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.

EDUCATION IN DOMINICAN REPUBLIC

Education in the Dominican Republic is free compulsory. There is a large selection of schooling options in the Dominican Republic and quality can be found in public, private, and religious schools. Along with the many options for grade school education, the Dominician Republic also offers a large selection for higher education, with curriculums linked to American and European programs.
Instruction in foreign languages is available in Santo Domingo for children of all ages, where curriculums are available in Spanish and other languages. While there are students enrolled from all over the world, the majority are Dominician.
Schools accredited by the Dominician Ministry of Education offer certificates which are valid for entrance to Dominician, European and US universities.
However, students planning to attend college in the US may wish to attend a school which has been accredited by the US Southern Association of Colleges and Schools (SACS). Those interested  in having their education in  Europe should consider a school where the International Baccalaureate (IB) curriculum is used.  Some schools also offer curriculums that are entirely in English, like the American School of Santo Domingo or The Carol Morgan School. Students are required to take the PSAT exams, followed by the SAT exam. These are examples of schools accredited by the US Southern Association of Colleges and Schools (SACS).
Bilingual education is also offered at St. Thomas School, St. George's School (offers I.B.), New Horizons Bilingual School, Yhe Americans Bicultural School (ABC School). The Colegio Dominico-Americano, and Ashton School of Santo Domingo.
La Escuela Caribe (Caribe-Vista School), founded in 1971, is a school for children with special needs, and is located in Jarabacoa in La Vega province. This boarding school provide education to children from kindergarten to 12th grade.
There is also pre-school education in the Dominican Republic. You can find quality education at the Frowbel Nursery School, Kids, Create, My Little School, and Tiny Ones.
For those looking for education in religious schools there are a variety of choices. Colegio Calasanz,  or the Salesiano (i,e ITESA, Don Bosco) parochial schools are good educational alternatives.
Education in English can be found outside Santo Domingo. There are schools in La Romana,Santiago, punta Cana and Puerto Plata.
The International School of Sosua (Iss) is accredited by SACS,and is located in Sosua.It  gives education to the commumities of Sosua,Caberete and Puerto plata.It has grades of education from Pre-K through 12,and offers diploma programs from both the US and the Dominican Republic Courses are taught in English,and teachers are certified in their field.
In Santiago there is a Santiago Christian school,and is the only US accreditedAmerican style Christian schoolin the DR.It has about 515 students in Pre KG  through 12th grade.There is also Centro Cultural Dominico-Americano in Santiago,and is affiliated with the Instituto Cultural Domonico-Americano(ICDA) in Santa Domingo.
In La Romana there is the Abraham Lincoln School,which provides education services from kindergarten through 12th grade.
For those looking for instruction in French,there is the Lycee Francais,along with other schools that offer primary education  in Italian and German.There are also programs offered by the Alianza Francesa,which offers study programs,and the Academia Europea,which offers language study in many European languages.

 Public Schools in the Dominican Republic
For education the primary language of instuction in public schools in the Dominican Republic is Spanish.There are generally not enough teachers,facilities or funding to meet the demands of the unusually large Dominican School-age population.Many private and religious schools provide education in  state-financed schools.Children aged 7 to 14 years are required to attend,and almost every large community has elementery and secondary schools for students education.
The University of Santo Domingo is the oldest university in the Americas;it was founded in 1538.

Going to school in English for education

For students education instruction in foreign languages is availabe in Dominican schools for children of all ages.Education  is available in Spanish and other languages.Some schools will offer  education in one language whilst others may be bilingual.While there are students enrolled from all over the world,the majority is Dominican.This means that much of the school's informal social life will take place in Spanish,regardless of the educational facility's policies.
Private schools in the Dominican Republic normally have their education  in English and usually take children from many nationalities.Students must meet a certain level of English fluency for entrance.The school year is normally divided into two semsters which begin in mid-late August and finish early mid-June for a comfortable education.
Tuition fees for students vary from school to school,the maximum being US$7,000 per academic year.As a general rule for students education the older the child,the higher the fees.There may be additional charges for school lunches,uniforms and schoolbooks and materials.
Schools which are accredited by the Ministry of Education offer certificates which are valid for entrance to Dominican,European and US universities.Education in English is available outside of Santo Domingo in most regions;La Romana,Santiago,Punta Cana and Puerto Plata.

