Interior Decoration-Carreer and Education

career of Interior decorator?

This is very true of places that we visit. First impressions of rooms, which please our aesthetic senses, tend to stay with us for a long time, long after we’ve physically left the place. Some people have an inborn talent to bring out the best in whatever is available and arrange things around to make a place beautiful. And others who appreciate this aspect of decorating a place to achieve a desired effect can go in for training and become experts in the field. In fact, the field of beautiful interiors has made so much progress today that there are now two distinct fields viz., interior decoration and interior designing. As compared to interior decoration, interior designing is a more specialised field and a lot of training and hard work goes into the making of a successful interior designer. An interior decorator advises, chooses and then assembles furniture, furnishings, colour schemes, artefacts, etc. to do up a place. While on the other hand, an interior designer would actually design exclusive and unique furniture, fittings and artefacts, keeping in mind a client's tastes, personality, lifestyle and his budget.

 Do you have it in you? 

A natural aptitude for working with colours, an artistic leaning, dexterity with hands, creativity, imagination, being able to visualise one's thoughts and an ability to translate one’s thoughts effectively, patience and above all the ability to get along with people are some of the qualities a person requires for entry into this field. As an interior designer or decorator will be required to create an atmosphere as per the client's tastes, it is essential that he or she is able to understand, visualise and create something that will fulfil the client's needs, be aesthetically pleasing and keep to a budget too. An interior designer/decorator should be good at communicating his or her ideas to others. Good communication skills will be needed very often during the course of work. A good working knowledge of architecture helps too.

What do you need in order to become an interior decorator or interior designer?

Well, there are many institutes offering courses in this field. The minimum academic qualification required for admission to such courses is 10+2 or its equivalent. Many polytechnics and vocational colleges offer courses in interior designing and decoration. The duration of these courses ranges from two to four years, depending upon the type of course and the institute identified for the pursuit of study. The course of study covers subjects like Art & Basic Design, Furniture Design, Furnishings & Fittings, Design, Construction & Materials, History of Interior Design, Services, Professional Management-Estimating & Budgeting, Display, Computer Aided Designing. Other areas covered included lettering, properties of materials and paint technology, exhibition design etc.

What is the procedure for admission ?

For interior designing, professional training can begin immediately after successfully completing the plus two examinations. Admission is usually based on performance at an aptitude test conducted to evaluate one’s sensibility, drawing skills, especially technical drawing, spatial apperception and so on. There is a centre in Ahmedabad that offers a five year professional programme in interior design for students who have cleared the plus two exam with science subjects. Here the requirement is sixty per cent at the tenth standard level and fifty at the plus two or equivalent level. The course content is a good mixture of arts and technical subjects. Students are trained to look for optimum use in various types of materials. Some companies have their own specialised courses in interior design. In collaboration with Jenson & Nicholson, Exteriors Interiors offers a one-year programme in interior design. This course is open to all graduates and pre-graduates in any discipline.

What are the Job prospects?
With the demand to create more working space increasing and with more and more people realising the need and importance of professional designers, interior designing as a profession has come to be recognised in our country. Opportunities are aplenty in architects’ firms or in consultancy companies. Private business is a very lucrative option. One, however, has to be up to date on what’s new, what’s in, what’s got maximum utility, pricing, etc. and bring about a good blend depending upon the client’s requirements, budget and tastes. One also needs to be extremely dedicated about keeping commitments. To be successful in private practice, one also needs to have a native business sense.

 List of institutes offering this course?

• School of Interior Design, Centre for Environmental Planning Technology, Kasturbhai Lalbhai Campus, Navrangpura, Ahmedabad.
• Exteriors Interiors, S-49, Kalkaji, New Delhi; 47/1C, Hazra Road, Calcutta.
• J. J. School of Arts, Mumbai.
• Nirmala Niketan, 49, New Marine Lines, Mumbai.
• Sophia College B. K. Somani Polytechnic, Bhulabhai Desai Road, Mumbai.
• SNDT Women’s University, Mumbai.
• South Delhi Polytechnic for Women, Lajpat Nagar, New Delhi

3.Home Science Education

Q1.What are the job prospects after doing Home Science ?

A1 The Home Science offers tremendous amount of opportunities and provides a treasure of knowledge on various fields. Undergraduate Level : Although it can be taken at the +2/PUC/Intermediate level (approved by many State Boards and CBSE), the student only begins to really learn about Home Science at the undergraduate level. This is because the practical training begins in printing, basic tailoring, interior design, cooking, dyeing etc. Students can chose to branch out into other fields, like fashion designing, interior decoration etc. or go on for a Masters in Home Science. There are more detailed courses in nutrition and dietetics, rural community extension, child development, family relations, textiles/clothing and so on. Those with creative minds as well as those with the hard-core scientific views can benefit from a Home Science degree. There are degrees such as the M.Sc in Dietetics/Food and Nutrition, which is designed for the applied scientist, while the 'creative' group can chose a career in textile designing or child-care or rural work. Most of the Masters' programmes require that the candidate has a B.Sc. degree in Home Science.
Q2.What are the Career Prospects and Future Projections ?

A2 The various jobs that Home Science can entail are:

• Production jobs - this covers food preservation, dress-making, specialized cooking. Graduates of Home Science can go on to enter the textile business, fashion designing etc. or even work in hotels, the food industry etc.
• Research jobs - these projects involve educating specific segments of the population such as mothers, farmers, villagers on the food value of certain food items.
• Sales jobs - sales promotion of food items (baby foods) are given to home science graduates granted they have relevant information and experience.
• Service jobs - maintenance and supervision of house keeping departments at tourist resorts, hotels, catering facilities, restaurants etc.
• Teaching jobs - The recognized qualification for a primary school teacher is a Bachelors degree in Home Science and many postgraduates also are taken on as senior secondary school teachers and college professors.
• Technical jobs - manufacturing industries do require home science graduates to serve as research assistants, food analysts, food scientists etc. Home Science students have a wide range of fields that they can enter, as the above list illustrates. Attention to customer services and nutrition is increasing at a tremendous rate, since numerous multinational firms are getting involved in these ventures. This makes a career in Home Economics very promising

2.EDUCATION AND CARREER IN INDIA

Q1.What is the Eligibility and Training for the Teacher's profession ?

A1. Pre Primary Teacher Primary school teachers should preferably be 12th class pass with at least 50% marks aggregate. More than the academic records it is the personal skills and aptitude that is more important. There are a number of vocational training centres which conduct training for pre school teachers. There are Montessori Teacher training schools which give training for pre-school education. Primary Teacher The minimum requirement to be a primary school teacher is a graduate with a nursery training certificate / diploma or degree. Normally candidates who have a Bachelors in education ( B.Ed.) start their career as primary school teachers and gradually move up. Candidates who are graduates in home science can also be selected for primary school teachers. The candidate must be a graduate or a post graduate with at least 55% marks aggregate and holding either a diploma or degree in education or teaching. The candidate should have at studied least one of the teaching subjects during graduation.
Secondary and Senior Secondary Teacher The candidate must preferably have a post graduate degree in the subject and a Bachelors in education ( B.Ed. ) degree. The B.Ed. course thoroughly prepares the teachers for secondary schools. Teachers who have this B.Ed. degree after their graduation are called Trained Graduate Teachers. Candidate with a previous teaching experience are preferred. There are a number of teacher's training colleges which give this B.Ed. course of one year duration. Some universities also offer correspondence courses for training teechers who are already in service. There are separate institutions for special teachers such as teachers of the blind, deaf and dumb, mentally retarded, art, craft, music and physical education. Regional Institutes of Education at Mysore, Bhubaneshwar, Cuttack and Ajmer are run by NCERT. They offer basic Graduate Degree in Art or Science along with a B.Ed.This is a four year course after school. Shivaji University, Kolhapur conducts a BA, B.Ed course of four years duration. Barkatullah University, Bhopal conducts a BA, B.Ed and also B.Com., B.Ed. course of four years duration.
Lecturers Lecturers in Arts, Commerce, Sciences, Social Sciences, Law, Foreign Languages and Physical Education require a post graduate degree in the relevant subject from an Indian University University or an equivalent degree from a foreign University, with at least 55% marks. Eligibility test for lecturers (NET) are conducted by UGC, CSIR or similar tests accredited by the UGC. Lecturers who have completed 8 years of service after regular appointment and participated in at least two refresher courses of approved duration are appointed in the senior scale. They should also have a consistently satisfactory performance appraisal report. Senior scale lecturers who do not have a Ph.D. degree or equivalent published work and who do not meet the scholarship and research standards, but fulfill the other criteria and have a good record in teaching, get the Selection Grade.
Professors Eminent scholars who are actively engaged in research, whose work has been published and appreciated, and also have at least 10 years of experience in postgraduate teaching can be selected as professors. Those who have done research at University or National level institutions and also have the experience of assisting students in research work at doctoral level could also take up teaching jobs as professors.
Q2.What is the remuneration ?

