2 years
**Preschool Program for children from 2-5 years
**Full day and half-day programs with both English and Turkish classes offered
*Binbir Çiçek Children`s House Montessori Preschool, Ankara
**Toddler Class (18 months - 3 years old)
**3 to 6 Years Old Children Montessori Classes
**Kids Club Classes, Gym Classes, Hobby Classes, Private English Classes
*PLUS International Preschool, Istanbul
**Classrooms are organized to facilitate students' learning through hands-on discovery, peer interaction, and the British Curriculum's Early Years Foundation Stage
**Program includes:
***Everyday half an hour kinaesthetic development with a Russian teacher conducting the lesson in Russian (Yoga, Pilates, Sport, Dance)
***Drama classes conducted in either English or French, twice a week
***Music lessons conducted in English using the ORFF music system, twice a week
For more information regarding the above range of schools, visit the following websites: http://www.learn4good.com/great_schools/for_children_in_turkey.htm

http://www.english-schools.org/turkey/

For websites of the English language schools in Turkey, follow the link below: http://www.eslbase.com/schools/turkey

'''Middle Schools'''

Middle school is a two years program between the ages of twelve and fourteen. This level is also coeducational and has been compulsory since 1972. Statistics have schown that middle schools are fewer in rural areas since authorities do not usually enforce middle school programs. Most students in rural areas have to move long distances to attend middle school programs in the city. Middle-school graduation is a prerequisite to access to general, vocational, and technical high schools, and is deemed advantageous for admission to many vocational training programs.


'''High schools'''

Secondary school education is free in public high schools but not compulsory. The Ministry of National Education supervises the rate of Turkey literacy. The types of high schools in the Turkish education system include:
* Public High Schools, the standard type which are more than 1,300 of them in the country and commonly known as lycées (general). Lycées are coeducational institutions offering three years of college preparatory programs. Most of them in the larger cities are bilingual, teaching subjects in Turkish and either English, French, or German. Some Lycées also present opportunities for education to three largely legally recognised minorities in Turkey, the Armenians, Greeks and Jews and classes are taught in Armenian or Greek. For a complete list of all public secondary and high schools in Turkey, click on the following Wikipedia link. It should be noted however that the list below is still incomplete and sources are not trustworthy.
http://en.wikipedia.org/wiki/List_of_high_schools_in_Turkey
* Anatolian High Schools which provide more lessons in a selected foreign language (English, German or French)
* Anatolian Imam-Hatip High Schools which have the same curriculum as Anatolian High Schools with lessons about religion
* Science High Schools focusing on science education
* Vocational High Schools, which focus on a certain type of profession (such as Tourism Vocational High Schools, Industrial Vocational High Schools and Electrical Vocational High Schools). In contrast to general education offered by the lycées, many of the vocational high schools offer four year programs. They include technical training schools for men, domestic schools for women, teacher training schools, auxilliary health care, commercial and agricultural schools, muslim teacher training schools and other specialised institutions.
* Imam-Hatip High Schools, a different type of general high school with lessons about religion
* and finally, ''Private High Schools'', which are established by private enterprises.

Some of the foreign high schools of good international standards operating in Turkey are:

*Alman Lisesi - Deutsche Schule, Istanbul

*American Collegiate Institute, Ozel Izmir Amerikan Lisesi, Izmir

*Istanbul International Community School, Istanbul

*Lycee Charles De Gaulle, Ankara

*Lycee de Galatasaray, Istanbul

*Lycee Francais Saint-Benoît, Istanbul

*METU Development Foundation School, Ankara

*Oesterreichisches St. Georgs-Kolleg, Istanbul

*Robert College of Istanbul, Istanbul

*TED Ankara Private School, Ankara

*Uskudar American Academy, Istanbul

*Uskudar Anadolu Lisesi, Istanbul

By the year 2007, there already 7934 High Schools operating in Turkey.

=== Further and Higher education ===
(again sourced from http://en.wikipedia.org/wiki/Education_in_Turkey)

After the national university entrance examination ÖSS (Turkish: Öğrenci Seçme Sınavı) organized by ÖSYM, if they succeed, students continue with their studies at a university.

Universities provide either two or four years of education for undergraduate studies. Some universities also ask for an additional year of English preparatory study to be completed before the start of studies, unless a proficiency examination is passed.

For graduate studies, a further two years are necessary, as is typical throughout the world.

There are around 820 higher education institutions (including over 100 universities) with a total student enrollment of over 1 million and number of students normally exceeds the number of seats.

Major universities are located in Istanbul and Ankara.

Tertiary education is the responsibility of the Higher Education Council, and funding is provided by the state for public institutions that make up the bulk of the tertiary education system.

To encourage higher education a law was passed in 1983 which prohibited the employment of youths younger than fourteen.

==== Universities in Turkey ====

In Turkey, the univeristy education system is very old and it dates back to 2000 B.C. when they were seen first time on the pages of history and from that period they were the part of three separate civilizations. Turkish universities are the part of modern civilization and the major universities are situated in Istanbul and Ankara. Undergraduate studies in Turkish Universities are mainly for two or four years whereas for graduate degree it's another two years. There are 118 universities in Turkey, which are classified as either public or foundational (private) and 373,353 students were graduated from these universities in 2006. Public universities typically charge very low fees and foundational are highly expensive with fees that can reach $15,000 per annum, and as such, a majority of students in tertiary education attend public institutions. Since 1998, universities have been given greater autonomy and were encouraged to raise funds through partnerships with industry.

The quality of education at the Turkish universities varies greatly, some providing education and facilities on par with internationally renowned schools (for the technical universities, often compared with the universities in the United States, as there are several Turkish universities regularly visited by the Accreditation Board for Engineering and Technology, the recognized U.S. accreditor of college and university programs, and their engineering programs deemed substantially equivalent to comparable programs at the U.S. universities), and these reflect as the popularity of a university in students' choices at the ÖSS examination.

Turkish universities actively participate in the Socrates - Erasmus program of the European Commission, aiming to increase student and academician mobility within the European Union, the European Economic Area countries, and other EU candidate states. An increasing number of Turkish university students complete a part of their studies abroad at other participating countries' universities, and Turkish universities receive students of the same status from abroad.

With the passage of law 2547, the rectors of all the public universities are appointed jointly by the faculty, Higher Education Council and the President of Turkey

Wikipedia reports in the [http://en.wikipedia.org/wiki/List_of_universities_in_Turkey List of universities in Turkey] that there are 146 universities and academies in Turkey:

* 102 of them are State Universities (two of which are institutes of technology, four of which are technical universities and one of which is an Arts and Music-only university)
* 24 private foundation universities
* 4 military academies
* 1 police academy.

Since the list is long and comprehensive we do not repeat it here. A shorter list is the list of the 18 members of IAU - this is repeated below (see http://www.unesco.org/iau/members_friends/mem_membinst1.html)

#Afyon Kocatepe Üniversity - http://www.aku.edu.tr/
#Akdeniz University - http://www.akdeniz.edu.tr/
#Ankara University - http://www.ankara.edu.tr/
#Atatürk University - http://www.atauni.edu.tr/
#Baskent University - http://www.baskent.edu.tr/
#Bogaziçi University - http://www.boun.edu.tr/tr-TR/Content/Default.aspx
#Canakkale (18th March) University - http://www.comu.edu.tr/
#Eastern Mediterranean University
#European University of Lefke
#Girne American University
#Hacettepe Üniversity - http://www.hacettepe.edu.tr/
#Istanbul Bilgi Universitesy - http://www.bilgi.edu.tr/
#Istanbul Technical University - http://www.itu.edu.tr/
#Mugla University - http://www.mu.edu.tr/
#Near East University
#Sakarya University - http://www.sakarya.edu.tr/
#Suleyman Demirel University - http://w3.sdu.edu.tr/
#Uludag Üniversity - http://www.uludag.edu.tr/

There are yet further lists at http://www.columbia.edu/~sss31/Turkiye/universite.html and on Yahoo at http://dir.yahoo.com/Regional/Countries/Turkey/Education/Higher_Education/Colleges_and_Universities/

A more comprehensive list including their websites can be found via the following Turkish university directory link
http://www.university-directory.eu/Turkey/Turkey-Universities.html

''Firat University Hospital''

The Firat University Hospital Center is one of the most important university centers in Turkey. This center came to existence through a protocol signed between the Ministry of Health and Firat University which took effect on 24th December 1984. It took off with the name Firat University Research and Application Hospital, while in 1997 the decision of the Senate changed the name to Firat University Medical Center. In 2008, the hospital's name was amended again to, "Firat University Hospital." Firat University Hospital today is a tertiary health care district hospital. In November 2008 Firat University Hospital had 46 professors, 64 associate professors, 41 assistant professors doctors, specialist doctors and 333 research assistants, including a total of 485 academic and 403 administrative staff, making a total of 888 staff. Other staff for cleaning and procurement are hired from personnel companies to the number of 170,800. The hospital has the following departments and units: Internal Medicine (General Internal Medicine, Rheumatology, Nephrology, Endocrinology, Gastoroentoroloji, Oncology), Dermatology, Infectious Diseases, Cardiology, Physical Medicine and Rehabilitation, Pediatrics, Neurology, Public Health, Family Medicine, Emergency Medicine, Psychiatry, Chest Disease, Forensic Medicine, radiodiagnostic, General Surgery, Ophthalmology, Pathology, Ear-Nose-Throat, Obstetrics & Gynecology, Orthopedics and Traumatology, Urology, Neurosurgery, Cardiovascular Surgery, Thoracic Surgery, Anesthesiology and Reanimation, Pediatric Surgery, Plastic and Reconstructive Surgery, Phycology, Biochemistry, Microbiology and Clinical Microbiology, Immunology, Medical Genetics, parasitology, and clinics Dallarlı Department of Nuclear Medicine, Intensive Care Center, Andrology Laboratory, Acupuncture Practice Lab, DNA Analysis Laboratory, Oncology Day Therapy Unit, Pharmacy, Blood Center, and service units such as the Sampling Unit, and there are twelve operating rooms. The emergency unit is available 24 hours. For more information, visit the website via the following link: http://ftm.firat.edu.tr/