EDUCATION IN DENMARK

  

Denmark, has become an increasingly popular study destination for international students. As one of Europe's oldest nations and rising no higher than 173m above the sea-Denmark offers a pleasant stay, full with cultural experiences and a high quality education system.
  

Education  in Denmark

The Kingdom of Denmark is one of the oldest states in Europe with a constitutional monarchy dating back to year 1000. Situated in the northern Europe, Denmark is the southern nation of the three states constituting Scandinavia. Positioned by the border of the Northern Sea and the Baltic Sea the Danes are strongly interwoven with Europe, and since 1973 a member of the European Union as well as a part of NATO. The educational level of the population in Denmark is quite high. Tuition is free, and the compulsory education lasts for nine years. Adult education plays a considerable role in the educational system, and Denmark is known for its local associations at grass root level.

Education In Denmark

Danish higher education has a long academic tradition combing excellence with a  dynamic and innovative culture. Education in high academic standards, interdisciplinary studies and project-based activities are a few features you will experience of you decide to Study In Denmark. The Danes invest around 8pct of the GDP in their educational system, which has proven to be successful-the number of Nobel Prizes per capita is the third highest in the world.
The quality of higher education is regulated and financed by the state and evaluated regularly. The institutions have a high degree of independency, but must at the same time follow the national regulations on teacher qualifications, award structures and external evaluation of their programs.
If you want education on  in Denmark, you can choose between earning an internationally recognized degree or add credits to your national degree. At the same time, you experience the Danish culture, society and way of living. Many higher education institutions cooperate with business and research institutions, bringing about an enriching and up-to-date learning environment.

The Danish higher education Institutions

Several higher education institutions offer summer courses taught in English which gives you a wonderful opportunity to experience Denmark at its best.If you want to stay longer, there are three types of institutions which give education at a higher level- each with a well-defined profile and quality. These institutions cooperate in various areas making it easy transferring credits over the institutional borders. Most schools in Denmark use the European credit transfer system, ECTS, making international credit transfer far less problematic.

The Danish Universities

Denmark has five universities : Copenhagen University, Aarhus University, danmarks Technical University, Syddansk University and Aalborg University covering a vast field of research areas. The institutions offer three types of academic degrees : The Bachelor, the candidates and the PhD researching from three years of education up eight years.

• 3-year bachelor programs (Bsc/Ba).
• 2-year candidates programs (Msc/Ma).
• 3-year PhD programmes.

In Denmark the university programs are held at faculties situated in the larger cities, which are either built up with multi-faculty institutions or specialized institutions for providing education in  Technical education in Science, education in Agriculture, and education in Veterinary science business and education in Architecture.
As an international student you can choose to study a full degree education, enter through an exchange/guest student program or through a summer university program. a vast selection of the programs and courses offered in Denmark are taught in English.

University Colleges/Colleges in Denmark

The University Colleges are institutions which have a professional focus and combine theoretical education  with applied research and practical application. Most of the University Colleges in  Denmark have a strong   regional commitment and offer 3-4 -year professional bachelor programs always include a larger project and lean on work placements.

The Acasdemies of Professional Higher Education

The Danish Academies of  professional higher education have a very strong linkage with the regional   business life in Denmark. They combine theoretical with a practice-oriented education. The education in these programs generally last around two years and are usually completed with a project of 3 months' duration.

EDUCATION IN COLONIAL AMERICA

Education in the Thirteen Colonies during the 17th and 18th centuries varied considerably depending on one's location, race, gender, and social classes. Basic education in literacy and also education in numeracy was widely available especially to Whites residing in then northern and middle colonies , and the literacy rate was relatively high.Educational opputunities were much sparser in rural South.

