Education in Other Country

Education in Japan  From Wikipedia, the free encyclopedia

In Japan, education is compulsory at the elementary and lower secondary levels.^[1] Most students attend public schools through the lower secondary level, but private education is popular at the upper secondary and university levels.

Education prior to elementary school is provided at kindergartens and day-care centers. Public and private day-care centers take children from under age one on up to five years old. The programmes for those children aged 3–5 resemble those at kindergartens. The educational approach at kindergartens varies greatly from unstructured environments that emphasize play to highly structured environments that are focused on having the child pass the entrance exam at a private elementary school. The academic year starts from April and ends in March, having summer vacation in August and winter vacation in the end of December to the beginning of January. Also, there are few days of holidays between academic years. The period of academic year is same all through elementary level to higher educations nationwide.

Japan's education system played a central part in Japan's recovery and rapid economic growth in the decades following the end ofWorld War II. After World War II, the Fundamental Law of Education and the School Education Law were enacted. The latter law defined the school system that would be in effect for many decades: six years of elementary school, three years of junior high school, three years of high school, and two or four years of university. Starting in April 2016, various schools began the academic year with elementary school and junior high school integrated into one nine-year compulsory schooling program, in hopes to mitigate bullying and truancy; MEXT plans for this approach to be adopted nationwide in the coming years.^[2]

Although Japan ranks highly on the PISA tests, its educational system has been criticized for its focus on standardized testing and conformity;^[3][4] its aforementioned bullying problem;^[3][5][6] and its strong academic pressure on students.^[7]

Australian education system

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The Australian education system provides primary, secondary and tertiary education.

School education (Primary and Secondary)

School education is similar across all of Australia with only minor variations between states and territories. School education (primary and secondary) is compulsory between the ages of six and sixteen (Year 1 to Year 9 or 10). School education is 13 years and divided into:

• Primary school - Runs for seven or eight years, starting at Kindergarten/Preparatory through to Year 6 or 7.
• Secondary school - Runs for three or four years, from Years 7 to 10 or 8 to 10.
• Senior secondary school - Runs for two years, Years 11 and 12.

Tertiary education

Tertiary education includes both higher education (including universities) and vocational education and training (VET).

Language of instruction

English is the official language of Australia and the main language of instruction in the education system. Many schools offer bilingual programs or programs in other languages.

Australian Qualifications Framework

The Australian education system is distinguished from many other countries by the Australian Qualifications Framework (AQF).(opens in a new window) The AQF was established in 1995 and is a national policy that covers qualifications from the tertiary education sector (higher education and vocational education and training) in addition to the school-leaving certificate; the Senior Secondary Certificate of Education.

The AQF has 10 levels and links school, vocational and university education qualifications into one national system. This allows you to move easily from one level of study to the next, and from one institution to another, as long as you satisfy student visa requirements. It allows for choice and flexibility in career planning. All qualifications in the AQF help prepare you for both further study and your working life.

If you are studying an AQF qualification, you can be sure that your institution is Government-authorised and nationally accredited, and that your degree or other AQF qualification will be genuine.

Our institutions are linked across the country and across the world, which makes it easy to move throughout the education system between courses or institutions and formal agreement and recognition frameworks mean every step of the path will contribute to your future no matter what your study or career goals.

Education in Thailand

From Wikipedia, the free encyclopedia

Education in Thailand is provided mainly by the Thai government through the Ministry of Education from pre-school to senior high school. A free basic education of twelve years is guaranteed by the constitution, and a minimum of nine years' school attendance is mandatory. In 2009 the Ministry of Education announced the extension of a free, mandatory education to fifteen years.^[4]

Formal education consists of at least twelve years of basic education, and higher education. Basic education is divided into six years of elementary education and six years of secondary education, the latter being further divided into three years of lower- and upper-secondary levels. Kindergarten levels of pre-elementary education, also part of the basic education level, span 2–3 years depending on the locale, and are variably provided. Non-formal education is also supported by the state. Independent schools contribute significantly to the general education infrastructure.

Administration and control of public and private universities are carried out by the Office of Higher Education Commission, a department of the Ministry of Education.

Education in New Zealand

From Wikipedia, the free encyclopedia

The education system in New Zealand is a three-tier model which includes primary and intermediate schools, followed by secondary schools (high schools) and tertiary education at universities and/or polytechnics. The academic year in New Zealand varies between institutions, but generally runs from early February until mid-December for primary schools, late January to late November or early December for secondary schools, and polytechnics, and from late February until mid-November for universities.