==== Polytechnics, Academies and Institutes in Turkey ====
A list of some of the major polytechniques, vocational schools and institutes and their websites are found below:

*Academic Research Institute in Turkey - http://ccat.sas.upenn.edu/ARIT/
*Atatürk Teacher Academy - http://www.aoa.edu.tr/
*Beykoz Vocational School of Logistics - http://www.beykoz.edu.tr/
*Directorate General of Minerals - http://www.mta.gov.tr/v2.0/index.php
*Feza Gürsey Institute - http://www.gursey.gov.tr/
*Gebze Institute of Technology - http://www.gyte.edu.tr/
*Hacettepe University Ankara State Conservatory - http://www.konser.hacettepe.edu.tr/
*Izmir Institute of Technology - http://www.iyte.edu.tr/
*School of Sports Science and Technology | Hacettepe University - http://www.sbt.hacettepe.edu.tr/
*Turkish Academy of Sciences - http://www.tuba.gov.tr/
*Turkish National Police Academy - http://www.pa.edu.tr/
*Turkish Patent Institute - http://www.tpe.gov.tr/portal/default.jsp


==== Colleges in Turkey ====
Some of the very prominent colleges in Turkey and their websites include the following:
*Bogazici University, Business School -http://www.mgmt.boun.edu.tr/
* Graduate School of Business, Istanbul, Koc University -
http://web.ku.edu.tr/ku/index.php?option=com_content&task=view&id=1134&Itemid=2190
*Hisar School - http://www.hisarschool.k12.tr/
*Istanbul International Community School - http://www.iics.k12.tr/
*Istanbul Technical University - School of Textile Technologies and Design - http://www.tekstil.itu.edu.tr/
*Kemer Canadian High School Programme - http://www.kemer.k12.tr/
*School of Tourism and Hotel Management, Adnan Menderes University -
http://www.akademik.adu.edu.tr/yo/turizm/index.asp?lang=1


== Education reform ==
=== Schools ===

=== Post-secondary ===
Turkey is a full participant in the Bologna Process. For details of progress see the ''National Bologna Report of Turkey (2004-2005)'' at http://www.yok.gov.tr/duyuru/bolonya_sureci.doc

== Administration and finance ==
Good information regarding education administration and other general details for preschools, elementary schools and high schools in Turkey can be obtained via the following link: http://www.allaboutturkey.com/education.htm#primary
=== Schools ===

=== Post-secondary ===
(sourced from http://www.yok.gov.tr/duyuru/bolonya_sureci.doc)

The [[Council of Higher Education]] is the fully autonomous supreme corporate public body responsible for the planning, coordination, governance and supervision of higher education within the provisions set forth in the Constitution (Articles 130 and 131) and the Higher Education Law (Law No. 2547). It has no political or governmental affiliation.

The President of the Council is directly appointed by the President of the Republic from among the Council members. The day-to-day functions of the Council are carried out by a nine member Executive Board serving full-time, including the President and two Vice-Presidents and all elected from among its members.

The Interuniversity Council is an academic advisory body, comprising the rectors of all universities and one member elected by the senate of each university. In addition to those, the Turkish Rectors Conference acts in an advisory capacity to the President of the Council of Higher Education.

The Center for Student Selection and Placement, ÖSYM (to all higher education institutions) functions subject to the decisions of the Council of Higher Education including both Turkish and foreign nationals.

The Minister of National Education represents higher education in the Parliament and can chair the meetings of the Council but has no vote. The decisions of the Council and the universities are not subject to ratification except for the establishment of a new university or a new faculty within an existing university.

''However, a hidden or indirect governance of the state universities by the government stems from the public finance laws, which stipulate in minute detail the procedures to be followed in the preparation of annual budgets, procurement (including construction contracts), and auditing of expenditures, to which all public agencies are subject.''

This indirect governance also covers the allocation of both academic and administrative staff positions to state universities. Hence, state universities, being dependent on the governmental decisions on those two issues, do not enjoy financial and administrative autonomies.

'''Administrative and Research Organisations'''

The following organizations represent certain administrative organs of higher education or at least have some thing to do with higher educational research in Turkey. Their websites are also included.
*Istanbul Vocational School Concept - http://www.ikmyo.edu.tr/
*Organisation of the Black Sea Economic Cooperation (BSEC) - http://www.bsec.gov.tr/
*The Scientific and Technological Research Council of Turkey - http://www.tubitak.gov.tr/
*Turkish Astronomical Society - http://www.tad.org.tr/
*Sabanci University/Marie Curie Research Training Network (RTN) - http://www.sabanciuniv.edu/tr/anasayfa/anasayfa.php

'''Associations of Higher Education Institutions and Research'''

The following associations represent higher educational institutions and certain fields of research. Their websites are also available via the corresponding links.
*EurAsian Universities Union - http://www.euras-edu.org/
*Turk Matematik Dernegi (Turkish Mathematical Society) - http://www.tmd.org.tr/
*Turkish Social Science Association - http://www.tsbd.org.tr/
*Turkish Sociological Association - http://www.sosyolojidernegi.org.tr/
*Turkish University Rectors' Conference - http://www.yok.gov.tr/

'''Prominent Centers for Academic Research'''

The following centers represent prominent initiatives of academic research. Their websites are found in the corresponding links.
*Center for Strategic Research (SAM)
The Center for Strategic Research (Stratejik Arastirmalar Merkezi - SAM) is established to conduct research on international relations and regional studies. The Center examines international conflicts, makes scholarly and scientific assessments of relevant issues, and reviews Turkish foreign policy with a futuristic perspective. It is a consultative body with the responsibility of bringing to the attention of decision makers independent, unbiased views and findings from different sources. The Center is chartered by law and has been active since May 1995. More information can be found on their website - http://www.sam.gov.tr/default.php
*Continuing Education Center, Ankara University - http://www.ankusem.ankara.edu.tr/
*Istanbul Bilgi University, Center for European Studies, Dolapdere Campus - http://ces.bilgi.edu.tr/
*Istanbul Business Education Center - http://www.ibecedu.com/
* Marmara Research Centre (MRC) - http://www.mam.gov.tr/

== Quality assurance ==
=== Schools ===

=== Post-secondary ===

In 2004 it was noted (in the Bologna progress report that:

: By law, it is the responsibility of the [[Council of Higher Education]] and the Interuniversity Council to see to it that a national system of quality assurance with a structure and function comparable to its transnational counterparts is established and implemented. In their last meeting, both the Council and the Board have expressed their willingness to establish a national quality assurance system and re-acknowledged that the establishment of this action line has top priority in their agenda after being briefed about the existing practices by some higher education institutes in Turkey. It is expected that there will not be any need for a legislative change and, hence, the process will be completed before the 2007 ministerial meeting.

This is now seemingly set up. YÖDEK - The [[Commission of Academic Assessment and Quality Improvement in Higher Education (Turkey)]] - is now soon to be an Associate Member of [[ENQA]].

The Council of Higher Education has also issued a set of ''Regulations on Academic Assessment and Quality Improvement at Turkish Higher Education'' - http://yok.gov.tr/duyuru/academic_assestment.pdf.

Interestingly, and still unusually, the [[Council of Higher Education]] has issued a set of ''Regulations on Inter-University Distance Higher Education Based on Communication and Information Technologies'' - http://www.yok.gov.tr/english/distance.html

== Information society ==


== ICT in education initiatives ==
In 2004, the government of Turkey introduced educations reforms that were geared at preparing students for a modern future that is open to cultures of other people. A policy document for integrating ICT as an indispensable part of lifelong learning was adopted for schools from basic education (Grade 1 through to Grade 8) through primary to higher education. ICT initiatives that have been completed or in progress indicate that the government is committed to the use of ICTs for management, education and training purposes. By the year 2005, 15,350 ICT classrooms had been established already with distribution of hundreds of thousands of computers for both students and teachers, instructional administrative softwares, broadband internet access options like satelite and ISDN had been provided. More than 20,000 schools had internet connections already. ICT infrastructure and operation has significantly improved ever since then with almost all levels of education making use of computer-assisted and ICT based learning.

However, there are still issues in Turkey related to few computers to ensure complete integration of ICT in the school system. There are still slow internet connections with some providers and the lack of peripheral equipments in a few schools and insufficient software in the native language.
=== Virtual initiatives in schools ===
Distance education and virtual school initiatives only started in Turkey around 1982. However, the first first distance education notion was mentioned during a meeting in which the problems of education were discussed in 1927. Distance education was seen then on as a very important way of increasing the literacy rate of the people of Turkey. Today, there are several distance education and virtual school initiatives as well as virtual campuses in several universities in Turkey.