Primary and secondary education

The New England Puritans valued education,both for the sake of religious education (which was facilitated by Bible reading) and for the sake of economic success.A 1647 Massachusetts mandated that every town of 50 or more families support education in  elementary school and every town of 100 or more families support an education in  grammar school, where boys could have education in  Latin in preparation for college.In practice some New England towns had difficulty keeping their schools open and staffed,but virtually all New England towns made an effort to provide a school for their children for their education .Both boys and girls attended the elementary schools(though sometimes at different hours or different seasons), and there they have education to read write and cipher. In the mid-Atlantic region private and sectarian schools filled the same niche as the New England "common schools".
The South, which was overwhelmingly rural had few schools of any sort until the Revolutionary era. Wealthy children studied with private tutors : middling white children as well as virtually all black children went unschooled. Literacy rates were significantly lower in the South than the north: this remained true until late nineteenth century.
Secondary schools were rare outside major towns, such as Boston, New york Philadelphia, and Charleston. Where they existed, secondary schools generally emphasized education in Latin grammar, education in rhetiric and education in advanced arithmetic, with the goal of preparing  boys to enter college. Some secondary schools also taught practical subjects, such as education in accounting navigation education in surveying, and education in modern languages. Some families sent their children to live and work with other families (often relatives or close friends) as a capstone to their education.

Higher education

The first colleges in British North America were, in chronological order, Harvard (1636), the College of William and Mary (1693), St. John's College, Annapolis MD (1696), Yale (1701), the College of New Jersy (subsequently Princeton) (1746), King's College (subsequently Columbia) (!754), The College of Philadelphia (subsequently the University of Pennsylvania) (1755), and Queen's College (subsequently Rutgers).
Needless to say all of these institutions were strictly for men and primarily for white men. Some colonial colleges experimented with admitting Native American students in the 18th century, but none admitted African-Americans. Because opportunities for secondary education were sparse, boys often entered college for their education at the age of 14 or 15.
College faculties were generally very small, typically consisting of the college president (usually a clergyman) perhaps one or two professors and several tutors i,e graduate  students who earned their keep by teaching the underclassmen. All students followed the same course of study, which was of three of (more commonly) four years' duration. Collegiate studies focused on education in ancient languages, education in ancient history education in theology and education in mathematics. In the 18th century, science (especially astronomy and physics) and also education in modern history and education in politics assumed a larger (but still modest) place in the college curriculum. Until the mid-18th century, the overwhelming majority of American college graduates became Protestant clergymen. Towards the end of the colonial period, law became another popular career choice for college graduates.

Vocational Education

Although few Americans of the colonial era had access to secondary of higher education, many benefitted from various types of vocational education, especially apprenticeship.Both boys and girls were apprentices for varying terms (up to fifteen years in the case of young orphans). Apprentices were typically taught a trade (if male) or sewing and housewifery (if female) as well as reading and basic religious knowledge. Of course, many children learned job skills from their parents  or employers without embarking on a formal appernticeship.

Further Reading

Cremin, Lawrence. American Education : The Colonial Experience, 1607-1783.
New York : Harper & Row, 1970.
Faragher, John Mack, ed. The Encyclopedia of Colonial and Revolutionary America. New York : Da Capo Press, 1996.
Johnson, Clifton. Old-Time Schools and School-books. New York : Dover, 1963.
Spruill, Julia Cherry. Women's Life and Work in the Southern Colonies, Chapel Hill : University of North Carolina Press, 1938.