A2. Primary school teachers Government Schools : Rs. 4,500 - Rs. 9,000 Junior school teachers Government Schools : Rs. 5,500 - Rs. 12,000 Secondary school teachers Government Schools : Rs. 2,000 - Rs. 3,500 College lecturers Rs. 6,500 - Rs. 10,500 College readers Rs. 8,000 - Rs. 13,500 College professors Rs. 12,400 - Rs. 22,400
Q3.What is the Career Structure ?
A4.There is no rigid promotion structure in the teaching profession. Some teachers with good track records and who have been actively involved in handling additional administrative assignments in school could become Vice Principal or Principal. Designations and functions are not consistent and vary according to the rules of the institute. Colleges have a more strict career structure.
Q4. What are the Future Prospects ?

A4. Teaching is especially suitable for those who prefer flexible schedules. The profession welcomes late entries and those who are changing careers. Many married women find it suitable as it allows them to work again after they have started a family. It should be noted that teachers who do return after a break are entitled to nothing less than their old salary. In most professions, once a person leaves, it is difficult to catch up since new things are always being learned and discovered, but teaching is one of those professions where someone is always needed. Another avenue for teachers is giving tutorial classes. With the increase in classroom size and lack of sufficient attention given to the students, most students and parents feel the need for extra classes. As the school is unable to provide such classes, tutorial batches have become fairly common in big cities and towns. Tutors can provide coaching for not only the class subjects but also for competitive examinations, such as the Civil Services entrance exams, MBA, TOEFL etc.

1.CAREER GUIDANCE-ARTS-FOREIGN LANGUAGE

INTRODUCTIONWith every passing day our world is becoming a smaller place with the breakdown of geographic and economic barriers. With this changing scenario language specialists have gained a substantial importance. Language skill is found to be very useful in some professions like Hotel Industry, Travel and Tourism Industry etc .Expertise in language is necessary for the jobs of Interpreters, Translators and Language Teaching.
NATURE OF WORK
Language specialists can work in one of the following areas
a) INTERPRETERS: Interpreters changes spoken words from one language to another. There are various forms of work done by interpreters viz Simultaneous Interpretation, Consecutive Interpretation, Liasioning Interpretation.
b) TRANSLATORS: Translators change the script written in one language to another.
c) LANGUAGE TEACHING
PERSONAL ATTRIBUTES
People wishing to make a career in this field must have the aptitude to grasp the use of language. They need to have adaptability, good people's skill and an attitude for reaching out. It takes time to gain proficiency in language hence patience and perseverance is required.
EMPLOYMENT OPPORTUNITIES
Language specialist can find ample opportunities in Travel and Tourism industry, Mass Communication, Embassy and Diplomatic services, Public Relations Assignments.
UNO also appoints Interpreters and Translators in Six official languages for which an Entrance Exam is conducted.
Translators are employed by Industries, government departments, international organisatons and research organisations.
Language Teaching is also an area where language specialists can find a good job opportunity.
Language specialists can also work as free lancers.
REMUNERATION
Language specialist can start with Rs15000
School Teachers can expect to get anything between Rs 15000-Rs25000.
Freelancers receive Rs100-Rs150 for per page of foreign Language.
COURSES OFFERED
1) A 3year Bachelors degree course in foreign language.
2) A 5year Integrated Masters course in foreign language.
3) Various Diploma/Certificate courses.

Languages: Japanese, Italian, German, Russian, Chinese, Spanish, Persian, Arabic and French.
ELIGIBILITY
Students who have passed 10+2 examination with any stream are eligible.


Visit the below link for details about the colleges where the Course is offered

Colleges to study(Click Here)

EDUCATION IN GAUTEMALA

Educacion Para Todos was founded in 1991 by a group of University students. Since then, Educacion Para Todos has taught Spanish and introduced Guatemalan culture to students from all over the world. In our program students have the option to exercise "total immersion" by living with a Guatemalan family, volunteering with various organizations, and participating in social, cultural, academic and sports activities that we offer every week.
Guatemala offers a variety of education choices to foreign students that come to this country

Why study in Guatemala?

Guatemala is a multicultural country were many different cultures including Hispanic, Mayan, Xinca, and Garifuna all live alongside one another this gives the country a unique historical and cultural richness.
Guatemala is an ideal country for having education  Spanish because the Spanish education  schools here  are of high quality and they are much cheaper compared to other Hispanic education providing countries. In addition is the advantage for students who have their education here of one classes which means there is one teacher assigned per student.
Guatemala is country with a great variety of climates and sub climates, which allows for traveling from a cold to a hot climate in a short period of time.
Migratory norms in Guatemala are much more flexible in relation to those at work in other countries of the area.

Language Schools

The majority of foreigners that travel to this country do so to education  Spanish language and to have education  about the Mayan and Hispanic cultures in Guatemala. Here the language schools offer the opportunity to have education  Spanish with the one to one system (one teacher per student), as well as participation in extracurricular activities including movies, chats our culture and history, trips to a variety of locations (volcanoes, beaches, lakes, hot water springs, mountains, indigenous communities etc), cooking and salsa classes etc. Some schools offer their students the opportunity to do volunteer work for a social organization while education in  Spanish. this is optional, however there are 23 countries in the world that use Spanish as their official language. Yet Guatemala has the reputation of being one of the best locations for education of  Spanish because the Guatemala accent is very clear and easy to understand.

Guatemalan education System for foreign students

In reality there are families that move to Guatemala from other countries for  the reason of finding jobs. They can register for their education  for their children at primary and secondary schools in Guatemala. About 99% of the schools here offer education in Spanish and only 1% offer education classes in English. Therefore, in order to enter the Guatemala education system it is important to have good command of the Spanish language.
However in the capital city of Guatemala and in the city of Quetzaltenango, there are schools that offer secondary level education with North America standards in English.
Educational system in Guatemala is structured in such a way that allows for education  in high school while completing optional occupation such as education in computer, education in electricity, education in mechanics, education in accounting secretariat, etc. After finishing secondary school education in any of these specialties it is possible to continue on in any university field education.