In 1992, Open Education Faculty (see the next heading on virtual initiatives in post-secondary schools) application is taken as a model by Ministry of National Education, Film, Radio and Television Education Directorate-FRTED to carry out secondary education level of distance education. Between 2nd June and 5th June 1992, 44.151 students enrolled to the Open High School-OHS, the first virtual school initiative in Turkey, and education started in 1992-1993 school year.

In the following years the number of students increased, in 1995-1996 school year 1st semester, the number was 71.309 and in 1996-1997 educational year 90.000 students. There were more than 1,300,000 in 2008/2009. Similar to Open Education Faculty, Open High School also made use of printed material, television and radio programmes as the educational components of the system. The reasons of this increase in the number of OHS students are the removal of the exams for the graduation from normal high schools and vocational high schools without attending the courses in 1993-1994 school year and closing of "Evening Lycees".

Examples of virtual education initiatives in schools include:

*[[Open Primary Education School]]

*[[Open High School Turkey]]

*[[Open Vocational High School]]

''Non-Formal Education''

Nonformal education is one of the two components of the national education system. This component is for those who never received any formal education, those with a certain skill and ability who are currently enrolled in a formal education program, and those who left the formal education program without receiving a degree. Some of these non-formal educational programs are run in the form of distance education with virtual campuses in different cities while others have to attend classes in a specified institution.

The objectives of Turkey's nonformal education program are to teach reading and writing to adults who have not mastered these skills; to provide these individuals basic knowledge and, if they attended any formal education program, to build on the knowledge base of the last level they attended; and to create new opportunities that will help them earn a living. The program also explains and promotes Atatürk's reforms and principles to further develop the country's sense of national unity and solidarity. It is concerned with educating this segment of the population about new agricultural and industrial technologies and techniques so the standard of living can be improved.

Nonformal education has two components: general and vocational technical nonformal education programs. Institutes providing nonformal education include:
*Practical arts schools for girls
*Advanced technical schools for girls
*Industrial practical arts schools
*Ttechnical education centers for adults
*Public education centers
*Apprenticeship training centers

The programs may be classified as public education, apprenticeship training, and distance education. Most of the public education programs and activities take place in formal education centers. Any individual, regardless of age or educational background, can enroll in literacy courses, vocational courses, and social and cultural courses that are offered in many of the formal education buildings.

Apprenticeship training is available to 14-19 year olds who have not received formal education, to those who completed the 8 year compulsory program but were not eligible to continue their formal education, and to those who never completed the required formal education program. Individuals between the ages of 14 and 19 who have complete the primary education program may enter a 3 to 4 year apprenticeship training program. The apprentices attend training centers one day each week for eight to ten hours of training each time. Those who complete the training program may take the journeyman examination. If they pass the examination, they receive a journeyman certificate and may take the master's examination after three years of work experience if they continue mastership training.

Every Turkish citizen may participate in distance education courses. Beginning in 1997 when the compulsory primary education program was extended from five to eight years, open primary education school programs were available for those who, under the previous national education program, had completed the required five-year program but not continued for the then optional three-year middle school program. This open primary education program allows individuals to compete the compulsory eight-year primary program. The open education high school program is available to three groups of students: those who are unable to continue their formal education, those who too old to continue in the formal education program, and those who are currently enrolled in a formal education program who prefer to complete their formal education via distance learning.

In addition to these nonformal education programs, Turkey provides educational and training services to Turkish citizens living aboard. Turkish educational consultancies in twenty-one locations and educational attaches oversee these programs. In 1999, almost 800,000 Turkish students received education abroad; over 1,000 teachers were sent from Turkey to provide the necessary instruction.

=== Virtual initiatives in post-secondary education ===
This first distance education application was initiated at Ankara University, the Faculty of Law, The Research Institute of Bank And Trade Law, in 1956. In this application, the personnel in the banks were educated through letters. In 1961, The Center For Education Through Letters was established as a sub organization of the Ministry of National Education and preparation courses were given to people who wish to complete their secondary education without physically attending courses.

Later on in 1975 and 1978 draft law proposed the establishment of "Open University", however it was not accepted. In other words, in Turkey, "Education Through Letters" (called in Turkish as being YAY-KUR) application started as a correspondence education. As an alternative to the traditional education however required efficiency and success was not achieved.

In 1970s', Eskisehir Economics and Commercial Academy, The Institute for Education Through Television became a pioneer in the area. In 1981, a campaign was started to reduce illiteracy rate in Turkey by government. In this attempt, television was an important education tool. The application achieved a considerable success and literacy rate increased. In the same year, Turkish Higher Education Council gave an opportunity to apply distance education at Turkish Universities. After these years, the developments have been faster, better planned and more scientific, more functional and more effective. In November 1981, Anadolu University was given the mission to carry out distance education application.

Therefore, Open Education Faculty-OEF- was organized and 29.479 students were enrolled to Economics and Business Administration Programs. Initially, this application had a target to reach students through printed materials, television programmes and face-to-face academic tutorials. Later on these educational components were extended to the use of video, computer, radio and newspaper, videoconference, etc. Later on, in 1993, the services Open Education Faculty offered were reorganized. With this reorganization Economics and Business Administration Programs were changed into Faculties of Management and Economics that are based on distance education method. Open Education Faculty continued to give two-year pre-licence education to its students.


'''Anadolu University'''

[[Anadolu University]] offers several e-learning services, including audio books, on-line resources, actual distance learning.

'''Avicenna Project'''

Avicenna is an ambitious virtual campus in higher education project, managed by UNESCO and co-financed by the European Commission (European EUMEDIS programme) in order to produce and adapt training distance modules within 15 European and Mediterranean Universities members, sharing best practices and pedagogical innovation through a network of E-learning centers. For more details see http://www.unesco.org/new/en/natural-sciences/science-technology/sti-policy/avicenna-virtual-campus/

The project aims at creating a self-sustainable virtual campus, based on cooperation among institutions of higher education in [[Algeria]], [[Cyprus]], [[Egypt]], [[France]], [[Italy]], [[Jordan]], [[Lebanon]], [[Malta]], [[Morocco]], [[Palestine]], [[Spain]], [[Syria]], [[Tunisia]] and ''[[Turkey]]''. Installation of adequate infrastructure and intensive training of trainers are the crucial requirements of implementation of the project. The nodes of the network, the AVICENNA Knowledge Centers (AKCs), will be installed in each partner institution to support a Euro-Mediterranean network for ODL services, including production and delivery. Pedagogical resources will be stored and managed into the “Avicenna virtual library”, which forms a network knowledge data-base of pedagogical resources, tools and knowledge.

The project is dedicated to accelerating the adoption and best use of ICT-assisted Open Distance Learning (ODL) Demand for ODL in the target Universities and societies already exist. The project aims at establishing adequate local infrastructures and to transfer best practice and professional know-how within target universities. The project is named after Ibn Sina (981-1037 Ad) the most famous philosopher of his time.

For more detailed information about the project please refer to the Avicenna page on UNESCO.

'''Istanbul Technical University'''

Istanbul Technical University (ITU) established a distance learning centre in 1996. Web-based distance teaching projects have recently become an integral part of the ITU educational system. For more details see the article ''Turkey's eLearning Future'' in ''Checkpoint eLearning'' at http://www.checkpoint-elearning.com/article/1098.html

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===
The Ministry of National Education Turkey partnered with Microsoft Turkey and Idea e-Learning Solutions to develop a regional and online training programme to reach the 600,000 teachers in the school system who needed convenient, accessible IT training. See http://download.microsoft.com/download/1/d/4/1d47d31f-1ee4-4610-ad02-f171ed00847d/Turkey_PiL_Customer_Evidence_FINAL.pdf.

== Lessons learnt ==

== References ==
Helen Chapin Metz, ed. Turkey: A Country Study. Washington: GPO for the Library of Congress, 1995.

http://countrystudies.us/turkey/50.htm

Turkey Academic Institutions Directory - http://www.university-directory.eu/Turkey/Turkey.html

http://www.learn4good.com/great_schools/for_children_in_turkey.htm

http://en.wikipedia.org/wiki/List_of_high_schools_in_Turkey

http://www.midasebook.com/dosyalar/AOLING_PDF.pdf

http://maol.meb.gov.tr/English_Site/Meslek_Eng_AnaSayfa.html

http://www.unicef.org.tr/en/content/detail/57/appendix-the-formal-education-system-2.html


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Turkey

2011-08-10T09:45:35Z

Tom Levec: /* References */ added UNICEF as reference

== Experts situated in Turkey ==



== Turkey in a nutshell ==

''Turkey'' (Turkish: '''Türkiye'''), known officially as the '''Republic of Turkey''' ('''Türkiye Cumhuriyeti''') is a Eurasian country that stretches across the Anatolian peninsula in western Asia and Thrace (Rumelia) in the Balkan region of southeastern Europe. Turkey is bordered by eight countries: [[Bulgaria]] to the northwest; [[Greece]] to the west; [[Georgia]] to the northeast; [[Armenia]], [[Azerbaijan]] (the exclave of Nakhichevan) and [[Iran]] to the east; and [[Iraq]] and [[Syria]] to the southeast.

[[Image:Turkey.gif|right|thumb|400px|Source : http://www.cia.gov]]
The Mediterranean Sea and Cyprus are to the south; the Aegean Sea and Archipelago are to the west; and the Black Sea is to the north. Separating Anatolia and Thrace are the Sea of Marmara and the Turkish Straits (the Bosporus and the Dardanelles), which are commonly reckoned to delineate the border between Asia and Europe, thereby making Turkey transcontinental.