Education in Colombia includes nursery school,elementary school,high school, technical instruction and university education, The basic goal expected for the average citizen is to study 11 grades(elementary school plus some high school)

Nursery school

Most of the children over one year old are provided with daycare and nursery school in "Hogares Comunitarios" ( community homes) soibsired by the National Institute forgrade.
A Family Welfare (ICBF svronym in Spanish), where mother from the community take care of their own children, as well as the children from the immediate neighhborhood when children of Colombia leararn how to read and write, they are usually transferred to the elementary school. There are also large numebr of private kindergarten facilities, but most of the time the high fees are very restrictive to the average family

Elementary School

Elementary schooll comprises 5 years of formal education. Children usually enrol into grade 1, at the age six. The net primary enrollment(percentage of relevant age-group) in 2001 was 86.7 percent. The completion rate(percentage of age-group) for children attending elementary dchool (primaria) in 2001 totaled 89.5 percent. In some rural areas, teachers are poorly qualified and drop rates are high. In Urban areas, on the other hand, teachers are generally well prepared and knowledgeable of their profession.
Due to the insufficiency of existing institutions to accomplish the full coverage of the children's population, the public education system has adopted the automatic promotion" as standard practice(Decreto230 de 2002), yet the teachers know a great amount to teach these students which make them much more educated then many schools in U.S.A. Schools also are almost an entire year long, running from the last week of January until the last week of November with a three weeks break in June and another week-break in middle September.

High School

Amazonas 

 Leticia

• Colegio Cristo Rey
• Colegio Femenino Indigena Marina Auxiliadora
• Calegio Indigena Casa del Conocimiento
• Calegio Indigena Casa del Conomiento
• Colegio nucturno Alvernia
• Colegio villa Carmen

 Antioquia

 Medellin

• Colegio Gimnasio International de Medellin
• Calegio De La Salle, Medellin
• Calegio Alrmsn (German) School)
• Calegio Aspen Gimnasio Los Alcazares
• Calegio Calazan
• Calegio Clazans Femenino
• Colegio Colombo Bratanico
• Colegio Colombo Frances
• Colegio Corazonista
• Colegio de La Vompania de Maria
• Colegio de la Presentation
• Calegio del Sagrade Corazon de Jeasus Bethlemitas
• Calegio Gimnasio Los Pinares
• Calegio Ls Inmaculada medilin
• Calegio Fontan
• Calegio Liceo Cristo Ray
• Calegio Lonardo Da Vanci
• Calegio Lord College
• Calegio Montessori
• Calegio Salesiano El Sufragio
• Calegio San Ignacio de Loyola
• Colegio San Jones de Las Vagas
• Ganisio Los Cedros
• INTEM Jose Felix de restrepo
• The Combolo School (member of SACS)

Arauca

Arauca

• colegio la Ensenanza

Atlantico

Barranquilla

• colegio Aleman
• Colegio Britanico International (British Internal College)
• calegio de Barranquilla (CODEBA)
• Lyndon B Johnson(Lyndon .Johnson School)
• Colegio Marymount (Marymount School)
• Calegio Sagrado Corzande Jesus
• Calegio San Miguel del Rosario
• Colegio Nuestra Senora de Lourdes
• Colegio altamira international school(altamira international school)
• Colegio parrish(Karl C. Parrish School)
• Corporacion Educativa American School
• Colegio Cristiano El-Shaddai
• Colegio Americano de Barranquilla
• Instituto San jose
• Colegio San jose