University Education

There is one public university in Guatemala, University of San Carlos de Guatemala, which was established more than 300 years ago, making it one of the oldest universities in Latin America. There are also many private Universities some of the important ones are : University of Rafael Landivar, University of Francisco Marroquin, university of  Mariano Galvez, Rural University of Guatemala, University of Galilei and the University og Guatemala Valley. There are also other smaller universities that have been established more recently.To register in any of these universities the completion of  education in secondary school is required, in any of the specializations mentioned above.Before entering university it is obligatory to pass an examination the contents of which depend on the career interest of the student. This can include the following areas : languages, mathematics, chimistry physics, etc. and a good command of the Spanish language. Admission exams start around June, July or August since the academic year starts in January. The year is divided into two semesters for convinent education  1.from  January to June 2.from July to November.
Generally, i is easier for foreign students to register in private Universities for their education there whose cost is not very high compared to the standards in the other countries. The monthly tuition in a private university can vary from 300 quetzals (40 dollars) to 800 quetzals (100 dollars), depending on the university and the field of study.
However in the case of University of San Carlos de Guatemala (the public university) foreign students pay the following fees per year.
A. Central Americans 1,836,00 Q.
B. Latin americans 12,036.00 Q.
C. Rest of the world 24,046 Q.
All universities have a central campus in Guatemala City, and other campuses, which are located in different cities. However the main education centres.
For their importance, quality and choice varities in Guatemala city and Quetzaltenango.
Guatemala universities offer the following academic degrees : education in technical (3years), education in "licenciatura" which is a degree between bachelors and masters (6years), education of masters (2.5years), doctorate (2.5years). however the majority (approximately 75%) of graduated professionals from university have the academic title of "licenciatura".

Accomodation

The requirement for getting an education has generated a great internal migration in Guatemala. Many students move to urban centers to attend primary school, secondary school or university. Most of them stay with Guatemala families or in guesthouses.the average price that they should to stay in these places is around 1,300 quetzals (about 175 dollars, monthly) which includes a room to sleep in as well as three meals per day.
The citizens of the following countries do not require visa for visiting guatemal, they only need a tourist card : Austria, Belgium, Canada, Denmark, Finland, France, Germany, Holland, Italy, Israel, Luxemburg, Norway, Spain, Switzerland, Sweden, Australia, United Kingdom, NewZealand, and United States.
Those travelling under age of 18, must have a permission card for entering Guatemal. the card must be signed by both parents and must give their testimony to an official  Guatemala consulate.

EDUCATION IN GHANA

Ghana has 12,130 primary schools, 5,450 junior secondary schools, 503 senior secondary schools, 21 training colleges, 18 technical institutions, two diploma-awarding institutions and five universities serving a population of 17 million, this means; that most Ghanaians have relatively easy access to good education. In contrast, at the time of independence in 1957, Ghana had only one university and handful of secondary and primary schools. In past decade, Ghana's spending on education has been between 28 percent and40 percent of its annual budget.

Basic education

Primary-and middle-school education is tuition-free and will be mandatory when enough teachers and facilities are available to accommodate all the students for providing education. Students begin their 6-year primary education at age six.  Under educational reforms implemented in 1987, they pass into a view junior secondary school system of their education for 3 years of academic training combined with technical and vocational education.

Senior Secondary education

After education in basic school, pupils many enter Senior secondary (or technical/vocational)schools of education for a three-year course, which prepare them for university education.Students usually study a combination of three (in some cases, four) 'elective' subjects  and a number of core subjects. For example, a science student could have their education in Additional Mathematics, education in Chemistry, education in Biology  and education in physics as his 'elective' subjects An arts student might their education in  Geography,education in Economics and education in Literature as his elective subjects. In addition to the elective subjects, there is education in  'core' subjects, which are those studied by all students in addition to their 'electives. The 'core subjects include education in Mathematics, education in English, and education in Science.

At the end of the three year senior secondary course, students are required to sit for the West African Senior Secondary Certificate Examinations ( WASSCE). Students who obtain aggregate 18 or better (six is best) can enter the university education. University the score is determined by aggregating the the student's grades in his elective subjects. The aggregate score is then added to the aggregate score of his best 'core' subjects, with scores in English and Mathematics considered first.

So if an student scores 'A' in Geography 'B' in Literature and 'C' in Economics, he'd  obtain an aggregate score of 6 for his elective (i.e. A=1; B=2 & C=3...F(fail)=6). His best electives are then added if he obtain 'B' in English,'C' in Mathematics and 'A' in Social Studies, his best 'core aggregate will be six. Therefore his overall aggregate score will be 12 and he qualifies for admission into university. Once again, an overall aggregate score of six is best.

Tertiary education

Entrance to universities is by examination following completion of senior secondary education  enrollment totals 2 million: 1.3 million primary 107.600
Secondary;489,000 middle; 21,280 technical; teacher training; and 5,600 university.

Education is mainly in English.

EDUCATON IN FLORIDA

The Florida education system consists of public and private schools in Florida, including State University System of Florida(SUSF), the Florida College System (FCS), the Independent Colleges and Universities of Florida (ICUF) and other private institutions, and also secondary and primary school.
There are ten public universities and liberal arts college that comprise the State University system of Florida. In addition the Florida College System comprise 28 public community colleges and state colleges. In 2008 the State University System had 302,513 students. Florida also has many private universities, some of which comprise the Independent Colleges and Universities of Florida.
Primary and Secondary Schools
In the state of Florida, public  primary and secondary schools are administered by the Florida Department of Education.
Florida's public-school revenue per student and spending per $1000of personal income usually rank in the bottom 25 percent of U.S. states. Average teacher salaries rank near the middle of U.S. states.
Florida public schools have consistently ranked in the bottom 25 percent of many national surveys and average test-score ranking betore allowances for race are made. When allowance for race is considered, a 2007 US Government list of test scores shows Florida white fourth graders performed 13th in the nation for reading (232). 12th for math(250); while black fourth grader were 11th for math (225), 12th for reading (208). White eight grades scored 30th for math (289) and 36th for reading(268)
Neither score was considered statistically significant from average. Black eight graders ranked 19th on math (259), 25th on reading (244).
Florida educators citized former Governor Jeb Bush for a program that penalizes underperforming schools(as indicated by standardized tests, most prominently the FCAT with fewer funding dollars addition needed suporters say the program's tough measures have resulted in  vast improvement to the education system. Major testing organizations frequently discount the use of state's average test-score rankings, or any average of scaled scores, as a valid metric (for details on scaled test scores, see psychometrics.
Florida like other states, appears to substantially undercount dropout in reporting .
In 2007, the state's school population grew by 477 students to 2,641,598which was far below the projected 48,376 increase. School boards blamed rising insurance and property tax costs and the major 2004 and 2005 hurricane season, which have discouraged migration into Florida. Growth in countries such zx Miami-Dad, Broward, Palm Beach Hillsborough, Orange, 

EDUCATION IN FINLAND

Finland is one of the most progressive and advanced countries in Europe. Against a backdrop of incredible scenery, the "country of lakes" has recently attracted attention in the area of higher education. Ross Geraghty speaks to Ms. Maija Rask.Finish minister of Education and Science.
The Finnish Education System is highly advanced, by international standards. What was done to make education this way?
I am very proud of the education system and its performance. Our national strategy is based on a high level of education and R&D (research and development). We have made a special effort to boost the development of the necessary infrastructure and expertise so that we can meet the expectations of the emerging knowledge-based economy.
In the 1990's we implemented major reforms in our education system and carried out a special investment programme in R&D. Today, we spend nearly seven percent on the education system. These are very high figures by international standards, and the government is committed to continuing this policy. 
Our higher education system is fairly large: we have 20 universities and 29 polytechnics, and 65 percent of the age group start studies at higher education institutions. These figures illustrate our commitment to raising the level of education of the whole population.
In Finland, polytechnics are newcomers to the higher education scene. The system was created some ten years ago with a view to raising the level of vocational education and training and to accommodating the needs of the increasingly heterogeneous student population. The polytechnics were formed from post-secondary vocational institutions, which were upgraded to higher education level after a pilot phase and a rigorous external evaluation. Today I  would say the polytechnics form an integral part of our high quality higher education system.

Have numbers of students coming to study in Finland increased over the years?