The population of Turkey is around 71,892,808 - [https://www.cia.gov/library/publications/the-world-factbook/print/tu.html July 2008 estimate]

Due to its strategic location astride two continents, Turkey's culture has a unique blend of Eastern and Western tradition. A powerful regional presence in the Eurasian landmass with strong historic, cultural and economic influence in the area between Europe in the west and Central Asia in the east, [[Russia]] in the north and the Middle East in the south, Turkey has come to acquire increasing strategic significance.

Turkey is a democratic, secular, unitary, constitutional republic whose political system was established in 1923 under the leadership of Mustafa Kemal Atatürk, following the fall of the Ottoman Empire in the aftermath of World War I. Since then, Turkey has become increasingly integrated with the West through membership in organizations such as the Council of Europe, NATO, OECD, OSCE and the G-20 major economies. Turkey began full membership negotiations with the European Union in 2005, having been an associate member of the EEC since 1963, and having reached a customs union agreement in 1995. Meanwhile, as a Muslim-majority country, Turkey has continued to foster close cultural, political, economic and industrial relations with the Eastern world, particularly with the states of the Middle East and Central Asia, through membership in organizations such as the OIC and ECO.

The territory of Turkey is subdivided into 81 provinces for administrative purposes. The provinces are organized into 7 regions for census purposes; however, they do not represent an administrative structure. Each province is divided into districts, for a total of 923 districts.

Provinces usually bear the same name as their provincial capitals, also called the central district. Provinces with the largest populations are İstanbul (+12 million), Ankara (+4.4 million), İzmir (+3.7 million), Bursa (+2.4 million), Adana (+2.0 million) and Konya (+1.9 million).

The biggest city and the pre-Republican capital İstanbul is the financial, economic and cultural heart of the country.[ Other important cities include İzmir, Bursa, Adana, Trabzon, Malatya, Gaziantep, Erzurum, Kayseri, Kocaeli, Konya, Mersin, Eskişehir, Diyarbakır, Antalya and Samsun. An estimated 70.5% of Turkey's population live in urban centers. In all, 18 provinces have populations that exceed 1 million inhabitants, and 21 provinces have populations between 1 million and 500,000 inhabitants. Only two provinces have populations less than 100,000.

The population of Turkey stood at 71.5 million with a growth rate of 1.31% per annum, based on the 2008 Census. It has an average population density of 92 persons per km². The proportion of the population residing in urban areas is 70.5%. People within the 15–64 age group constitute 66.5% of the total population, the 0–14 age group corresponds 26.4% of the population, while 65 years and higher of age correspond to 7.1% of the total population. According to the CIA Factbook, life expectancy stands at 70.67 years for men and 75.73 years for women, with an overall average of 73.14 years for the populace as a whole

Turkey is officially a secular republic, with no official state religion; the Turkish Constitution provides the freedom of religion and conscience, but does not represent or promote a religion. The population of Turkey is predominantly Muslim (99%) - the majority are Sunni (75%) and a large minority are Alevi (15-25%). The small remainder of the population are mainly Christians and Jews.

== Education in Turkey ==

Education is compulsory and free from ages 6 to 15. The literacy rate is 95.3% for men and 79.6% for women, with an overall average of 87.4%. The low figures for women are mainly due to the traditional customs of the Arabs and Kurds who live in the southeastern provinces of the country.

The Turkish Education System was built in accordance with Atatürk's Reforms after the Turkish War of Independence. It is a state supervised system which was designed to create skillful manpower for the social and economic process of the country.

Public education in Turkey is divided into five stages: Preschool, primary, middle school, high school and university.
Education in Turkey has undergone many changes: there were many religious schools in Turkey but secular schools were set up under the contemporary Turkey education system which was established in 1924. Elementary school attendance was made compulsory and coeducational. Since the 1980s all children have been enrolled in school. However, pre-school is noncompulsory and mostly common in large cities. Primary school encompasses a five year program. The middle education program is coeducational as well. High school education is encouraged by restricting youth employments.

Apart from main public grammar schools, there also exist technical schools, domestic science training centers, teacher training, Islamic teacher training schools, commercial and agricultural schools and many other specialised training institutions. These specialised training institutions also include schools for children with disabilities and adult education.

The Turkish system mandates 8 years of primary education between the ages of 6 and 14, and in 2001 enrollment of children in this age range was nearly 100%. For 14-18 year olds three or more years of secondary education are available in public, distance-learning, and vocational high schools. About 95% of students attend public schools, but inadequacies of the public system increasingly motivate middle-class parents to seek private education.

In 2001 some 1,273 institutions of higher learning were in operation. Except for the Open Education Faculty (Turkish: Açıköğretim Fakültesi) at [[Anadolu University]], entrance is regulated by a national examination, ÖSS, after which high school graduates are assigned to the limited university space available, according to their performance. Annually, about 1.5 million students graduate from Turkish high schools.

In 2002, the total expenditure on education in Turkey amounted to $13.4 billion, including the state budget allocated through the [http://www.meb.gov.tr/english/indexeng.htm National Ministry of Education] and private and international fund. The government is gradually aiming at building more classrooms and increasing the number of trained teachers and hence, reducing the number of students per class from 50 to below 30. The government has also recently stressed the importance of foreign languages and computer skills as part of the curricula. Despite the presence of a large number of Higher Education Institions offering excellent facilities, new institutions are gradually being established to meet different needs.

=== Schools in Turkey ===
'''Prominent Private International Schools, Preschools, Primary & Secondary Schools"
*Eden's Garden International Preschool, Istanbul
**Nursery Program for children aged 1.5-3
**Preschool Program for children aged 3-6
**Summer Discovery camp for children aged 2-8
**Baby Ballet Playgroup for children aged 0-3
**All programs are taught in English.
*The British International School Istanbul
**Preschool Programme
**Primary School Programme
**Secondary School Programme
**Internationally recognised programmes following English National Curriculum, IGCSE and International Baccalaureate Diploma. All programmes are taught in English
*Bosphorus International Preschool
**Preschool programme in English
**A Turkish bilingual program is available to serve the needs of the bi-national students
*Istanbul International School
**K12 - kindergarten-playgroups
**Bilingual School (Turkish-English)
**Language Classes: Finnish, Korean, Spanish; Cambridge University International Exams; Weekend playgroups; Summer school - UK summer camps
*Atolye Preschool, Istanbul
**Preschool for children are between ages 2 and 5
**Full day and half-day programs with both English and Turkish classes offered
**There is also a toddler playgroup for the 0-2 age group held on Saturdays between 10:00-12:00
*Gence Preschool, Ankara
**Accepts students from age 2 to 6
**A curriculum concentrated on music (group and individual music courses), English learning and environmental awareness
**School hours 09:00 to 18:00. Half day program also available. Morning, evening snacks and lunch. After-school activities are also available for children from 6 - 9 years of age
*TEIS (The English International School of Istanbul)
**Currently accepting children aged 2 - 6 years
**TEIS follows a British style curriculum and system, incorporating the first two classes of Primary - Reception and Year 1
*Mor Kelebek House Preschool, Istanbul
**Toddler Program for children 0-2 years
**Preschool Program for children from 2-5 years
**Full day and half-day programs with both English and Turkish classes offered
*Binbir Çiçek Children`s House Montessori Preschool, Ankara
**Toddler Class (18 months - 3 years old)
**3 to 6 Years Old Children Montessori Classes
**Kids Club Classes, Gym Classes, Hobby Classes, Private English Classes
*PLUS International Preschool, Istanbul
**Classrooms are organized to facilitate students' learning through hands-on discovery, peer interaction, and the British Curriculum's Early Years Foundation Stage
**Program includes:
***Everyday half an hour kinaesthetic development with a Russian teacher conducting the lesson in Russian (Yoga, Pilates, Sport, Dance)
***Drama classes conducted in either English or French, twice a week
***Music lessons conducted in English using the ORFF music system, twice a week
For more information regarding the above range of schools, visit the following websites: http://www.learn4good.com/great_schools/for_children_in_turkey.htm

http://www.english-schools.org/turkey/

For websites of the English language schools in Turkey, follow the link below: http://www.eslbase.com/schools/turkey

'''Middle Schools'''

Middle school is a two years program between the ages of twelve and fourteen. This level is also coeducational and has been compulsory since 1972. Statistics have schown that middle schools are fewer in rural areas since authorities do not usually enforce middle school programs. Most students in rural areas have to move long distances to attend middle school programs in the city. Middle-school graduation is a prerequisite to access to general, vocational, and technical high schools, and is deemed advantageous for admission to many vocational training programs.