Bogoto

Bolivar

Cartagena

• Colegio Salesiano San Pedro Claver
• Colegio de la Salle Cartagena
• Colegio Biffi (Congregacion De Harmanan Franciscanas Misioneras De Maria Auxiliadora)
• Colegio Eucaristico de Teresa (Hermanas Mercedarias del Sanrisimo Sacramento del Altar)
• Corporacion Colegio Latino americano
• Gimnasio Cartagena de Indias (Miembro ASPAEN)
• Colegio Montessori de Cartagena
• Colegio Jorge Washington (Miembro de la SACS)
• Colegio Britanico de Cartagena (Miembro IB)
• Gimnasio Cartagena (Mienbro ASPAEN)
• Gimnasio Altair de Cartagena
• Cartagena International School
• Centro de Ensenanza Precoz Nuevo MUndo
• Ciudad Escolar Comfenalco (Caja de Compensacion Familiar de Fenalco)
• Colegio Seminario de Cartagena (Eudistas)
• Colegio La Nueva Esperanza
• Colegio de La Esperanza
• INEM Jose Manuel Rodriguez Torices
• Colegio EI Carmelo de Cartagena
• Colegio La Presentacion (Hermanas dominicas de la presentacion)
• Colegio Nuestra Senora de la Candelaria (Hermanas Franciscanas)
• Institucion educativa Nuestra Senora del Carmen (Inenscar)
• Colegio La anunciacion
• Institucion Educativa Juan Jose Nieto
• Institucion Educativa Soledad Acosta de Samper (IESAS)
• Institucion Educativa San Franciso de Asis (IESFA)
• Colegio Militar EL Pinar de Canada
• Colegio Militar Fernandez Bustamantes (COLMIFEBU)
• Colegio Militar Almirante Colon (COMIALCO)
• Colegio Mixto  La Popa
• Colegio Naval Militar Abolsure  (Cooabolsure)
• Institucion Educativa de Promocion Social de Cartagena

BOVACA

Tunja

• Colegio de Boyaca

Puerto Boyaca

Colegio Departamental

• Colegio Santa Teresita

Duitama

• Colegio Seminario Diocesano

Caldas

Manizales

• Colegio Franciscano Agustín Gemelli
• Colegio Granadino
• Colegio Mayor de Nuestra Señora
• Colegio de Nuestra Señora del Rosario

Caquetá

Florencia

• Colegio Juan Bautista Migani

Casanare

Yopal

• Collegio Gimnasio de los Llanos
• Institución Educativa Centro Social La Presentación

Cauca

Popayán

• Colegio Gimnasio Calibio
• Colegio San José de Tarbes

Cesár

Valledupar

• CASD Simón Bolívar
• Colegio Gimnasio del Norte
• Colegio Hispanoamericano
• Colegio María Montessori
• Colegio Nacional Loperena
• Colegio Parroquial El Carmelo
• Colegio Sagrada Familia
• Colegio Santafé
• Fundación Colegio Bilingüe de Valledupar

Chocó

Quibdó

• Instituto Femenino de Enseñanza Media y Profesional

Córdoba

Montería

• Colegio Británico de Montería
• Colegio La Salle

Cundinamarca

• Normal Departamental Mixta de Pasca

Guainía

Inírida

• Colegio Luis Carlos Galán Sarmiento
• Instituto de Bachillerato Agropecuario Custodio García Rovira

Guaviare

San José del Guaviare

• Colegio Departamental de Bachillerato Santander

Huila

Neiva

• Colegio la Presentación de Neiva
• Colegio Cooperativo Salesiano San Medardo
• ASPAEN Gimnasio Yumaná
• ASPAEN Gimnasio La Fragua

La Guajira

• Colegio Albania

Magdalena

Santa Marta

• Colegio Bilingue de Santa Marta

Meta

Villavicencio

• Colegio Espíritu Santo

Nariño

Pasto

• Colegio del Sagrado Corazón de Jesús
• Colegio de San Francisco Javier
• Instituto Champagnat

Norte de Santander

Cúcuta

• Colegio Calasanz
• Colegio Gimnasio Los Almendros
• Colegio El Carmen Teresiano
• Colegio Santa Teresa
• Colegio Santo Angel de la Guarda

Putumayo

Mocoa

• Institución Educativa Santa María

Quindío

Armenia

• Colegio Americano De Armenia
• Colegio Franciscano San Luis Rey
• Colegio Inem Jose Celestino Mutis
• Colegio Instituto Tecnico Industrial

Risaralda

Pereira

• Colegio Americano
• Colegio Calasanz
• Colegio Cristo Rey
• Colegio De la Salle Pereira
• Colegio del Sagrado Corazón de Jesus: Bethlemitas
• Colegio Salesiano San Juan Bosco
• Fundación Liceo Inglés
• Liceo Francés de Pereira