The first action to boost internationalisation in Finnish university education was decised at the end of the 1980's. At that time we were able to allocate extra funding to building up the administrative infrastructure needed to take care of both outgoing  and incoming programmes at universitiewsw and polytechnics. Today, i am very pleased to say that all our higher education institutions offer programmes in English for the benefit of international students.

Why do you think students consider Finland as a study destination?

I think the most important reason is the good quality of our education and R&D and the fields of expertise Finland is known for eg,ICT,pulp and paper, design, architecture and music to name but a few.
also the good provision of English-language programmes in our higher education institutions is attractive to international students as well as the low cost of in here.

What does the Ministry of Education do, or any other body, to accredit the universities and polytechnics in Finland and to keep standards high?

Universities and polytechnics are obliged by law to systematically evaluate their  quality and performance. The polytechnics underwent a kind of accrediation process when they sought a permanent operating licence from the government.
The Finnish higher education evaluation Council is an independent advisory body to thr Ministry of Education, and it promotes and supports evaluations and quality work in high education institutions. The ministry rewards the institutions for high -quality performance.

Would you say that Finnish universities are strong in the IT area?

Why do you think that is so inportant, and does it give you a strong edge over other countries?
Our universities and polytechnics are definitely very strong in the ICT fields. As i said earlier, the development of this area has been one of the cornerstones in our education and science and technology policies.Our ICT firms played a major role in helping the Finnish economy flourish after the difficult years of recession in the early 1990s, and i firmly believe that this technology -driven economic growth will continue.>Therefore it is very important that out education system  keeps up with-or rather ahead of- the rapid developments in the field.
I think most of our international students are aware of the Finnish expertise in the ICT fields,and for many students that was what attracted them to Finland in the first place.

In short,what else does Finland have to offer the international student?

In a nutshell: high quality,good education,and research facilities,a smoothly-running student hosing system,English-language programmes,a beautiful language.It is also a cost-effective country

EDUCATION IN EUROPE

Education in europe is being transformed by a new policy orthodox, affecting all aspects of the education.Private sector involvement,decentralisation and curriculum reform in education are everywhere part of a reshaping of the education  in the name of competitiveness of a european knowledge economy of education .But these changes are accompanied by controversy.New policies challenge ideas about the value and purpose of education that have deep roots in the systems of education were created by reforming movements in the post-war decades.

Education in Drawing from the experience of researchers and activities from six. Western European countries, this book analyses the terms of the new orthodoxy, as developed by bodies such as the EU and the OECD. It explores the remarking of teaching and education  management and governance and looks at new patterns and inequality . It is appreciative of reform's political successes, in education and critical of the narrowness of its  education vision. Finally it argues that the conflcits that surrounded policy change are not yet settled in case of education: the opposition encountered by national governments, and by the EU itself, may yet take education  in new directions.

• Ken Jones is Professor of Education at Keele University, Uk.
• Chomin Cunchillos contributes on behalf of members of the Colectivo Baltasarar Graccian who publish the Spanish e-journal Crisis education.
• Richard Hatcher is Director of Research in the Faculty of Education, University of Central England, Birmingham, Uk
• Nico Hirtt who gives education is a teacher and activist in the Appel pour uneecole democratique in Belgium.
• Rosalind Innes gives education  in English at the Universita degli Studi della Basilicata, Italy
• Samuel Johsua is professor had his education in sciences de l'education at University of aix Marseille, Spain.
• Jurgen Klausenitzer is an Education consultant based in frankfurt am Rhein Germany.

EDUCATION IN EL SALVADOR

Children in the elementary grades are provided with free compulsory education. El Salvador had about 3200 primary and secondary schools which provide education with a total enrollment of about 1,066,700 in the late-1980's. In the same period some 80,018 students were enrolled in institutions of higher education.The University of El SALVADOR (1841), in San Salvador, is the most prominent university in providing education. the University of Central America, a Jesuit institution, also is located in San Salvador which provide education to students.
El Salvador, republic, northeastern Central America, bounded on the north and east by Honduras on the extreme southeast by the Gulf of Fonseca, on the south by the Pacific Ocean, and on the west and northwest by Guatemala. El Salvador, the smallest and most densely populated Central American state, is the only one without a Caribbean coastline. It has a total area of 21,041 sq km (8124 sq mi). San Salvador is the capital and largest city.
With a per capita income estimated at $940 a year in the late 1980's. El Salvador is one of the poorest countries in the western hemisphere. Inflation is chronic, and unemployment remains high. The nation's economy is dominated by agriculture and is heavily dependent on coffee. The economic infrastructure, such as roads electric power, and commercial banking facilities is well developed. Since the mid- 1960's the country has  experienced a relatively rapid development of light manufacturing industries. In the late 1980's the estimated annual budget included $518 million in revenues and $642 million in expenditures. During the 1980's the U.S. spent nearly $ 5 billion on civilian and military aid for El Salvador.

List of Univewrsities in El Salvador

1. Universidad Capitian General Gerardo Barrios provide education
2. Universidad Catolica de Occidente provide education
3. Universdidad Centroamericana "Jose Simeon Canas" provide education
4. Universidad Cristiana de las Asanbleas de Dios provide education.
5. Universidad de El Salvador provide education
6. Universidad de Oriente provide education
7. Universidad Don Bosco provide education
8. Universidad Dr. Jose Matias Delgado provide education
9. Universidad Evangelica de El Salvador provide education
10. Universidad franciso Gavidia provide education
11. Universidad Luterana Salvadorena provide education
12. Universidad Nueva San Salvador provide education
13. Universidad Panamerican de San Salvador provide education 
14. Universidad Politecnica de El Salvador provide education
15. Universidad technologica de El Salvador provide education

   

EDUCATION IN EQUADOR

Education in Ecuador is a subject that has been debated and improved dramatically over the years. The greatest concern, however, is still the education of the education of the children located in rural aeras and authorities are working hard to promote a bilingual educational system. There are many education providing Spanish schools in Ecuador as this is the most predominant language. However in the interest of development, governments are enthusiastic to popularize the education in  various languages.
Government started to seriously address the issues of education in Ecuador in the 1980's. Literacy in the rural areas was at dangerously low numbers and the lack of public schools for providing education also posed a problem . Most parents were not able to pay the fees required at private institutions and only a few of the teachers that were available in the rural communities were accredited. The number of scholars that were enrolling into the educational programs was not acceptable to have their education and many rural communities are not Spanish   speaking.
By looking for parents to their at these issues and improving the educational system in Ecuador the illiteracy rates of both urban and rural areas have decreased dramatically. there has been an increase in the percentage of students that enroll for secondary education and higher education. Making education in Ecuador more accessible by offering free and compulsory education for children between the ages of 6 to 14  has made it easier for parents to provide their children with necessary education.
The requirement of accredited teachers has raised the standard of education being received and decreased the ratio of pupils to teachers. Important universities in Ecuador include the Central university of Ecuador, which was established in 1594, and cities such as Cuenca, Quito and Guayaquil each have a Catholic university which is providing education. Quito also has an additional university for providing education, The National Polytechnical School, which specializes education in engineering and education in industrial science. Education in Naval and petroleum engineering is taught at the Polytechnical School of the Littoral, which is located in Guayaquil.
Improvements in the Ecuador educational system have improved the education of many locals and given numerous children the opportunity to improve their lives by providing education. The development of educational system in Ecuador has also assisted the country in training  professional and educated employees that contribute significantly to many industries development of within the country.

EDUCATION IN ETHIOPIA

School System

Formal education is composed of six years of elementary school, two years of junior elementary and four years of senior secondary. Most children start school at age five. An average class size is65 students per teacher, and few school supplies are available to each student : for example schools lack pens, books, paper and most schools don't even have water or useable toilets. The society of Ethiopia expects teachers and parent to use corporal punishment to maintain order and discipline. They believe that through punishing children for bad habits they in turn learn good ones.