'''High schools'''

Secondary school education is free in public high schools but not compulsory. The Ministry of National Education supervises the rate of Turkey literacy. The types of high schools in the Turkish education system include:
* Public High Schools, the standard type which are more than 1,300 of them in the country and commonly known as lycées (general). Lycées are coeducational institutions offering three years of college preparatory programs. Most of them in the larger cities are bilingual, teaching subjects in Turkish and either English, French, or German. Some Lycées also present opportunities for education to three largely legally recognised minorities in Turkey, the Armenians, Greeks and Jews and classes are taught in Armenian or Greek. For a complete list of all public secondary and high schools in Turkey, click on the following Wikipedia link. It should be noted however that the list below is still incomplete and sources are not trustworthy.
http://en.wikipedia.org/wiki/List_of_high_schools_in_Turkey
* Anatolian High Schools which provide more lessons in a selected foreign language (English, German or French)
* Anatolian Imam-Hatip High Schools which have the same curriculum as Anatolian High Schools with lessons about religion
* Science High Schools focusing on science education
* Vocational High Schools, which focus on a certain type of profession (such as Tourism Vocational High Schools, Industrial Vocational High Schools and Electrical Vocational High Schools). In contrast to general education offered by the lycées, many of the vocational high schools offer four year programs. They include technical training schools for men, domestic schools for women, teacher training schools, auxilliary health care, commercial and agricultural schools, muslim teacher training schools and other specialised institutions.
* Imam-Hatip High Schools, a different type of general high school with lessons about religion
* and finally, ''Private High Schools'', which are established by private enterprises.

Some of the foreign high schools of good international standards operating in Turkey are:

*Alman Lisesi - Deutsche Schule, Istanbul

*American Collegiate Institute, Ozel Izmir Amerikan Lisesi, Izmir

*Istanbul International Community School, Istanbul

*Lycee Charles De Gaulle, Ankara

*Lycee de Galatasaray, Istanbul

*Lycee Francais Saint-Benoît, Istanbul

*METU Development Foundation School, Ankara

*Oesterreichisches St. Georgs-Kolleg, Istanbul

*Robert College of Istanbul, Istanbul

*TED Ankara Private School, Ankara

*Uskudar American Academy, Istanbul

*Uskudar Anadolu Lisesi, Istanbul

By the year 2007, there already 7934 High Schools operating in Turkey.

=== Further and Higher education ===
(again sourced from http://en.wikipedia.org/wiki/Education_in_Turkey)

After the national university entrance examination ÖSS (Turkish: Öğrenci Seçme Sınavı) organized by ÖSYM, if they succeed, students continue with their studies at a university.

Universities provide either two or four years of education for undergraduate studies. Some universities also ask for an additional year of English preparatory study to be completed before the start of studies, unless a proficiency examination is passed.

For graduate studies, a further two years are necessary, as is typical throughout the world.

There are around 820 higher education institutions (including over 100 universities) with a total student enrollment of over 1 million and number of students normally exceeds the number of seats.

Major universities are located in Istanbul and Ankara.

Tertiary education is the responsibility of the Higher Education Council, and funding is provided by the state for public institutions that make up the bulk of the tertiary education system.

To encourage higher education a law was passed in 1983 which prohibited the employment of youths younger than fourteen.

==== Universities in Turkey ====

In Turkey, the univeristy education system is very old and it dates back to 2000 B.C. when they were seen first time on the pages of history and from that period they were the part of three separate civilizations. Turkish universities are the part of modern civilization and the major universities are situated in Istanbul and Ankara. Undergraduate studies in Turkish Universities are mainly for two or four years whereas for graduate degree it's another two years. There are 118 universities in Turkey, which are classified as either public or foundational (private) and 373,353 students were graduated from these universities in 2006. Public universities typically charge very low fees and foundational are highly expensive with fees that can reach $15,000 per annum, and as such, a majority of students in tertiary education attend public institutions. Since 1998, universities have been given greater autonomy and were encouraged to raise funds through partnerships with industry.

The quality of education at the Turkish universities varies greatly, some providing education and facilities on par with internationally renowned schools (for the technical universities, often compared with the universities in the United States, as there are several Turkish universities regularly visited by the Accreditation Board for Engineering and Technology, the recognized U.S. accreditor of college and university programs, and their engineering programs deemed substantially equivalent to comparable programs at the U.S. universities), and these reflect as the popularity of a university in students' choices at the ÖSS examination.

Turkish universities actively participate in the Socrates - Erasmus program of the European Commission, aiming to increase student and academician mobility within the European Union, the European Economic Area countries, and other EU candidate states. An increasing number of Turkish university students complete a part of their studies abroad at other participating countries' universities, and Turkish universities receive students of the same status from abroad.

With the passage of law 2547, the rectors of all the public universities are appointed jointly by the faculty, Higher Education Council and the President of Turkey

Wikipedia reports in the [http://en.wikipedia.org/wiki/List_of_universities_in_Turkey List of universities in Turkey] that there are 146 universities and academies in Turkey:

* 102 of them are State Universities (two of which are institutes of technology, four of which are technical universities and one of which is an Arts and Music-only university)
* 24 private foundation universities
* 4 military academies
* 1 police academy.

Since the list is long and comprehensive we do not repeat it here. A shorter list is the list of the 18 members of IAU - this is repeated below (see http://www.unesco.org/iau/members_friends/mem_membinst1.html)

#Afyon Kocatepe Üniversity - http://www.aku.edu.tr/
#Akdeniz University - http://www.akdeniz.edu.tr/
#Ankara University - http://www.ankara.edu.tr/
#Atatürk University - http://www.atauni.edu.tr/
#Baskent University - http://www.baskent.edu.tr/
#Bogaziçi University - http://www.boun.edu.tr/tr-TR/Content/Default.aspx
#Canakkale (18th March) University - http://www.comu.edu.tr/
#Eastern Mediterranean University
#European University of Lefke
#Girne American University
#Hacettepe Üniversity - http://www.hacettepe.edu.tr/
#Istanbul Bilgi Universitesy - http://www.bilgi.edu.tr/
#Istanbul Technical University - http://www.itu.edu.tr/
#Mugla University - http://www.mu.edu.tr/
#Near East University
#Sakarya University - http://www.sakarya.edu.tr/
#Suleyman Demirel University - http://w3.sdu.edu.tr/
#Uludag Üniversity - http://www.uludag.edu.tr/

There are yet further lists at http://www.columbia.edu/~sss31/Turkiye/universite.html and on Yahoo at http://dir.yahoo.com/Regional/Countries/Turkey/Education/Higher_Education/Colleges_and_Universities/

A more comprehensive list including their websites can be found via the following Turkish university directory link
http://www.university-directory.eu/Turkey/Turkey-Universities.html

''Firat University Hospital''

The Firat University Hospital Center is one of the most important university centers in Turkey. This center came to existence through a protocol signed between the Ministry of Health and Firat University which took effect on 24th December 1984. It took off with the name Firat University Research and Application Hospital, while in 1997 the decision of the Senate changed the name to Firat University Medical Center. In 2008, the hospital's name was amended again to, "Firat University Hospital." Firat University Hospital today is a tertiary health care district hospital. In November 2008 Firat University Hospital had 46 professors, 64 associate professors, 41 assistant professors doctors, specialist doctors and 333 research assistants, including a total of 485 academic and 403 administrative staff, making a total of 888 staff. Other staff for cleaning and procurement are hired from personnel companies to the number of 170,800. The hospital has the following departments and units: Internal Medicine (General Internal Medicine, Rheumatology, Nephrology, Endocrinology, Gastoroentoroloji, Oncology), Dermatology, Infectious Diseases, Cardiology, Physical Medicine and Rehabilitation, Pediatrics, Neurology, Public Health, Family Medicine, Emergency Medicine, Psychiatry, Chest Disease, Forensic Medicine, radiodiagnostic, General Surgery, Ophthalmology, Pathology, Ear-Nose-Throat, Obstetrics & Gynecology, Orthopedics and Traumatology, Urology, Neurosurgery, Cardiovascular Surgery, Thoracic Surgery, Anesthesiology and Reanimation, Pediatric Surgery, Plastic and Reconstructive Surgery, Phycology, Biochemistry, Microbiology and Clinical Microbiology, Immunology, Medical Genetics, parasitology, and clinics Dallarlı Department of Nuclear Medicine, Intensive Care Center, Andrology Laboratory, Acupuncture Practice Lab, DNA Analysis Laboratory, Oncology Day Therapy Unit, Pharmacy, Blood Center, and service units such as the Sampling Unit, and there are twelve operating rooms. The emergency unit is available 24 hours. For more information, visit the website via the following link: http://ftm.firat.edu.tr/

==== Polytechnics, Academies and Institutes in Turkey ====
A list of some of the major polytechniques, vocational schools and institutes and their websites are found below:

*Academic Research Institute in Turkey - http://ccat.sas.upenn.edu/ARIT/
*Atatürk Teacher Academy - http://www.aoa.edu.tr/
*Beykoz Vocational School of Logistics - http://www.beykoz.edu.tr/
*Directorate General of Minerals - http://www.mta.gov.tr/v2.0/index.php
*Feza Gürsey Institute - http://www.gursey.gov.tr/
*Gebze Institute of Technology - http://www.gyte.edu.tr/
*Hacettepe University Ankara State Conservatory - http://www.konser.hacettepe.edu.tr/
*Izmir Institute of Technology - http://www.iyte.edu.tr/
*School of Sports Science and Technology | Hacettepe University - http://www.sbt.hacettepe.edu.tr/
*Turkish Academy of Sciences - http://www.tuba.gov.tr/
*Turkish National Police Academy - http://www.pa.edu.tr/
*Turkish Patent Institute - http://www.tpe.gov.tr/portal/default.jsp


==== Colleges in Turkey ====
Some of the very prominent colleges in Turkey and their websites include the following:
*Bogazici University, Business School -http://www.mgmt.boun.edu.tr/
* Graduate School of Business, Istanbul, Koc University -
http://web.ku.edu.tr/ku/index.php?option=com_content&task=view&id=1134&Itemid=2190
*Hisar School - http://www.hisarschool.k12.tr/
*Istanbul International Community School - http://www.iics.k12.tr/
*Istanbul Technical University - School of Textile Technologies and Design - http://www.tekstil.itu.edu.tr/
*Kemer Canadian High School Programme - http://www.kemer.k12.tr/
*School of Tourism and Hotel Management, Adnan Menderes University -
http://www.akademik.adu.edu.tr/yo/turizm/index.asp?lang=1


== Education reform ==
=== Schools ===

=== Post-secondary ===
Turkey is a full participant in the Bologna Process. For details of progress see the ''National Bologna Report of Turkey (2004-2005)'' at http://www.yok.gov.tr/duyuru/bolonya_sureci.doc

== Administration and finance ==
Good information regarding education administration and other general details for preschools, elementary schools and high schools in Turkey can be obtained via the following link: http://www.allaboutturkey.com/education.htm#primary
=== Schools ===

=== Post-secondary ===
(sourced from http://www.yok.gov.tr/duyuru/bolonya_sureci.doc)

The [[Council of Higher Education]] is the fully autonomous supreme corporate public body responsible for the planning, coordination, governance and supervision of higher education within the provisions set forth in the Constitution (Articles 130 and 131) and the Higher Education Law (Law No. 2547). It has no political or governmental affiliation.