San Andrés, Providencia y Santa Catalina

San Andrés

• Colegio Luis Amigo

Providencia

• Institución Educativa Colegio Nacionalizado Mixto de Providencia
• Institución Educativa Junín

Santander

Barrancabermeja

• Colegio el Rosario
• Colegio Luis Lopez de Meza

Bucaramanga

• Colegio Adventista Libertad
• Colegio Agustiniano
• Colegio Alfred Nobel
• Colegio Bilingüe Divino Niño
• Colegio Caldas
• Colegio Colombianitos Del Mañana
• Colegio Comfenalco
• Colegio El Inem
• Colegio El Pilar
• Colegio El Saleciano
• Colegio Glenn Domann
• Colegio Harvard
• Colegio La Merced
• Colegio La Nacional De Comercio
• Colegio La Normal
• Colegio La Presentación
• Colegio La Quinta Del Puente
• Colegio La Salle
• Colegio Lisceo Patria
• Colegio Maria Goretiu
• Colegio Nuestra Señora de Fatima (de la policia)
• Colegio Nuevo Cambridge
• Colegio Panamericano
• Colegio Principe De Asturias
• Colegio Principe San Carlos
• Colegio San Luis Beltran Del Lago
• Colegio San Patricio
• Colegio San Pedro Claver
• Colegio San Sebastian
• Colegio Santa Ana
• Colegio Santa Teresita
• Colegio Santander
• Fundación Colegio UIS
• Gimnasio Aspaen Cantillana
• Gimnasio Aspaen Saucara
• Gimnasio Jaibana
• Gimnasio Piedemonte
• Gimnsaio San Diego

Sucre

Sincelejo

• Liceo Panamericano

Tolima

Ibagué

• Colegio Champagnat
• Corporación Colegio San Bonifacio de las Lanzas
• Colegio Franciscano Jimenez De Cisneros

Valle del Cauca

Cali

• Colegio Instituto Nuestra Señora de la Asunción (Insa)
• Colegio Bilingüe Montessori
• Centro Educativo Etievan Colegio Encuentros
• Colegio Alemán
• Colegio Bennet
• Colegio Berchmans
• Colegio Bilingue Dyana Oese
• Colegio Bolivar
• Colegio Colombo Britanico
• Colegio del Sagrado Corazón de Jesus: Bethlemitas
• Colegio Franciscano de Pío XII
• Colegio Freinet
• Colegio Inglés de Los Andes
• Colegio La Coradire
• Colegio León de Greiff
• Colegio Manchester st Michael
• Colegio San Luis Gonzaga de Cali
• Colegio Santa Maria Stella Maris
• Liceo Benalcazar
• Liceo de Los Andes
• Liceo Frances Paul Valery
• Liceo Montessori

Yumbo

• Liceo Comercial de Yumbo or also known as Institucion Educativa Alberto Mendoza Mayor

Vaupés

Mitú

• Colegio Departamental Inaya
• Escuela Normal Superior Indígena María Reina

Vichada

Puerto Carreño

• Colelegio Antonia Santos de Cazuarito
• Colegio Comercial José Eustasio Rivera
• Escuela Normal Federico Lleras Acosta

Secondary education is divided in basic secondary (grades 6th to 9th) and mid secondary (grades 10th and 11th). Net secondary enrollment in 2001 was 53.5 percent. School life expectancy in 2001 was 11.1 years. Mid secondary school is usually refereed as Vocational school, as there is a selection of technical, arts, and academic schools to choose from. Technical schools offered specialized training in industrial subjects (mechanics, industrial chemistry, welding, farming) and commercial topics (accounting, office clerk). Other schools specialize in religious studiesl (Seminar schools for future Catholic priests), and teaching for pre-school and elementary teaching. Traditional academic school, however, represents most of the offer in urban areas.
In order to access college or technical education, highschool students must write the State Test "pruebas de estado" provided by Instituto Colombiano para el Fomento de la Educación Superior - ICFES.