In 2009, the Programme for International Student Assessment (PISA), published by the Organisation for Economic Co-operation and Development (OECD), ranked New Zealand 7th best at science and reading in the world, and 13th in maths.^[3] The Education Index, published as part of the UN's Human Development Index consistently ranks New Zealand among the highest in the world.^[4]

The Code of Ethics for Professional Teachers

                 I have learned that a teacher must be a good example to every one. A teacher must promote the common good and do not engage their selves to any illegal doings.

                 I have realized that becoming a teacher is not easy. You must consider so many factors. A teachers raises a child, if you are not a good example, what will you teach to the learners? You will just be a bad example.

                As a future teacher, I will be sensitive and always set awareness to every thing that I will do.

Basic Laws on the Professionalization of Teaching (DISCUSSANTS: Evangelista, JasminT. Forte, Jessica T. Galvan, Jeliane Escalicas, Maricel

1. Basic Laws on the Professionalization of Teaching In recognition of the vital role of a teachers in nation building and as an incentives to raise the morale of the teachers, it is imperative that they be considered as professionals and teaching be recognized as a profession. On January 1, 1977 President decree 1006, entitled Providing for the Professionalization of Teachers, Regulating their Practice in the Philippines, otherwise known as the Decree Professionalizing Teaching was proclaimed. With this presidential proclamation, teaching became professionalized in the Philippines. The proclamation of PD 1006 was premised on the following: 1.’’the institutions of the country have relied upon … teachers whose direct and continuing interaction with the young people and the children make then potent forces for the development of proper attitudes among the citizenry. 2.the tremendous growth of the teaching population, comprising in the civil service sector alone more than 300,000 teachers deployed all over the country; 3. to insure that in the immediately and urgency of teacher recruitment, qualitative requirements are not overlooked, it has become necessary to regulate the teaching profession; 4. teaching requires a number of years of collegiate study, it is the only curse that is not yet considered a profession and 5. In recognition of the vital role of teachers in nation- building and as an incentive to raise the morale of teachers, it is imperative that they be considered as profession’’ ( PD 1006).
2. 4. The Policy goals should be to ensure that all children have access to skillful teachers to make the teaching profession more attractive to talented young adults, and to produce humane intellectually lively learning communities for both students and teachers- Linda Darling- Hammond
3. 5. PRESIDENTIAL DECREE No. 1006 January 1, 1977 PROVIDING FOR THE PROFESSIONALIZATION OF TEACHERS, REGULATING THEIR PRACTICE IN THE PHILIPPINES AND FOR OTHER PURPOSES
4. 6. The Congressional Commission to Review and Assess Philippine Education (EDCOM) came out with finding that "the quality of Philippine Education is declining" and that teachers are "at the heart of the problem". EDCOM discussed further that: • teachers are poorly trained. • there is low quality of students enrolled in teacher training.
5. 7. Article 11, of R.A. No. 7836
6. 8. .
7. 9. Historical Perspective of the Philippine Educational System
8. 10. Education in the Revolutionary Government
9. 11. Education during the American Regime
10. 12. Education during the Japanese Era • Taught Tagalog, Philippine History and Character Education. • Love for work and dignity of labour was emphasized. • 1994, Commission oh Higher Education (CHED) and the Technical Education and skills Development Authority(TESDA) were established to supervise tertiary degrees, programs and non-degree technical-vocational programs. • CHED is responsible for Higher Education In 2001 Republic Act 9155 or Government of Basic Education Act was passed transforming DECS to DepEd. • The main goal is to provide the school age population and young adults with skills, knowledge, and values to become caring, self reliant, productive and patriotic citizens.
11. 13. PRESIDENTIAL DECREE No.1006 Providing for the professionalization of teachers, regulating their practice in the philippines and for other purposes.
12. 14. WHERE AS, the Constitution provides that • “all educational institutions shall be under the supervision of, and subject to regulation by, the state”, and requires that • “the State shall establish and maintain a complete, adequate and integrated system of education relevant to the goal of national development”.
13. 15. WHERE AS, • In the pursuit of these objectives, the Department of Education and Culture has adopted ways and means of overseeing all the educational institutions in the country.
14. 16. WHERE AS, • this supervisory function of the DEC has been primarily beamed towards insuring that the educational institutions inculcate in the studentry, love of the country, teach the duties of citizenship, and develop moral character, personal discipline, and scientific technological and vocational efficiency.
15. 17. WHERE AS, • To implement these objectives, the institutions have replied upon their teachers whose direct and continuing interaction with the young people and the children make them potent forces of the development of proper attitudes among the citizenry. WHERE AS, • This accounts for the tremendous growth of the teaching population, comprising in the civil service sector alone- more than 300,000 teachers deployed all over the country.
16. 18. WHERE AS, • To insure that in the immediacy and urgency of the teacher recruitment qualitative requirements are not overlooked it has become necessary to regulate the teaching profession. WHERE AS, • In recognition of the vital role of the teachers in nation- building and as an incentive to raise the morale of teachers, it is imperative that they be considered as professionals and teaching be recognized of a profession.
17. 19.  SECTION 1: Title  SECTION 2: Declaration of policy  SECTION 3: Definition of terms  SECTION 4: Creation of the National Board of Teacher  SECTION 5: Powers and Duties  SECTION 6: Qualification requirements for examination applicants.