History of Ethiopian Education

When formal education started in Ethiopia during the fourth century, Christianity was the  recognized religion. For about 1,500 years the church controlled all education. Educational opportunities were seen as the preserve of Ethiopia's ruling urban Amharic minority. However the Amharic minority ruling education ended when public education became an option for all citizens.While reforms have been made in the aims of education the actual structure of the Ethiopian school system has remained unchanged from that establishment in the 1950's. Higher education is very limited and thus far. very  few students make it to that point

The Effect Of Educational System on Children

The poor education the children receive places them at a disadvantage. They fall behind other African countries in acquiring basic academic skills such as reading, writing and math. The curriculum of the school is not recognized and attendance also follows this unorganized trend. Attendance is not compulsory and as a result there is a low literacy rate. Since supplies are so rare and education is not available to everyone children often become frustrated and drop out.Children in Ethiopia who receive education are lucky and privileged.Social awareness that education is important is something that Ethiopia  lacks. Most people in Ethiopia feel that work is more important than education, so they start at a very early age with little to no education. Children in rural areas are less likely to have their education  tha children in urban areas. Most rural families cannot afford to send their children to school because parents believe that while their children are in school they cannot contribute to the household chores and income.

Government Involvement In education

Education in Ethiopia changed tremendously since the 1800's because the government has made an attempt to improve children's education. Formal education began in 1908. Misguided policied caused very few children to receive an education. As a result Ethiopia did not meet the Educational standards of other African countries. After Ethiopia gained independence they tried to improve the school system by building more schools and enrolling more chlidren in school. Literacy and enrollment rates were still low, so the government revised its curriculum and made education more pracital and relevant to children's lives. In the past rural children were at a disadvantage because schools are limited to towns and roadside villages, so the government took action and built new schools close to the communities. The government also started the National Literacy Campaign Coordinating Committe in 1979 to raise literacy rates and officials distributed more than 22 million reading booklets for beginners causing enrollment rates to increase from 2.5 million to 4.9 million. The government is trying to make improvements in the educational system in Ethiopia, however these changes are occuring at a very slow rate.

Improvements To be Made In Ethiopia Educational System

Before the educational system in Ethiopia gets better there are many factors that need to be addressed and improved. Ethiopia must change thew importance of education in their social structure and children should be encouraged and require to attend school and become educated. This would not only improve the level of education  in the country and the opportunity for  advanced but also it would improve many other aspects of  Ethiopian society.

EDUCATION IN EGYPT

Egypt has the largest overall education system in the Middle East and North Africa (MENA) and it has grown rapidly since the early 1990. In recent years the Government of  Egypt has accorded even greater priority in improving the education system. According to the Human Development Index (HDI), Egypt is ranked 123 in the HDI, and 7 in the lowest 10 HDI countries in the middle east and north africa in 2009.
 With the help of World Bank and other multilateral organizations. Egypt aims to increase access in early childhood care and education and the inclusion of ICT at all levels of education, especially at the tertiary level. The current overall expenditure on education is about 12.6 percent as of 2007. investment in education as a percentage of GDP rose to 4.8 in 2005 but then fell to 3.7 in 2007. The Ministry of Education is also tackling with a number of issues : trying to move from a highly centralized system to offering more autonomy to individual institutions, thereby increasing accountability. The personnel management in the education also needs to be overhauled and teachers should be hired on merit with salaries attached to the performance.

Education System In Egypt

The public education  system in Egypt consists of three levels : the basic education stage for 4-14 years old : kindergarten for two years followed by primary school for six years and preparatory school for three years. Then, the secondary school stage is for three years, for ages 15 to 17, followed by the tertiary level. Education is made compulsory for 9 academic years between the ages of 6 and 14. Moreover, all levels of education are free in any government run schools.

According to the World Bank, there are great differences in educational attainment of the rich and the poor, also known as the "wealth gap". Although the median years of school completed by the rich and the poor is only one or two years but the wealth gap reaches as high as nine or ten years. In case of Egypt, the wealth gap was a modest 3 years in the mid 1990s. Overall, the composite education Index in the MENA Flagship Report. The Road Not Traveled showed promising results of Egypt's relative educational achievements. Of the 14 MENA countries analyzed, Egypt achieved the universal primary education and has reduced the gender gap at all levels of instruction, but there is still a need to improve the quality of education.
Promotional examinations are held at all levels expect in grades 3,6 and 9 at the basic education level and the grades 11 and 12 in the secondary stage, which apply  standardized regional or national exams.
The Ministry of Education is responsible for making decisions about the education system with the support of three Centers : the National Center of Curricula Development, The National Center for Education Research, and the National Center for Examinations and Educational Evaluation. Each center has its own focus in formulating education policies with other state level committees. On the other hand, the Ministry of Higher Education supervises the higher educational system.
There is also a formal teachers' qualification track in place for basic and secondary education levels. The teachers are required to complete four years of  pre-service courses  at university to enter teaching profession. Specifically with respect to teacher's profession development to raise mathematics, science and technology teaching standards, the Professional Academy for Teachers offer several programs. Local teachers also take part in the international profession training program.
Starting in 2007, the Ministry of Education, Finance, and Local Development  (and others) started informal discussions to experiment with the decentralization of education. Working groups were established to make more formal proposals. Proposals included ideas for starting with recurrent expenditures, using a simple and transparent formula for carrying out fiscal transfers, and making sure that transfers would reach the school itself.
During 2008 design was carried out, three pilot governorates(Faiyum, Ismailia, and Luxor) were chosen and monitoring and capacity building processes and manuals were agreed upon. The formula is quite simple, and includes enrolment, poverty, and stage of education as drivers.
During 2009 funding was decentralized all the way to the school level and schools began to achieve funding. As of late 2009, the pilot showed few if any problems, and the expected results were materlising quite well, in terms of stimulating community participation, allowing schools to spend more efficiently and assess their own priorities, and increasing the seriousness of school-based planning by creating a means to finance such plans, among other expected results. An informal assessment of the pilot revealed that the funding  formula money precipitated an increase in community donations.
The Egyptian educational system is highly centralized, and is divided into three stages :
basic Education (Arabic Transliteration : al-Ta Oaleem al-Asassi)

Primary Stage

Preparatory Stage

SecondaryEducation (Arabic : Transliteration : al-Ta Oleem al-Thanawi)
Post-Secondary education(arabic : , translation : al-TaOleem al-GammeOi)
Since Egypt extension of the compulsory education law in 1981 to include the Preparatory Stage both Primary and Preparatory phases (ages 6 through 14) have been combined together under the label Basic Education beyond this stage depend on student's ability.

Types of Schools

Government Schools

generally speaking there are two types of government schools : Arabic Schools and Experimental Language Schools.
Arabic Schools, provide the governmental national curriculum in the Arabic Language. A governmental English language curriculum is taught starting at first Primary year and French is added as a second foreign language in Secondary  Education.
Experimental Language Schools, teach most of the government curriculum (Science, Mathematics andComputer) in English, and adds French as a second foreign language in Preparatory Education. An advanced English language curruculum is provided in all Educational stages. Social Studies are taught in Arabic. students are admitted into first grade at age seven, a year older than Arabic schools.