University education

This is a list of universities in Colombia. The Colombian higher education system is composed by Technical Institutes focused in vocational education, University Institutions focused in technological education, and Universities focused in undergraduate and postgraduate education. The country counts with public and private universities. Most of the Public universities conform the State University System (Spanish: Sistema Universitario Estatal, SUE), and most of the departments have at least one public university. Several private universities are affiliated with the Roman Catholic Church or are Nonsectarian.

Public

National

National University of Colombia Military University Nueva Granada National Open and Distance University National Pedagogic University National Pedagogic and Technological University of Colombia Superior School of Public Administration University of the Amazon University of the Llanos University of the Pacific

Military University Nueva Granada Campus Name Established Location Reference National University of Colombia 1867 Bogotá, Medellín, Manizales, Palmira, Arauca, Leticia, and San Andrés Military University Nueva Granada 1982 Bogotá National Open and Distance University 1981 National Pedagogic University 1955 Bogotá National Pedagogic and Technological University of Colombia Tunja, Chiquinquirá, Duitama, and Sogamoso Superior School of Public Administration 1958 Bogotá, Barranquilla, Bucaramanga, Cali, Cartagena, Cúcuta, Fusagasugá, Ibagué, Manizales, Medellin, Neiva, Pasto, Pereira, Popayán, Tunja, and Villavicencio University of the Amazon 1971 Florencia University of the Llanos 1974 Villavicencio University of the Pacific 1988 Buenaventura, Guapi, and Tumaco

Departmental

Central University of Valle del Cauca Francisco José de Caldas District University Francisco de Paula Santander University Industrial University of Santander Popular University of Cesar South Colombian University Technological University of Choco Technological University of Pereira University of Antioquia University of Atlantico University of Caldas University of Cartagena University of Cauca University of Cordoba University of Cordoba University of Cundinamarca University of La Guajira University of Magdalena University of Nariño University of Pamplona University of Quindio University of Sucre University of Tolima University of Valle

Private

Catholic

university of colombia

 

 

Nonsectarian

Established Name Location Reference 1982 University of Ibague Ibague Antonio Nariño University Autonomous University of Bucaramanga Autonomous University of the Caribean Autonomous University of Colombia Autonomous University of Manizales Manizales 1970 Universidad Autónoma de Occidente Cali Central University Externado University of Colombia Cooperative University of Colombia Cooperative University of San Gil Free University of Risaralda Jorge Tadeo Lozano University Bogotá, Cartagena La Gran Colombia University Pilot University of Colombia Santiago de Cali University Cali University of America University of the Andes University of Boyaca University EAFIT University of the Forest University ICESI Cali University of Manizales Manizales University of Medellín Medellín University of the North Barranquilla

Superior education is divided into under-graduate degrees and post-graduate degrees and is regulated by the 30th law of 1992. Most of the university degrees are 5 years long. Technical formation usually lasts 3 years. Post-graduate education includes specializations, masters and PhD programs.

Education for Employment and Human Development

Education for Employment and Human Development is regulated by law 1064 of 2006 and the 2888 decrete of 2007. This kind of Education provide a degree of Technical Education, provides skills and talents to improve the level of subsistence. Education for employment involves technical skills necessary to the performance of work through the formation of "labor competences", which is a Colombian strategy to standardize and certify human resource, expanding and diversifying the formation and training of human resources. It includes the education provided by the enterprises to their employees. The Colombian government promotes this kind of education as an alternative for the university education, which is not accessible for the majority. Some institutions that provide this services are : SENA (national service of learning); CESDE; ANDAP; INCAP among others.

Non profit organizations working to fill the education gap in Colombia

There are hundreds of well-run non profits in Colombia that are helping to close the education gap. To support their efforts, the Colombian diaspora has begun to organize and channel resources to them from the United States. One of the largest examples is the Genesis Foundation. Other organizations like Colombia Progresa raise scholarships in the US to support the education of kids in Colombia.