Comparative Education

In both countries, the students go through twelve years of basic education, beginning at the kindergarten. Education in Vietnam divides into five levels: preschool, primary school, secondary school, high school and higher education. Basic education consists five years of primary school, four years of intermediate school, and three years of secondary school. Public education established and monitored by the State.

In the article, Education and Schooling: You Can Have One Without the Other, Mwalimu J. Shujaa of the State University of New York discusses the importance of learning that there is a difference between schooling and education. Can education exist without schooling or vice versa? Shujaa’s article gives an insight into the conjunction of schooling and education and how they impact the culture of African Americans.

In France the education system is run by the state, it is supported by the state and is therefore basically free. During a French education, emphasis is placed on the transfer of knowledge. This

The Finish education system offers a stable comprehensive education to its population unlike the United States with standardized testing and repeating grades if necessary. Finland’s system does not put emphasis on examinations to gauge the academic strength of the students. On the other hand, certain individuals might feel that the American education system is a model of success with Common Core standards. Based on this major gap one can conclude that there are differences between both education systems.

School life in France is very different than school life in America. In France the school day is much longer than in the U.S. Since the school day is much longer, they receive a longer lunch period. In France they start school at a very young age because education is very important there. In America, we usually don’t start school until the age of five or six. In the French school system they have to take the baccalauréat, which you have to pass in order to move onto college studies, while in the U.S. we take the SAT which you can take as many times as you want until you get a score your satisfied with. In America schools have more money so they offer tons of extra curricular activities where as in France their schools don’t have as much money

Marie and Howard Dahn obvious know the value of next education. The very reason why they ask this is to see if the person writing the essay knows that reason or has their own. I believe I have come up the many reasons for why I value a next level of education. I believe one of the many reasons is knowledge, the creation of new bonds, and in general to experience new things. These are the some of the reasons why I believe next level education is important.

* Write a simple sentence on a piece of paper and leave out a key word. Ask your children to fill in the blank with a word that makes sense. For example, “Sam bought a new _____.” Then, add more information to the sentence and discuss how the new context clues affect your children’s choice of words. For example, “Sam bought a new _____ at the bicycle store.”

In Germany at present six- to ten-year-old pupils visit primary school from first to fourth form. At the age of ten an allocation takes place: the pupils are divided into four groups depending on intelligence and achievements at school. The ‘Gymnasium', which is roughly equivalent to grammar school, is visited by the best ones, and their final examination after eight years of attendance, the ‘Abitur' that more or less corresponds to A levels, allows them to go to university. The average pupils attend the so-called ‘Realschule', and the weak ones go to the ‘Hauptschule' for five respectively six years.

The working week lasts for 5 days. The school day usually lasts from 9:00 to 15:30, with a lunch break in between. Although counterintuitive in UK paid schools are called ‘public schools’ and free are called ‘state’ schools. However for the purposes of this essay I will name schools which are paid – private, which are free - public. They take the primary school graduates with different levels of mental abilities. They were organized with the aim of creating equal opportunities for education. In grammar schools the child receives a general upper secondary education. The principle of differentiated curriculum serves as the basis of teaching at this type of schools. High School is completed by successfully passing the GCSE exams (General Certificate of Secondary Education).

Although the lack of data concerning the impact of separating twins in the classroom, this study proves beneficial in the continued search for information. This survey of school personnel indicated “80% of the participants had received no training concerning twins…98% did not know whether any information or material was available” (Nilsson, Leonard, Barazanji, & Simeone, 2010, p.13). This lack of knowledge corresponds with the findings of Hay and Preedy (2006). The deficiency of educational material for teachers and counselors remains stagnant.

Education is invaluable when it comes to looking at child poverty and the way in which this issue effects New Zealand communities. Māori overall tend to have lower pass rates at all levels of NCEA than European New Zealanders. This alone however is a very much western way of viewing education. It measures academic success against exams that a very much created through western thought processes that may not accurately portray the ways in Māori learn and achieve. Education is both an outcome and leading factor in the cycle of Child Poverty in New Zealand as with such a high importance placed on tertiary education today it is harder to obtain reasonable or higher paying jobs without such higher education. But poverty in itself

the New England Complex Systems Institute elaborate on. Bar-Yam and her colleagues suggest considering the following: adapting to the different teaching abilities by the characteristics of each individual and integrating the goal of transmitting knowledge to each person and letting them contribute. Not only do they acknowledge the difficulty of the increasing problems but also provide direction.

France has a centralized education system, with a curriculum set at a national level. The majority of schools are public, free, and state-run (ecoles publiques). Some private schools (sous contrat) exist that are run and subsidized by the French government, which charge nominal fees. Fully independent private schools exist (ecoles prives hors contrat), which are fee paying. These independent private scgools can be religiously oriented, or international / bilingual.

In Luxembourg, the educational structure is an intricate system that begins with students attending primary grade cycles 1-4. According to Shiveley’s resource on Luxembourgian educational system (2016b), each cycle lasts two years and students can be held back in cycle 1-3 depending on their performance and maturity. Once students complete cycle four, around age 10-12, they move onto orientation cycle that is similar to the U.S. equivalence of middle school. After this, they will advance to secondary grade cycles. Within the orientation and secondary grade cycles, students are tracked and take differing course loads depending on their academic performance.

Using material from the article as well as your own ideas, consider what the priorities of education should be for your country and justify your reason for choosing these priorities.