Private Schools

Generally speaking there are four types of private schools
Ordinary Schools, their curriculum is quite similar to that of the government schools, but the private schools pay more attention to the students' personal needs and to the school facilities.
Language Schools, teach most of the government curriculum in English, and add french or German as a second foreign language. They are expected to be better than the other schools, because of the facilities available, but their fees are muchhigher. Some of these schools use French or German as their main language of instruction, but it may be difficult for the student in governmental universities in Arabic or English afterward.
religious schools, are religiously oriented schools as Azhar schools or Catholic schools.
International  Schools, are private that follow another country's curriculum, like a British american, or french system, and the degrees earned from them get official certification from the Ministry of Education, to be eligible to enroll in Egyptian universities such schools offer even better facilities & activities than regular private schools with higher fees, but are criticized to be providing a much easier education level compared to the general curriculum, and some Egyptian universities require higher grades than those of regular schools students as a minimum  for enrollment, or an extra high school certificate like SAT.
Many of the private schools were built by missionaries are currently affiliated with churches and provide quality education.
Many private schools offer additional educational programs, along with the national curriculum, such as American High School Diploma, the British IGCSE system, the French baccalaureat, the German Abitur and the International Baccalaureate. These are types of private schools in Egypt.
Basic Education
the Basic education consists of pre-primary, primary and preparatory levels of education.In Egypt the Ministry of Education coordinates preschool school education. Maximum size of  a preschool should not exceed  45 students.Ministry of Education support from International agencies such as world bank to enhance childhood education system by increasing access to schools, improving the quality of education and building capacity of teachers.
The second tier of basic education is the preparatory stage or lower secondary which is 3 years long. completion of this tier grants students the Basic Education Completion Certificate. Yhe importance of co,pletion of this level is to safeguard students from illiteracy.secondary education consists of three tracks: general, vocational;/technical and the dual system. The secondary education includes3 years of education whereas the secondary Vocational track is for 3-5 years and 3 years for dual system.
77.3% of students completing preparatory stage are estimated to enroll for secondary education.At this level, students have formative and summative assessments during the first year and the average of the end of year national standardzied exams for year two and three qualifies the students to take the Certification of General Secondary Education-Thanawiya Amma, which is one of the requirements for admission into the universities .
Secondary Education
This consists of tracks : general, vocational/technical and the dual system. Vocational education which represented Mubarak Kohl schools. The general secondary stage includes 3 years of education whereas the secondary vocational track could be for 3-5 years and 3 years for dual system. To enter the secondary level the students have to pass a national exam which is given at the end of  the secondary stage.77.3% of students completing preparatory stage are estimated to enter into secondary stage.At this level they have formative and summative assessments during the first year and average at the end of the year.National standardized exams for year two and three qualifies the students to take the Certificate of General Secondary Education-Thanawiya Amma, which is one of the requirements for admission in universities.

Secondary education consists of three different types: general, technical or vocational.
Technical/Vocational Secondary Education Technical education, which is provided in three-year and five-year programs, includes schools in three different fields: industrial, commercial and agricultural. The UN and other multilateral organizations are working towards improving the technical and vocational training system in Egypt. It is recommended to the Ministry of Education to introduce broad vocational skills in the curricula of general secondary schools. In this way students will be able to gain certification in practical skills needed in the job market.The Ministry of Education (MoE) controls pre-tertiary, school-based programs that can start after grade 6 and that enroll the largest number of students in TVET-over 2 million students. The Ministry of Higher Education (MoHE) controls the middle technical institutes (MTIs). These draw their enrollments from MoE's general secondary schools or technical schools and have much smaller enrollment numbers. Graduates o f the MoE’s vocational programs can enter vocational training centers (VTCs).From the 2004 data, it is estimated that 30 percent of the secondary students have opted for the vocational track. Government of Egypt has undertaken some promising initiatives to strengthen the management and reform of the TVET system.In 2006 the Industrial Training Council(ITC) was created through a ministerial decree with a mandate to improve coordination and direction of all training related entities, projects and policies in the Ministry.This will resolve the issue faced by most firms to employ skilled work force.According to the Enterprise Surveys in 2007, 31 percent of the firms in Egypt identify labor skill level as the major constraint of doing business in the country.

Al Azhar Education System

Another system that runs in parallel with the public educational system is known as the Al-Azhar system. It consists of four years of primary stage, a three year preparatory stage and finally three years of secondary stage. The Ministry of education reduced the number of secondary school years from four to three years in 1998, so as to align the Al Azhar system with the general secondary education system. In this system as well, there are separate schools for girls and boys. Al Azhar education system is supervised by the Supreme Council of the Al-Azhar Institution. The Azhar Institution itself is nominally independent from the Ministry of Education, but is ultimately under supervision by the Egyptian Prime Minister.Al Azhar schools are named "Institutes" and include primary, preparatory, and secondary phases.All schools in all stages teach religious subjects and non-religious subjects, to a certain degree- not as intensively as the state schools. The bulk of the curriculum, however, consists of religious subjects as described below. All the students are Muslims, and males and females are separated in all stages. Al-Azhar schools are all over the country, especially in rural areas. The graduates of Al-Azhar secondary schools are eligible to continue their studies only at the Al-Azhar University. As of 2007 and 2008, there are 8272 Al-Azhar schools in Egypt. In the early 2000s, Al-Azhar schools accounted for less than 4% of the total enrollment.The graduates of this system are then automatically accepted into Al-Azhar University.In 2007, the Pre-University enrollment in Al- Azhar institutes is about 1,906,290 students.

Higher Education System

Egypt has a very extensive higher education system. About 30% of all Egyptians in the relevant age group go to university. However, only half of them graduate. According to The Economist, standards of education at Egyptian public universities are "abysmal".
The Ministry of Higher Education supervises the tertiary level of education. There are a number of universities catering to students in diverse fields. In the current education system, there are 17 public universities, 51 public non-university institutions, 16 private universities and 89 private higher institutions. Out of the 51 non –university institutions, 47 are two-year middle technical institutes (MTIs) and four are 4-5 years higher technical institutes’. The higher education cohort is expected to increase by close to 6 percent (60,000) students per annum through 2009
In 1990, a legislation was passed to provide greater autonomy to the universities17.But still the education infrastructure, equipment and human resources are not in place to cater to the rising higher education students. Gross enrollment in tertiary education increased from 27 percent in 2003 to 31 percent in 2005.But there has not been a similar increase in spending on improving the higher education system in terms of introduction of new programs and technologies.Both at national level (inspection systems, examinations) and at local level (school level student assessments) measures of the success of education strategies and the performance of the system are weak. The inspectorate system does not provide either solid technical support to school staff, nor an effective monitoring mechanism for failing schools. The examination system at the end of preparatory and secondary levels--Thanawiya Awwa, does not measure higher-order thinking skills, but concentrates rather on rote memorization. Scores can thus be raised significantly by exam specific tutoring, therefore, students with more resources can afford private tutoring which helps them to score higher on the national standardized exams and hence are accepted in top universities in Egypt. Hence, this competitive process of selection restricts students’ degree options and results, hence making students opt for programs and careers which are of little interest to them.
The Egyptian tertiary education is steered by a centralized system with institutions having little control on the decisions of the curriculum, program development and deployment of staff and faculty. Improving system governance and efficiency is an imperative that takes on added urgency given that a significant population bulge has reached the higher education system.The actual number of students entering higher education grew by 17 percent per year between 1992/93 and 1997/98. The consequence was a sharp decline in per student spending of around 40 percent in real terms over that period. The higher education cohort is projected to continue to increase by close to 6 percent (60,000 students) per annum through 2009. This means that significant efficiencies will need to be introduced into the system just to maintain quality at its current inadequate level. The performance and quality of higher education is currently severely compromised by overly centralized order to improve the already outdated system, rigid curriculum and teaching practices. Improving system governance and efficiency is an imperative that takes on added urgency given that a significant population bulge has reached the higher education system.The actual number of students entering higher education grew by 17 percent per year between 1992/93 and 1997/98. The consequence was a sharp decline in per student spending of around 40 percent in real terms over that period. The higher education cohort is projected to continue to increase by close to 6 percent (60,000 students) per annum through 2009. This means that significant efficiencies will need to be introduced into the system just to maintain quality at its current inadequate level. The Government of Egypt recognizes that there are real challenges to be faced in the sector, foremost amongst which are the need to significantly improve sector governance and efficiency, increase institutional autonomy, significantly improve the quality and relevance of higher education programs, and maintain coverage at existing levels. Recent Government actions to build political consensus on issues critical to reform have created a climate that is ripe for change. The Ministry of Higher Education (MOHE) acts as a champion for reform. The Minister, appointed in 1997, quickly established a committee for the reform of higher education (known as the HEEP Committee) which drew in a wide range of stakeholders including industrialists and parliamentarians. A National Conference on higher education reform was held in February 2000, and a Declaration for action emanating from the Conference was endorsed by the President and the Prime Minister. The Declaration identified 25 specific reform initiatives. The Bank agrees with, and supports, the Declaration. A range of multilateral and bilateral agencies,including the World Bank, also concur with the Declaration's proposals, and are committed to supporting various aspects of the reform process^]. The Government's Higher Education Reform Strategy Egyptian higher education reform strategy included 25 projects addressing all the reform domains, is implemented over three phases until 2017, and corresponds to the government's five year plans as follows:
First phase from 2002 to 2007
Second phase from 2007 to 2012
Third phase from 2012 to 2017
Priority has been given to 12 projects in the first phase of implementation (2002 - 2007) and were integrated into the following six projects: HEEP Six Priority Projects (2002-2007)
Higher Education Enhancement Project Fund (HEEPF),
Information and Communications Technology Project (ICTP),
Egyptian Technical Colleges Project (ETCP),
Faculty of Education Project (FOEP),
Faculty Leaders Development Project (FLDP),
Quality Assurance and Accreditation Project (QAAP).
In August 2004, HEEP strategic priorities were adjusted to become responsive to the requirements of quality and accreditation and to correspond to the government’s approach to improving scientific research. The adjustment added two more dimensions: first, developing post graduate studies and scientific research and second, addressing students’ extra-curricular activities in addition to the continued implementation of the six prioritized programs during the first phase. Due to the dynamic nature of the reform strategy, which entails reconsidering priorities for each period, a Strategic Planning Unit (SPU) was established for the MOHE to ensure the sustainability of planning and project monitoring during the three phases and for future ones. A Students’ Activity Project (SAP) was also initiated as part of program accreditation similar to scientific research and post graduate studies