18. 20. SECTION 7 APPOINTMENT OF EXAMINERS The Board shall appoint a set of examiners for every examination who are organized authority in teacher education and their names shall not be disclosed until after the release of results of the examinations.
19. 21. Section 8 Scope of the examination The examination shall consist of written tests, the scope of which shall be determined by the Board, taking into consideration the teaching plan of the school legally constituted in the Philippines.
20. 22. Section 9 RATINGS OF THE Examination In order that a candidate may be deemed to have successfully passed the examinations, he must have obtained a general average of at least 70 percent in all subjects with no rating below 50 percent in any subject.
21. 23. Section 10 Report of the results of examination The examiners shall report the ratings obtained by each candidate to the Board within 150 days after the last day of the examination, unless extended by the latter.
22. 24. Section 11 Issuance of certificate Teachers who have passed examinations given by the Civil Service Commission and the Department of Education and Culture shall be considered as having passed the board examination for teachers.
23. 25. Section 12 Registration The Civil Service Commission shall, as an arm of the Board, register holders of Professional Teachers Certificate which registration shall evidence that the Registrant is entitled to all rights and privileges of a professional Teacher until and unless the certificate is suspended or cancelled by the Board for a just cause.
24. 26. Section 13 Reissuance of revoked certificate and replacement of lost certificate The Board may, for reason of equity and justice, and upon proper application therefore, issue another copy, original or duplicate, upon payment of the required fee, of a certificate, which has been revoked.
25. 27. Section 14 Registration of reciprocity The Civil Service Commission shall, upon approval of the Board, effect the registration, without examination of a teacher validly registered under the law of any foreign state or country; Provided.
26. 28. Section 15 Prohibition Three years after the effectivity of this Decree, no person shall engage in teaching and/or act as defined in the Decree, whether in the public or private elementary or secondary school, unless he is holder of a Professional Teacher Certificate or is considered a Professional Teacher under this Decree.
27. 29. Section 16 Penal provision Any person who shall practice teaching without a valid Professional Teacher Certificate, or any person representing as his her own the certificate of another, or any person representing as his own the certificate of another, or any person giving any false or forged evidence on order to obtain for Professional Teacher Certificate or admission, or any person assuming himself a registered professional teachers or any person violating any provision of this Decree shall, be penalized by a fine or not less than One Thousand Pesos nor more than Five Thousand Pesos with subsidiary imprisonment or to suffer an imprisonment of not less than six months nor more two years, or both such fine and imprisonment at the discretion of the Court.
28. 30. section 17 Repealing clause All Acts, Decree, Executive Orders, Administrative Orders, rules and regulations or parts thereof inconsistent with the provisions of this Decree and hereby repealed or modified accordingly.
29. 31. Section 18 Separability clause In case any provision of this Decree or any portion thereof is declared unconstitutional by a competent court, other provision shall not be affected nearby.
30. 32. Section 19 Effectivity This Decree shall take effect January 1, 1997.Done in the City of Manila, this 22nd day of September in the year of Our Lord, nineteen hundred and seventy six.
31. 33. PhilippineTeachers Professionalization Act of 1994
32. 34. AN ACTTO STRENGTHENTHE REGULATION AND SUPERVISION OFTHE PRACTICE OFTEACHING INTHE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FORTEACHERS AND FOR OTHER PURPOSES.
33. 35. ARTICLE I
34. 36. SECTION 1. ShortTitle. —This Act shall be known as the "PhilippineTeachers Professionalization Act of 1994.“ Sec. 2. Statement of Policy. —The State recognizes the vital role of teachers in nation-building and development through a responsible and literate citizenry.
35. 37. Sec. 3. Objectives. —This Act has the herein objectives:  (a)The promotion, development and professionalization of teachers and the teaching profession; and  (b)The supervision and regularization of the licensure examination.
36. 38. Sec. 4. Definition ofTerms. — For purposes of this Act, the following terms shall mean: (a) "Teaching" — refers to the profession concerned primarily with classroom instruction, at the elementary and secondary levels in accordance with the curriculum prescribed by the Department of Education, Culture and Sports, whether on part-time or full-time basis in the private or public schools.
37. 39. Section 4. Definition ofTerms (b) "Teachers" — refers to all persons engaged in teaching at the elementary and secondary levels, whether on full-time or part-time basis, including industrial arts or vocational teachers and all other persons performing supervisory and/or administrative functions in all schools in the aforesaid levels and qualified to practice teaching under this Act.
38. 40. Section 4. Definition ofTerms (c) "Board" — refers to the Board for Professional Teachers duly established and constituted under this Act. (d) "Commission" — refers to the Professional Regulation Commission.
39. 41. ARTICLE II ___________________________________ BOARD FOR PROFESSIONALTEACHERS
40. 42. Sec. 5 Creation and Composition of the Board The Board is composed of five (5) members including the Chairman and theVice-Chairman appointed by the President of the Philippines from among the recommendees chosen by the Commission.
41. 43. Sec. 6 Duties and Function of the Board The two most important duties of the Board:  Prescribe and/or adopt a code of ethical and professional standards for the practice of the teaching profession.  Look into the conditions affecting the practice of the teaching profession and whenever necessary, adopt such measures as may be deemed proper for the enhancement and maintenance of high professional and ethical standards of the profession;