The President of the Council is directly appointed by the President of the Republic from among the Council members. The day-to-day functions of the Council are carried out by a nine member Executive Board serving full-time, including the President and two Vice-Presidents and all elected from among its members.

The Interuniversity Council is an academic advisory body, comprising the rectors of all universities and one member elected by the senate of each university. In addition to those, the Turkish Rectors Conference acts in an advisory capacity to the President of the Council of Higher Education.

The Center for Student Selection and Placement, ÖSYM (to all higher education institutions) functions subject to the decisions of the Council of Higher Education including both Turkish and foreign nationals.

The Minister of National Education represents higher education in the Parliament and can chair the meetings of the Council but has no vote. The decisions of the Council and the universities are not subject to ratification except for the establishment of a new university or a new faculty within an existing university.

''However, a hidden or indirect governance of the state universities by the government stems from the public finance laws, which stipulate in minute detail the procedures to be followed in the preparation of annual budgets, procurement (including construction contracts), and auditing of expenditures, to which all public agencies are subject.''

This indirect governance also covers the allocation of both academic and administrative staff positions to state universities. Hence, state universities, being dependent on the governmental decisions on those two issues, do not enjoy financial and administrative autonomies.

'''Administrative and Research Organisations'''

The following organizations represent certain administrative organs of higher education or at least have some thing to do with higher educational research in Turkey. Their websites are also included.
*Istanbul Vocational School Concept - http://www.ikmyo.edu.tr/
*Organisation of the Black Sea Economic Cooperation (BSEC) - http://www.bsec.gov.tr/
*The Scientific and Technological Research Council of Turkey - http://www.tubitak.gov.tr/
*Turkish Astronomical Society - http://www.tad.org.tr/
*Sabanci University/Marie Curie Research Training Network (RTN) - http://www.sabanciuniv.edu/tr/anasayfa/anasayfa.php

'''Associations of Higher Education Institutions and Research'''

The following associations represent higher educational institutions and certain fields of research. Their websites are also available via the corresponding links.
*EurAsian Universities Union - http://www.euras-edu.org/
*Turk Matematik Dernegi (Turkish Mathematical Society) - http://www.tmd.org.tr/
*Turkish Social Science Association - http://www.tsbd.org.tr/
*Turkish Sociological Association - http://www.sosyolojidernegi.org.tr/
*Turkish University Rectors' Conference - http://www.yok.gov.tr/

'''Prominent Centers for Academic Research'''

The following centers represent prominent initiatives of academic research. Their websites are found in the corresponding links.
*Center for Strategic Research (SAM)
The Center for Strategic Research (Stratejik Arastirmalar Merkezi - SAM) is established to conduct research on international relations and regional studies. The Center examines international conflicts, makes scholarly and scientific assessments of relevant issues, and reviews Turkish foreign policy with a futuristic perspective. It is a consultative body with the responsibility of bringing to the attention of decision makers independent, unbiased views and findings from different sources. The Center is chartered by law and has been active since May 1995. More information can be found on their website - http://www.sam.gov.tr/default.php
*Continuing Education Center, Ankara University - http://www.ankusem.ankara.edu.tr/
*Istanbul Bilgi University, Center for European Studies, Dolapdere Campus - http://ces.bilgi.edu.tr/
*Istanbul Business Education Center - http://www.ibecedu.com/
* Marmara Research Centre (MRC) - http://www.mam.gov.tr/

== Quality assurance ==
=== Schools ===

=== Post-secondary ===

In 2004 it was noted (in the Bologna progress report that:

: By law, it is the responsibility of the [[Council of Higher Education]] and the Interuniversity Council to see to it that a national system of quality assurance with a structure and function comparable to its transnational counterparts is established and implemented. In their last meeting, both the Council and the Board have expressed their willingness to establish a national quality assurance system and re-acknowledged that the establishment of this action line has top priority in their agenda after being briefed about the existing practices by some higher education institutes in Turkey. It is expected that there will not be any need for a legislative change and, hence, the process will be completed before the 2007 ministerial meeting.

This is now seemingly set up. YÖDEK - The [[Commission of Academic Assessment and Quality Improvement in Higher Education (Turkey)]] - is now soon to be an Associate Member of [[ENQA]].

The Council of Higher Education has also issued a set of ''Regulations on Academic Assessment and Quality Improvement at Turkish Higher Education'' - http://yok.gov.tr/duyuru/academic_assestment.pdf.

Interestingly, and still unusually, the [[Council of Higher Education]] has issued a set of ''Regulations on Inter-University Distance Higher Education Based on Communication and Information Technologies'' - http://www.yok.gov.tr/english/distance.html

== Information society ==


== ICT in education initiatives ==
In 2004, the government of Turkey introduced educations reforms that were geared at preparing students for a modern future that is open to cultures of other people. A policy document for integrating ICT as an indispensable part of lifelong learning was adopted for schools from basic education (Grade 1 through to Grade 8) through primary to higher education. ICT initiatives that have been completed or in progress indicate that the government is committed to the use of ICTs for management, education and training purposes. By the year 2005, 15,350 ICT classrooms had been established already with distribution of hundreds of thousands of computers for both students and teachers, instructional administrative softwares, broadband internet access options like satelite and ISDN had been provided. More than 20,000 schools had internet connections already. ICT infrastructure and operation has significantly improved ever since then with almost all levels of education making use of computer-assisted and ICT based learning.

However, there are still issues in Turkey related to few computers to ensure complete integration of ICT in the school system. There are still slow internet connections with some providers and the lack of peripheral equipments in a few schools and insufficient software in the native language.
=== Virtual initiatives in schools ===
Distance education and virtual school initiatives only started in Turkey around 1982. However, the first first distance education notion was mentioned during a meeting in which the problems of education were discussed in 1927. Distance education was seen then on as a very important way of increasing the literacy rate of the people of Turkey. Today, there are several distance education and virtual school initiatives as well as virtual campuses in several universities in Turkey.

In 1992, Open Education Faculty (see the next heading on virtual initiatives in post-secondary schools) application is taken as a model by Ministry of National Education, Film, Radio and Television Education Directorate-FRTED to carry out secondary education level of distance education. Between 2nd June and 5th June 1992, 44.151 students enrolled to the Open High School-OHS, the first virtual school initiative in Turkey, and education started in 1992-1993 school year.

In the following years the number of students increased, in 1995-1996 school year 1st semester, the number was 71.309 and in 1996-1997 educational year 90.000 students. There were more than 1,300,000 in 2008/2009. Similar to Open Education Faculty, Open High School also made use of printed material, television and radio programmes as the educational components of the system. The reasons of this increase in the number of OHS students are the removal of the exams for the graduation from normal high schools and vocational high schools without attending the courses in 1993-1994 school year and closing of "Evening Lycees".

Examples of virtual education initiatives in schools include:

*[[Open Primary Education School]]

*[[Open High School Turkey]]

*[[Open Vocational High School]]

=== Virtual initiatives in post-secondary education ===
This first distance education application was initiated at Ankara University, the Faculty of Law, The Research Institute of Bank And Trade Law, in 1956. In this application, the personnel in the banks were educated through letters. In 1961, The Center For Education Through Letters was established as a sub organization of the Ministry of National Education and preparation courses were given to people who wish to complete their secondary education without physically attending courses.

Later on in 1975 and 1978 draft law proposed the establishment of "Open University", however it was not accepted. In other words, in Turkey, "Education Through Letters" (called in Turkish as being YAY-KUR) application started as a correspondence education. As an alternative to the traditional education however required efficiency and success was not achieved.

In 1970s', Eskisehir Economics and Commercial Academy, The Institute for Education Through Television became a pioneer in the area. In 1981, a campaign was started to reduce illiteracy rate in Turkey by government. In this attempt, television was an important education tool. The application achieved a considerable success and literacy rate increased. In the same year, Turkish Higher Education Council gave an opportunity to apply distance education at Turkish Universities. After these years, the developments have been faster, better planned and more scientific, more functional and more effective. In November 1981, Anadolu University was given the mission to carry out distance education application.