Education and the Community

There were a few attempts for positive impact and reform from the civil community in Egypt but those efforts remained very limited on their impact on the educational process. Education crisis in Egypt is very complicated, public education is not capable of providing quality education are hardly any education with the shortage in facilities, lack of trained educators and inflation in classes. Private( including International) is still incapable of reform for the lack of interest, shortage in trained educators, defective curriculum, commercialization of education and finally a customized accreditation system that involves the irrevocable licensure of International schools based on candidacy for accreditation while candidacy for accreditation is originally based on the initial efficiency of the school in providing the educational services including its status as a legal education provider that it doesn't get to get unless its a candidate school, which is setting the cart before the horse.
No community efforts have been done to address the crisis of education in Egypt until 2008, when the [International-Curricula Educators Association جمعية معلمي المناهج الدولية(ICEA)]. was established with modest financial resources but great expectations.
The Community addressed itself to contributing to solving the educational problems in Egypt including the shortage in research, statistics and entrepreneurship in the field of education.
On 2009 it's started involving volunteers through the UNV program and has successfully began to develop its range of not-for-profit services to address several needs of the educational community in Egypt starting from affordable certified teacher training and going making its way through all the required student activites stimulating citizenship whether on the local or the global level.

Challenges

Although significant progress has been made to increase human capital base through improved education system, still the quality of education experience is low and unequally distributed. Due to lack of good quality education at the basic and secondary levels, there has been a mushrooming market for private tutoring. Now to take private tuition has become more of an obligation than a remedial activity. According to the Egypt Human Development Report (2005), 58 percent of surveyed families stated that their children take private tutoring. The CAPMAS (2004) survey showed that households spend on average around 61 percent of total education expenditure on private tutoring. In addition, per household expenditure of the richest quintile on private tutoring is more than seven times that of the poorest. Among the issues is the lack of sufficient education in public schools and the need for private tuition. As of 2005, 61-70% of Egyptian students attend private tuition. Other common issues include: theft of public educational funds and leakage of exams.
Egypt also has a shortage of skilled and semi-skilled workforce.But there has been an abundance of low-skilled laborers. Even if there are any high-skilled workers available, their quality of training is quite poor. This is mostly a problem in small-medium companies and large public industries that work in “protected” domestic markets. The average gross production per worker is lower than other North African countries: Morocco and Tunisia. Youth unemployment is also very high, primarily due to lack of education system in providing necessary training under TVET programs.
A study conducted by UNESCO on educational equity in world’s 16 most populous countries placed Egypt in the middle range in terms of equity of primary and secondary enrollments across governorates in Egypt . But when the wealth component is added to education attainment, the results are not very encouraging. There are significantly higher enrollment rates in wealthier regions at both the primary and secondary levels. This confirms that more efforts are needed to reduce the wealth gap in educational attainment

EDUCATION IN COSTA RICA

The education system in Costarica consists of three main levels.It is a duty of every citizen and an obligation to receive education, as such education  free and obligatory by law.

Education in the Costa Rican Constitution

The education  rate in Costa Rica is 96%(CIA World Fact Book,February2007), one of the highest in Latin America,and elementary as well as high schools are found throughout the country in virtually every community.That literacy rate is based on "The percentage of people aged 15+ who can,with understanding,both read and write a short simple statement related to their daily life(UN Common Database(UNESCO))."
According to art 78 of the Constitution

"Preschool education and general basic education are compulsory but not enforced.Though the education  is said to be free ,many cannot afford the required uniforms and rural schools have no books for students of their education.The length of time daily spent is 3.5 hours since the school class schedule is divided into two sessions in order to accomodate the students.Those levels and the diversified education level are,in the public system,free and supported by National Public Expenditure in State education,including higher education,shall not be less than six percent(6%) per annum of the gross domestic product,pursuant to law,not withstanding the provisions of Articles 84 and 85 of this Constitution.The State shall facilitate the pusuit of higher education  by persons who lack monetary resources.The Ministry of Public Education,through the organization established by law,shall be incharge of awarding scholarships and assistance.

Private schools

There are also private schools and high schools in the country for student education, which follows the basic guidelines of Ministry of Public Education,and are able to give extended class periods,more topics,extra activities,and day-care services the public system lacks.
Some offer education with a US cuurculum and English language.Oppurtunities available to students for education  in private schools is the chance to take the SAT exams or partake and receive the IB diploma through special education in their Junior and Senior years of education.
Here are some private schools of education

• American International School
• Green Life Academy,Playa Del Coco
• Costa Rica COuntry Day School
• Lincoln School
• St.Marys
• The British School of Costa Rica
• European School
• Humboldt schule

University

For education there there are five public universities in Costa Rica

• Instituto Technologico de Costa Rica(ITCR)
• Universidad de Costa Rica(UCR)
• Universidad Nacional de Costa Rica (UNA)
• Universidad Nacional Estatal a Distancia(UNED)
• Universidad Tecnica Nacional de Costa Rica(UTN)

Public universities offer degree education  according to their speciality and by law,and manage their own central and reginal campus.BY Costa Rican law,two different public universities may not offer the same degree education
There are also several private universities of education

• Instituto Centroamericano de Administracion de Empresas(INCAE)
• Universidad Adventista de Centroamerica(UNADECA)
• United Nations University for Peace
• Universidad de EARTH
• Universidad de Iberoamerica(UNIBE)
• Universidad de Autonamade Centroamerica(UACA)
• Universidad  Catolica de Costa Rica
• Universidad Latina de Costa Rica
• Universidad Latinoamericana de Ciencia y Tecnologia(ULACIT)
• Universidad Santa Paula

EDUCATION IN DJIBOUTI

The education in Djibouti is strongly influenced by France.