42. 44. Sec. 7. Term of Office. — The members of the Board shall hold office for a term of three (3) years from the date they assume office. No person who has served for two (2) consecutive terms shall be eligible for reappointment. The chairman or any member shall take his oath of office prior to the performance of his duties.
43. 45. Sec. 8. Qualification of Board Members. — Each Board member must at the time of his appointment:  (a) Be a citizen and resident of the Philippines;  (b) Be at least thirty-five (35) years of age, of proven integrity, and possessed of high moral values;  (c) Be a holder of the degree of Bachelor of Arts or Bachelor of Science in Education and preferably a holder of a master's or doctorate degree in education, or their equivalents;
44. 46.  (d) Be a professional teacher with a valid certificate of registration and valid professional license;  (e) Has been a professional teacher in the active practice of the teaching profession for at least ten (10) years in the elementary and secondary level; (f) Not an official or member of faculty of any university for at least 3 years prior to his appointment nor connected with a review center.
45. 47. Sec. 9. Compensation of the Board. Sec. 10. Supervision of the Board and Custodian of its Records. — The Board shall be under the supervision and control of the Commission. Sec. 11. Secretariat and Support Services. Sec. 12. Removal of a Board Member.
46. 48. What is Republic act 9293?  “An act amending certain sections of RA 7836 otherwise known as the “Philippine Teachers Professionalization Act of1994”
47. 49. Section 1. Section 15;(e) (3) of Republic Act No. 7836 is hereby amended as follows; Section 15. Qualification Requirements of Applicants – No applicant shall be admitted to take the examination unless, on the date of filing of the application, he shall have complied with the following requirements:
48. 50. (e) “A graduate of a school, college or university recognized by the government and possesses the minimum educational qualifications as follows:
49. 51. 1. For teachers in preschool, a bachelor’s degree in early childhood education (BECED) or its equivalent;
50. 52. 2. For teachers in the elementary grades,a bachelor’s degree in elementary education (BECED) or its equivalent;
51. 53. 3. For teachers in the secondary grades, bachelor’s degree in education or its equivalent with a major or minor, or a bachelor’s degree in arts and sciences with at least 18 units in professional education; and
52. 54. 4. For teachers of vocational and 2-year technical courses a bachelor’ degree in the field of specialization or its equivalent, with at least 18 units in professional education.
53. 55. Section 2. Section 26 of the same act is hereby recommended to read as follows: Section 26. Registration and Exception.– No person shall engage in teaching and or act as a professional teacher as defined in this Act, whether in the preschool, elementary or secondary level, unless a person is duly registered professional teacher, and a holder of valid special or temporary permit.
54. 56. Upon approval of the application and payment of the prescribed fees, the certificate of registration and professional license as a professional teacher shall be issued without examination as required in this Act to a qualified applicant who is: (a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the DECS; or (b) A registered professional teacher with the National Board for Teachers under the DECS pursuant to P.D. No. 0016.
55. 57. Professional teachers who have not practiced their profession for the past 5 years shall take at least units of pedagogy and 6 units of content courses or the equivalent training and number of hours; to be chosen from a list of courses to be provided by the Board and the Department of Education, before they can be allowed to practice their profession in the country.
56. 58.  Those who have failed the licensure examination for the professional teachers, with a rating of not lower than five percentage points from the passing general average rating shall be eligible as para-teachers upon issuance by the Board of a two-year special permit, renewable for a non-extendible period of 2 years.
57. 59. The para-teachers shall be assigned to areas where there is a shortage or absence of a professional teacher, as identified or provided by the Department of Education and the ARMM EDUCATION DEPARTMENT to the Board for Professional Teachers and to the Commission. The special permit shall indicate the area of assignment of the para-teacher.
58. 60. A special permit may also be issued by the Board to a person who has excelled and gained international recognition and is a widely acknowledged expert in his or her respective field of specialization.
59. 61. Section 3. Section 31 of the same Act is hereby amended to read as follows: Section 31. Transitory Provision.--- Special Permits, with a validity of 3 and 5 years, issued to para-teachers by the Board for Professional Teachers before the effectivity of this Act shall be allowed to expire based on the period granted therein: Provided, That only special permit with a validity of 3 years may be renewed upon expiration for a non-extendible period of 2 years.
60. 62. Section 4. References to the Term.— “Department of Education, Culture and Sports”, in Section 4 (a) and Section 25, and the term “DECS” IN Section 20, of the same Act, are hereby amended to read as “Department of Education” and “DepEd”, respectively.
61. 63. Section 5. Separability Clause.—If for any reason, any section or provision of this Act or the application of such section or provision to any person or circumstance is declared unconstitutional or invalid, no other section or provision of this Act shall be affected thereby.
62. 64. Section 6. Repealing Clause.—All laws, decrees , circulars, administrative orders, rules and regulations and other issuances which are inconsistent with the provision of this Act are hereby repealed or modified accordingly.
63. 65. Section 7. Effectivity.– This Act shall take effect upon approval. Approved, (Sgd.) JOSE DE VENECIA, JR. Speaker of the House of Representative (Sgd.)FRANKLIN M. DRILON President of the Senate
64. 66. This Act which is a consolidation of the Senate Bill No. 2698 and House Bill No. 5411 was finally passed by the Senate and the House of Representative on February 6, 2004 and February 7, 2004, respectively. (Sgd.)ROBERTO P. NAZARENO Secretary General House of Representatives (Sgd.) OSCAR G YABES Secretary of the Senate Approved: (Sgd.) GLORIA MACAPAGAL-ARROYO President of the Philippines    