Therefore, Open Education Faculty-OEF- was organized and 29.479 students were enrolled to Economics and Business Administration Programs. Initially, this application had a target to reach students through printed materials, television programmes and face-to-face academic tutorials. Later on these educational components were extended to the use of video, computer, radio and newspaper, videoconference, etc. Later on, in 1993, the services Open Education Faculty offered were reorganized. With this reorganization Economics and Business Administration Programs were changed into Faculties of Management and Economics that are based on distance education method. Open Education Faculty continued to give two-year pre-licence education to its students.


'''Anadolu University'''

[[Anadolu University]] offers several e-learning services, including audio books, on-line resources, actual distance learning.

'''Avicenna Project'''

Avicenna is an ambitious virtual campus in higher education project, managed by UNESCO and co-financed by the European Commission (European EUMEDIS programme) in order to produce and adapt training distance modules within 15 European and Mediterranean Universities members, sharing best practices and pedagogical innovation through a network of E-learning centers. For more details see http://www.unesco.org/new/en/natural-sciences/science-technology/sti-policy/avicenna-virtual-campus/

The project aims at creating a self-sustainable virtual campus, based on cooperation among institutions of higher education in [[Algeria]], [[Cyprus]], [[Egypt]], [[France]], [[Italy]], [[Jordan]], [[Lebanon]], [[Malta]], [[Morocco]], [[Palestine]], [[Spain]], [[Syria]], [[Tunisia]] and ''[[Turkey]]''. Installation of adequate infrastructure and intensive training of trainers are the crucial requirements of implementation of the project. The nodes of the network, the AVICENNA Knowledge Centers (AKCs), will be installed in each partner institution to support a Euro-Mediterranean network for ODL services, including production and delivery. Pedagogical resources will be stored and managed into the “Avicenna virtual library”, which forms a network knowledge data-base of pedagogical resources, tools and knowledge.

The project is dedicated to accelerating the adoption and best use of ICT-assisted Open Distance Learning (ODL) Demand for ODL in the target Universities and societies already exist. The project aims at establishing adequate local infrastructures and to transfer best practice and professional know-how within target universities. The project is named after Ibn Sina (981-1037 Ad) the most famous philosopher of his time.

For more detailed information about the project please refer to the Avicenna page on UNESCO.

'''Istanbul Technical University'''

Istanbul Technical University (ITU) established a distance learning centre in 1996. Web-based distance teaching projects have recently become an integral part of the ITU educational system. For more details see the article ''Turkey's eLearning Future'' in ''Checkpoint eLearning'' at http://www.checkpoint-elearning.com/article/1098.html

== Lessons learnt ==

=== General lessons ===

=== Notable practices ===
The Ministry of National Education Turkey partnered with Microsoft Turkey and Idea e-Learning Solutions to develop a regional and online training programme to reach the 600,000 teachers in the school system who needed convenient, accessible IT training. See http://download.microsoft.com/download/1/d/4/1d47d31f-1ee4-4610-ad02-f171ed00847d/Turkey_PiL_Customer_Evidence_FINAL.pdf.

== Lessons learnt ==

== References ==
Helen Chapin Metz, ed. Turkey: A Country Study. Washington: GPO for the Library of Congress, 1995.

http://countrystudies.us/turkey/50.htm

Turkey Academic Institutions Directory - http://www.university-directory.eu/Turkey/Turkey.html

http://www.learn4good.com/great_schools/for_children_in_turkey.htm

http://en.wikipedia.org/wiki/List_of_high_schools_in_Turkey

http://www.midasebook.com/dosyalar/AOLING_PDF.pdf

http://maol.meb.gov.tr/English_Site/Meslek_Eng_AnaSayfa.html

http://www.unicef.org.tr/en/content/detail/57/appendix-the-formal-education-system-2.html


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Open Primary Education School

2011-08-10T09:43:42Z

Tom Levec: added Open Primary School Turkey

The ''Open Primary School '' (OPS) supports the 42th Article of Republic of Turkey’s Constitution which states that: "No one can be deprived of the right of education and training. Training and education shall be conducted under the supervision and control of the State, in line with Atatürk's principles and reforms, according to the principles of contemporary science and education."

The school wase stablished by the Ministry of National Education to promote distance education principles and techniques everywhere and in all cases for the people who had not been able to complete their education because of some various reasons and who had not been able to complete their compulsory primary education because of exceeding the school age limit and left outside of the educational system.



Open Primary School was founded with the approval of the Ministry of National Education on 12/09/1997. The institution was attached to the Department of Film, Radio and Television at the Directorate of Educational Technologies. Effective lessons began with the 1998-1999 educational year. This institution provides distant education services to students both within the country made up of 81 cities and all over Europe. It also provides services to students in Saudi Arabia, Mecca, Medina, Riyadh and Tripoli.

The Directorate of Film, Radio and Television together with that of Distance education at the Ministry of Education ensures that the following are observed by the Open Primary School:
*The primary education program offered by OPS is in accordance with the specified and recommended distance education courses for various levels within the primary school.
*Radio and television programs are effectively used to prepare classes and courses and that the courses are efficiently delivered using the required technology.
*Required educational resources and publications are distributed in time for effective course deliveries.
*Prepares and approves legislation related to education and examinations.
*Makes sure students collect and evaluate relevant statistical information.
*Monitors and evaluate distance education-related domestic and overseas training activities.
*Takes necessary measures to deal with specific students problems.
*Prepare relevant documents and diplomas.

Thus the mission of OPS is to provide education opportunity to students everywhere in the globe who did not have the opportunity to complete primary school for various reasons and thereby contributing to the development of culture and education within society at large. The purpose is also to facilitate citizens to gain professional experience and thereby make prepare them for higher education from where they can make a contribution to the global economy.

''General Principles and Methods Used''
*Open Primary School admits all types of students including those who are beyond the age limit for compulsory education and those who could not complete primary school for various reasons. Age record is not necessary for those who are prisoners, convicts, and those who are physically disabled.
*Allows all students to essentially benefit from the visual and auditory communication technological tools in the course of their studies.
*Delivers courses using various ICT resources including television and radio programs, internet, printed documents, CD-ROMs and many other tools.
*OPS takes into account individual evaluations, behavioural and psychological patterns and levels of comprehension of different students and design specific courses and trainings to suit their various needs.

Open Primary School's main office is in Ballıkpınar Disrtict Gölbaşı/Ankara TURKEY.


The school's web site is at http://aio.meb.gov.tr/english











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Solomon Islands

2011-08-09T15:38:50Z

Tom Levec: /* Schools in Solomon Islands */ added schools in Soloman Islands

Samoa

2011-08-09T10:37:55Z

Tom Levec: /* ICT in education initiatives */ added ICT in education

== 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 179,000.

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 ===


== Information society ==


== ICT in education initiatives ==
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 Virtual Classroom'''

The Virtual Classroom is a course management system (CMS), or a Learning Management System (LMS) or Virtual Learning Environments (VLE). It was built entirely from free open source software (Moodle) and open source programming languages.
See http://www.nus.edu.ws/index.php?option=com_content&view=section&layout=blog&id=27&Itemid=121

The paper ''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 notes:

<div style="border: 1px solid silver; padding: 10px; margin-left: 10px; margin-right:10px; background-color: C8C8C8;">
The virtual classrooms were first established in 2003 and currently supplement on-campus instruction. The virtual classrooms are hosted within the Moodle learner management system. There are 27 classes currently hosted from 5 faculties of the Institute of Higher Education (IHE).

Current usage is mostly hosting of course notes in Word and Power point. Unfortunately the different features of the virtual classrooms are underutilised, for example the use of bulletin boards, discussion forum, student webmail for running the helpdesk, and the use of chatrooms.

A critical issue in the use of the virtual classrooms is access. With only 6 computer labs to service a student population of about 2000, access to computers and the network is a problem. A problematic factor is the stability of the infrastructure. Another major aspect which needs addressing is that of training for staff and students. Specifically for NUS, lecturers and students need to be trained in the use of Moodle, basic file management skills, email usage and web navigation.

The virtual classrooms have enhanced access and quality of education through improved access to course notes, better communication between lecturer and students and amongst students, and through facilitation of more effective management of the classroom activities.

Ongoing plans for further development and expansion of the virtual classrooms include: a) the training of teachers and students in the use of Virtual classrooms;b) training of teachers in pedagogical skills for technology integration into teaching; c) training in the use of authoring tools to develop learning objects for course content; and d) diversification of course content by use of authoring tools such as Webcom, EXE and Wikieducator
</div>

== 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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Marshall Islands

2011-08-09T10:29:27Z

Tom Levec: /* Education */ added ICT initiatives

The ''Marshall Islands'', officially the '''Republic of the Marshall Islands''', is a nation in [[Micronesia]] of atolls and islands in the middle of the Pacific Ocean, just west of the International Date Line and just north of the Equator. It is located north of [[Nauru]] and [[Kiribati]], east of the [[Federated States of Micronesia]], and south of the US territory of [[Wake Island]], to which it lays claim.

Its population is around 62,000 people

Its capital is Majuro (by some, called Delap).

== Education ==

The Marshall Islands Ministry of Education operates the state schools in the Marshall Islands.

There is a college in the Marshall Islands, the College of the Marshall Islands.

There is also a branch of the [[University of the South Pacific]].

''ICT Initiatives''

The Ministry of Education (MOE) has been working towards developing and utilising ICT to improve its efficiency, effectiveness and transparency by addressing its networking and database collection capabilities. The MOE is searching for IT-related grants to purchase professional grade database software and hardware, and to seek technical assistance for IT development and training.