Students in a classroom in DjiboutiStudents in a classroom in Djibouti

Overview

Djibouti is a small and resorce-poor country of 23,200 square kilometres.the population is estimated at about 800,000, of which 87 percent live in urban areas.A poor pastoral and largely nomadic population sparsely occupies the hinterland,an extension of the deserts of Ethiopia and Somalia.Djibouti's population is young.About 40 percent of population is under age 15,and only 15 percent is over age 40.According to UNDP,Djibouti ranks 149th in Human Development Index in 2005.
Djibouti's education system is not on track to meet the Millenium Development Goals(MDGs)although Djibouti has expanded its access to education.InDjibouti,illiteracy isan especially severe problem.About 70 percnt of the total population and 85 percent of  women are illiterate.There are also large inequalities in access to education in terms of regions,gender and income levels.Moreover,the education system in Djibouti is very costly due to high unit costs for school construction,learning and teaching materials,and teacher salaries.By this high-cost structure,the achievements of education-relatedMDGs are uncertain.Moreover pressures on education system will intensify becauseof steady demographic growth (population growth rate is estimated at 2.4 %) and increased demand for quality in education.
Since the Medium-Term Plan 2000-2005 and the New Education Law were implemented,Djibouti has achieved significant progresses at all levels of education as they has internally and externally mobilized the resources for the financing of construction,equipment purchases,and teacher recruitment.

Education system

The education system in Djibouti was originally developed to meet a limited demand for education;it was essentially designed for elites and borrowed heavily from the French system(administrative structure and pedagogical methods).This system was not adapted to the country's realities.Although the government effort resulted in an increasee in enrollment during the 1990's,the education system is still below people's expectations and the needs of a developing nation.
As restructured education system by New Educatiion Law consists of 9 years(5 years of primary education followed by 4 years of middle education).This nine year education is now compulsory.In order to enter into the secondary educational system of three years,a Certificate of Fundamental Education is required.The New Educational Law has also introduced vocational education in secondary level and has established university facilities in Djibouti.There are 81 public primary schools,24 registered private primary schools,12 secondary schools and two vocational schools in Djibouti.

Government reform

In 1999 the government revisited its educational policies and launched a consultative process,National Education Forum(Etats generaux de 1'Education),which included all stakeholders(administration,teachers,parents,national assembly,and NGOss).Facing challenges of extremely low enrollments,internal and external inefficiencis,gender and socio-economic inequities,high unit costs and a akewed expenditure structur towards teacher wages,the Forum set out an ambitiousreform program,aiming to developand education system that is efficient,financially viable and responsive to the country's development needs.Building on the consensus and the recommendations,the government developed a Ten-year Perspective Plan(Schema Directeur 2000-2010).In August 2000,the government passed an New Education Law(Loi d'orientation du systeme educatif) and prepared a Medium -term Plan 2000-2005 (Plan d'action a moyen terme).
The reform initiative sought to improve the quality of instruction,to increase the role of parents and communities,to introduce competency-based approaches to student learning,and to strengthen the capacity of private and non-formal system to reach youth who do not enrolled especially girls.Government strategy covers basic education,vocational education,secondary education,higher education,adult education and in particular women's literacy.

Education finance

Public education expenditure as percentage of GDP is 8.6 in 2007,and public expenditure of governmentspending is 22.8 in 2007.Share of public expenditure for primary education as percentage of total public education is 19.0 in 2007.InDjibouti,households also play an important part in the financing of educational services.Households contribute contribute to education services in two ways;they pay tuition in private schools;and some households spend on books and otherr pedagogic materials.

Education system

Pre-primary

Pre-primary education is a two-year educartion and the first stage of basic education.In pre-primary education,688 male and 613 female,are enrolled in 2008,Grosss enrollment rate in pre-primary education is 3.2% for total,3.3% for amle and 3.0% for female in 2008.Gender parity index for gross enrollment rate in pre-primary education is 0.91 in 2008.Private enrollment share in pre-primary education is 89.0% in 2008.

Primary

Primary education is a five-year education and the second stage of basic education.In primary education,30,165 male and 26230 female are enrolled in 2008.Gross enrollment rate in primary education is 55.5% for total,58.9% for male,and 52.1for female in 2008.Gross enrollment rate has significantlyimproved (gross enrollment rate in 2000 was 32.5% for total,37.5%for ma;e,and 27.4% for female).By constructing new schools and classrooms and offering"school cafetaria" and "school supplies"program.scholl access and retention by children,particularly for poor rural familes,became easier.Gender parity index for gross enrollment rate in primary education is 0.88 in 2008.Private enrollment share in primary education is 13.6%in 2008.

Middle education

Middle education consists of four years.In middle education,17,503 male and 12448 female are enrolled in 2008.Gross enrollment rate in middle education is 37.0% for total,42.9% for male and 31.0% for female in 2008.Gender parity index for gross enrollment rate in middle education is 0.72 in 2008.Private enrollnment share of general education in middle education is 9.7% in 2008.

Secondary

General education of secondary education consists of three years.In secondary education,6905 male and  4303 female are enrolled in 2008.Gross enrollment rate in secondary education is 19.1% for toral,23.3% for male and 14.8% for female in 2008.Gender parity index for gross enrollment rate in secondary educationis 0.63 in 2008.Private enrollment share of general in secondary education is 22.9% in 2008.Technical secondary education lasts three years and vocational secondary lasts two years.Private enrollment share of technical and vocational is 10.7% in 2006.
Teritary education
In Teritary education,1,306 male and 886 female are enrolled in 2007.Gross enrollment rate in teritary education is 2.6% for total,3.1% for male and 2.1% for female in 2007.Gender parity index for gross enrollment rate in teritary education is 0.69 in 2007.
Challenges

Teacher quality

InDjibouti,teacher attrition is very high and new teachers are not recruited enough.In addition, the local teacher-training institute is unable to graduate more than 130 teachers per year.Notwithstanding shortage of trainrd teachers,historically,Djibouti always had a acore apf well qualified trained teachers.Nearly all teachers in Djibouti are trained in the highly selective training institue,Personnel Training Center for National; Education(Centre d'Execution des Projets education:CFPEN.Most teachers in primary education have a primary level certificate (61%) or a Baccalaureat(33%).
ICT
Djibouti has yet to develop a sector-specific ICT for education policy although ICT has been recognized as a critical tool in modernizing the education sector in order to meet the diverse human resource demand for the country.The ministry has prioritized capacity-building for teachers in the use of ICT through the National Education and ICT project and the automation of the ministry itself.The Ministry al;so managed to develop several ICT programs.

Education Radio Program

The National Education Production Inforation and Research center develops educational content  that is broadcast through Djibouti Radio once a aweek through its School Radio project to increase access and to improve quality of education .These programs mainly cover secondary school subjects such as mathematics and science in French.Some of the programs are also targeted to youth who do nnot enroll in schools.

Education for nomadic people

The nomadic population (the Afars and the Somalis) numbers 100,000, which represents on sixth of the total population in Djibouti.Participation rates in education in rural mares were very low 15% for boys and 8% for girls).Parents appear to be open to sending their children to school as they see a bleak future in animal husbandry.The schoolcanteen is a motivationfor nomadic families to msend their children to school,especially in the poorer areas.

Education for All Fast Track Initiative

Although Djibouti has improved student access to chools,it is still not on track to meet the MDGs.Djibouti has been eligible for additional external funding,such as,the EFA-FTI Catalytic Fund.In the Middle East and North Africa region,Djibouti and Yemen are eligible.See education inYemen.Eight million USD were allocated in Djibouti and 8 million USD were all disbursed as of September 15,2009.The Catalytic Fund is a  multi-donor trust fund managed by the World bank on behalf of donors.The pupose of the Catalytic fund is to provide transitional financial assistance to FTI eligible countries.This fund was established in November 2008.