Multicultural Diversity: A challenge to Global Teachers

                   I have learned that students will never be the same. How many students you have on a classroom is also how much the diversity counts. The main goal here in education is to transform the school so that students form multicultural differences will experience an equal opportunity to learn in school.

                   I have realized that that we must give value to the differences of our learners. Taking these into account is a major challenge. Culture evolves over time. Practices that are proper develop and help individuals or groups survive in this ever changing world environment.


                   As a future teacher, I will take into account these multicultural diversity. Address these challenge in a meaningful way.

Bringing the World into Classroom through Educational Technology

                 I have learned that bringing the world into classroom through educational technology is just being updated in the technologies and news. Technology helps teachers now to have an easier way of teaching and making records of the students.

                 I have realized that technology brings a huge help to both teachers and learners. It gives more accessible information for the both teachers and learners.

                 As a future teacher I will use this innovation to improve my teaching. Stay updated in the latest post on the curriculum. And get in touched to my learners.

Linkages and Networking with Organizations

                  I have learned that school and its community in collaboration with public and private institutions and organizations are indeed inseparable. Various groups from both are very willing to help the schools in pursuing mutual beneficial and productive programs for the good interest of all.

                  I have realized that schools alone can't stand. The help by institutions and organizations has a huge impact in the development of the school. Producing quality students requires quality facilities. These facilities are almost given free for the betterment of both.

                 As a future teacher I will give importance to the institutions and organizations because we are both benefited on it.

Global Education and the Global Teacher

                I have learned that becoming a global teacher doesn't need to teach in abroad. Becoming a global teacher is having a compassionate heart and a spirit of fighter who will never give up on his/her learners.

                I have realized that teachers must be creative and innovative. Innovative in ways to prepare diverse learners in their own cultural  context without forgetting that they live in a global village. To compete globally means to prepare teachers who are capable of changing lifelong educations.

                As a future teacher I will be innovative enough to handle diverse learners without getting them in their own culture. Learning in a way of developing their own competencies.