With the assistance of the Community After-School Recreational Education (CARE) program and the Asian Development Bank (ADB), Majuro Middle School and all elementary schools on Majuro have access to the Internet and networking programs. Currently, most schools in Majuro and Ebeye have access to computers in the classroom. Two high schools on the outer islands, Jaluit and Wotje, also have access to computer facilities. For the most part, the computers are utilized with educational software by the instructors to assist students learning math, English, typing and word processing. Because there is no curriculum developed for ICT in grades K–12, the schools’ various computer facilities are used primarily as support for staff and other academic subjects. Any future development of ICT curriculum for the public schools will be designed, presented and implemented by the MOE.

For more details see http://www.rmiembassyus.org/Education.htm

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Niue

2011-08-09T10:10:46Z

Tom Levec: /* Education */ added ICT initiatives in Niue primary school and in Niue High School/ also added curriculum

''Niue'' is an island nation in the South Pacific Ocean. It is commonly known as the '''Rock of Polynesia''', and natives of the island call it '''The Rock'''.

Though self governing, Niue is in free association with [[New Zealand]], and thus lacks full sovereignty. Queen Elizabeth II is Niue's head of state. Most diplomatic relations are conducted by New Zealand on Niue's behalf.

Niue is 2,400 kilometres northeast of New Zealand in a triangle between [[Tonga]], [[Samoa]], and the [[Cook Islands]]. The people are predominantly Polynesian.

The population of Niue is around 1200.

The capital is Alofi.

== Education ==
(sourced from the WikiEducator article on Niue - http://www.wikieducator.org/Niue)

Since Niue is a country with free association with New Zealand, Niueans are citizens of New Zealand and they enjoy the priviledges of New Zealanders who live in New Zealand. The decision to utilize the New Zealand Curriculum in the Niue Schools was influenced by this factor. Niue follows the New Zealand curriculum from early years to Year 13.

There are only two schools in Niue. One of these is a ECE/Primary School and the other a Secondary school. There are slightly over 200 students in each school and both schools are supported by their own administration staff. Each school is headed by a Principal and both Principals work under the leadership of the Director of Education.

The only Secondary school of Niue is staffed by 26 teaching staff and 6 supporting staff. Students begin at Niue High School at the Year 7 level at about 11 years old to about 18 years or Year 13.

Wikipedia reports that:

: In 2003, Niue became the first territory to offer free wireless internet to all its inhabitants. In August 2008 it has been reported that 100 percent of primary and high school students have what is known as the OLPC XO-1, a specialised laptop by the One Laptop per Child project designed for children in the developing world.

''ICT Initiatives in Niue Primary School''

Young primary school level children are also introduced to the computers at the Year 4 level. The program at Niue Primary is integrated into the Technology Program.

Niue Primary School has the following equipment:
*1 digital camera
*1 colour photocopier
*1 black and white photocopier
*1 computer for office use
*Computers for students’ use
*Internet connection for the office computer
*floppy discs
*PIN drives
*1 DVD player
*1 Video camera
*1 Video recorder
*1 Scanne

''ICT Initiatives in Niue High School''

ICT initiatives in Niue High School has been going on for a very long period. Niue High School has many student computers for ICT classes and all computers have CD burners and have access to the internet. They own digital cameras, 1 video camera, 2 video recorders, 1 DVD player, 1 TV screen, Teacher's personal laptops, 2 stereos, 1 scanner, 1 fax machine, 1 external modem, internal modems for all computers that have internet access, pen drives/flash discs, CDs and DVDs for students information, Zip drives and external hard drives, two black and white photocopiers.

Both teachers and students have access to the Internet, as a result of special effort at the beginning of 2004 to improve Internet access for students and teachers. There are only two schools in Niue and both are offering some form of ICT courses to the students. The course outlines used closely follow the New Zealand Technology curriculum document. All other subject areas require the use of the computer with Internet connection in order to access information available through the net from the New Zealand Qualifications Authority. This includes access to Unit Standards and Achievement Standards as well as assessment exemplars for students’ assessment activities.

Information Technology is offered as a half-year course to students of Years 7, 8 and 9 (Forms 1, 2 and 3). The students are introduced to the basic ways of using the computer but the emphasis is on keyboard skills. At the Year 10 (Form 4) level, students may opt to continue to take IT or choose to take up other subjects. Over the years it has always been a problem meeting the high demand from students who wish to continue taking the subject. Students in years 7, 8 and 9 are allocated two hours of IT per week for two terms. Each term is about 9 or 10 weeks.

Supporting services for the maintenance of computers are always provided by the computer experts from the main office of the Department of Administrative Services. The Niue High School IT teacher assists in maintaining the equipment, but major faults are dealt with by personnel from the Administrative Services, so that the IT teacher is not
interrupted in his teaching.

''Curriculum''

Both the primary school and the secondary school closely follow the New Zealand curriculum. The Technology Curriculum document is used in designing course outlines for the various levels in the two schools. The yearly Inspection visit from the New Zealand Qualifications Authority ensures that all the requirements are met at the secondary level. The current curriculum was introduced to Niue High School when the new NCEA was introduced in New Zealand schools in 2002. Prior to that, professional development programs were conducted for teachers and gradual changes were taking place in preparation for the switch over in 2002. It is the wish of the Niue government and its
people that Niue continue to follow the New Zealand system, because of its economic dependency on New Zealand; it will be a lot cheaper to utilise the NZ system because of the other entitlements that the Niueans enjoy as New Zealand citizens.

=== Higher Education ===

Most of the students have to go to New Zealand or other regional institutions for further education, be it vocational or academic qualifications.

The [[University of the South Pacific]] has a Niue Campus that caters for distant learning, community education or adult students.

There is also privately operating representation of St Clements University.

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Nauru

2011-08-09T09:45:43Z

Tom Levec: /* Higher Education */ added USP Nauru Campus

''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).

Its population is around 10,000.

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 ==

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.

=== Higher Education ===

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.

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Vanuatu

2011-08-09T09:38:59Z

Tom Levec: /* Universities in Vanuatu */ added universities in 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. 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 is 240,000.

The capital (and largest city) is Port Vila.

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

== 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 always 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.

The main university in Vanuatu is the University of the South Pacific in Port Vila is an educational institution co-owned by twelve Pacific countries. The Vanuata campus is the only law school in the university. The 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.


=== 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
**Montmartre College 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.
*Onesua College
*Aore Adventist High School
*Lycee Louis Antoine de Bougainville


=== 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/


==== Polytechnics in Vanuatu ====


==== Colleges in Vanuatu ====


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

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


----
> [[Vanuatu]]
 
>> [[Main Page]]

[[Category:Vanuatu]]


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

Kiribati

2011-08-09T09:33:44Z

Tom Levec: /* Universities in Kiribati */ added Atoll Institute

== 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]]

Kiribati

2011-08-09T09:26:44Z

Tom Levec: /* Education in Kiribati */ added policies and objectives/goals in education in Kiribati

== 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:
*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]]

Kiribati

2011-08-09T09:17:24Z

Tom Levec: /* ICT in education initiatives */

== 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.


=== 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:
*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]]

Kiribati

2011-08-09T09:16:43Z

Tom Levec: /* Polytechnics in Kiribati */ added polytechnics in Kiribati

== 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.


=== 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:
*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 if 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]]

Kiribati

2011-08-09T09:16:04Z

Tom Levec: /* Colleges in Kiribati */ added college in Kiribati

== 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.


=== 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:
*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 ====


==== 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 if 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]]

Kiribati

2011-08-09T09:10:40Z

Tom Levec: /* Universities in Kiribati */ added Universities in Kiribati

== 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.


=== 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:
*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 ====


==== Colleges in Kiribati ====


== 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 if 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]]

Kiribati

2011-08-09T09:09:17Z

Tom Levec: /* Education in Kiribati */ added education in Kiribati

== 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.


=== 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 ====


==== Polytechnics in Kiribati ====


==== Colleges in Kiribati ====


== 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 if 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]]

Kiribati

2011-08-09T09:02:31Z

Tom Levec: /* ICT in education initiatives */ added ICT in Kiribati

== 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 ==
Formal primary education in Kiribati 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.

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.


=== 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 ====


==== Polytechnics in Kiribati ====


==== Colleges in Kiribati ====


== 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 if 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]]

Kiribati

2011-08-09T08:55:17Z

Tom Levec: /* Further and Higher education */ added further and higher education in Kiribati

== 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 ==
Formal primary education in Kiribati 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.

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.


=== 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 ====


==== Polytechnics in Kiribati ====


==== Colleges in Kiribati ====


== 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 ===


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]]

Kiribati

2011-08-09T08:54:42Z

Tom Levec: /* Education in Kiribati */ edited education in Kiribati

== 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 ==
Formal primary education in Kiribati 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.

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.


=== 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 ===

==== Universities in Kiribati ====


==== Polytechnics in Kiribati ====


==== Colleges in Kiribati ====


== 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 ===


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]]

Kiribati

2011-08-09T08:54:01Z

Tom Levec: /* Schools in Kiribati */ added secondary and/or high schools in Kiribati

== 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 ==
Formal primary education in Kiribati 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.

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.

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.


=== 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 ===

==== Universities in Kiribati ====


==== Polytechnics in Kiribati ====


==== Colleges in Kiribati ====


== 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 ===


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]]