Difference between revisions of "Education in Isselmere-Nieland"

Revision as of 02:04, 8 April 2006

Education, along with social equality, is a fundamental subject for Union and regional government policy. Within the UKIN, the Union government outlines general policies and establishes certain curriculum standards through framework legislation, but it is commonly the responsibility of the devolved governments to enact and administer those policies and to regulate and institute the specifics governing education. Educational institutions are predominantly public (i.e., State funded), yet private institutions are permitted to operate so long as the students' basic educational requirements are met.

Broadly, there are four educational levels: early childhood education (ECE), primary education, secondary education, and higher education. All public levels are funded by both the Union and regional governments. Levels frequently consist of component stages or phases, during which teachers and parents monitor and assess the student's advancement. Compulsory education lasts from about five years of age to sixteen years of age, but most Isselmere-Nielander children continue on until the age of majority (eighteen years of age) and beyond.

Unlike many school systems, the Isselmere-Nielander educational year, which begins in September, may last until the middle of the subsequent August, depending upon the weather. Technological advancements have permitted distance education (tele-education), but most parents — and odder still, most students — would prefer the children to attend school even during the miserable winter months. Free nutritional hot or cold meals are served thrice daily for students in compulsory education that are well attended by the student body.

Early Childhood

Early childhood education is typically provided for children aged from two to five years of age. It is a non-compulsory stage that is well-supported by both parents and the State. Early childhood education programmes in Isselmere-Nielander universities blossomed with the introduction of the stage in 1961, which has been cited as one of the reasons for the UKIN's strong economic development and the social and educational success of many working class children.

In 1973, Parliament, in conjunction with industry, introduced a new crèche stage aimed at helping working single mothers return to the job sooner. Taking in children of twelve months of age, or in some instances younger, the phase has proven very successful.

Secondary language education may begin in nursery school. Both Anguist and Nieland offer bilingual education in their regional language, and all four regions offer bilingual education in a number of other modern languages as well, including Latin and Pacitalian.

Primary Education

Primary education is first compulsory educational level. Prospective students ought to be five years of age before beginning their studies, although provisions permit children of four years of age who will turn five in the course of the school year to attend if they pass an initial assessment examination. Primary or elementary education usually comprises six years of learning (Years 1-6) and consists of two stages, a two-year Introductory Phase (Years 1-2) followed by a four-year Elementary Instruction Phase (Years 3-6).

Secondary language instruction begins at the primary level, typically by the third year but often before. Should primary instruction be predominantly in a language other than English, instruction in English grammar and language will begin by Year 4 in both public and certified private educational institutions.

Advancement to the subsequent Year is wholly dependent upon the student's demonstrated capabilities. The State-wide rate of failure (i.e., retention rate) is listed as 2.3 per cent across the entire six-year level. Students granted enhanced advancement (i.e., bypassing a school Year) comprise 1.8 per cent of all primary education students, with many gifted students opting for enriched programmes instead.

Secondary Education

Students tend to begin secondary education at eleven years of age. Secondary education consists of three phases. The first two stages are of three years each (Forms 1-6), lasting generally until the official school-leaving age of sixteen years or the end of the currently attended school year, whichever comes last. The final stage provides a further two years of education to prepare students either for higher education or to train them for a skilled vocation.

The first two stages are taught within high schools or similar private institutions. The first is the Initial Assessment Phase (IAP; Forms 1-3). Beginning with this phase, pupils not currently enrolled in a modern language are required to choose one for their next six years of study. The IAP ends with comprehensive Student Aptitudes General Assessment (SAGA) examinations. SAGA examinations are intended to indicate the particular strengths and weaknesses of each student, directing him or her towards programmes best suited to his or her talents. Pupils are not, however, streamed towards either academic or vocational programmes at this stage.

At the start of Form 3, students are requested to note which optional subjects they will take in the next phase of their education, the Academic Evaluation Phase (AEP; Forms 4-6). (After the SAGA examinations, students may re-visit and re-select their choices.) This second stage prepares students for another set of examinations, leading to a Certificate of Ordinary Secondary Instruction (COSI).

Before November 1968, results from the COSI examinations stream pupils towards one of four types of college that make up the third phase of secondary education:

• academic, which prepares the student for an academic or general studies college;
• general, which allows the pupil the choice of attending an academic, general, or technical college;
• technical, which readies the student for administration, business, engineering, or the sciences; and,
• vocational for training skilled workers, technicians, and junior managers.

Since 1968, there are but two COSI examinations — general and technical — leading to either a general or technical college. Placement in one or the other college is not absolute and competent students may transfer between institutions, albeit not persistently. The Collegiate Phase (Forms 7-8) culminates in a series of examinations leading to one of two Certificates of Advanced Secondary Education (CASE); like the COSI examinations, before November 1968 there had been three, general, technical, and vocational.

Concerns about the reliability of SAGA, COSI, and CASE examinations in determining the true capabilities of the examined pupils led to the establishment in 1968 of the UKIN Secondary Examinations Appeals Board that studies and rules upon appeals and complaints laid before the various boards and ministries of Education.

Tertiary and Quaternary

Tertiary and quaternary education serves many purposes, such as replenishing the liberal professions, advancing research in the arts and the sciences, and training senior technicians in other skilled careers. Secondary school graduates who have received their CASE or mature students who have obtained its equivalent — a Certificate for Adult Continuing or Higher Education (CACHE) — may proceed into higher education.

The type of institution of post-secondary education to which a prospective student might apply is typically dependent upon the sort of CASE or CACHE he or she has secured, although the prospective student may take proficiency examinations in order to either enter or transfer to a different institution. Each institution of higher education may decide its own procedures for selecting prospective students, so long as such methods conform to meritocratic standards and are not in and of themselves contrary to the Charter of Rights and Freedoms. Private religious-based establishments are permitted to require prospective students to be of a specific faith if it can be reasonably assumed that (a) different belief system(s) would be too disruptive or contrary to the main focus of the institution.²

Establishments of post-secondary education fall into two broad categories — general and professional education — that are further sub-divided into institutions offering either short or long curricula. These institutions are:

• polytechnics (polytechnical institutes)
• university institutes;
• university colleges;
• universities; and,
• institutes.

University colleges and universities provide general instruction whilst university institutes and institutes train skilled professionals. Whereas university institutes, universities, and institutes fall under the rubric of higher education, university institutes are typically considered vocational or professional establishments.

Since 1993, both public and private institutions of higher education require the payment of tuition. In public institutions, the measure was meant to counteract both the declining educational budgets wrought by the economic recession of the late 1970s to late 1980s and the rising maintenance and resources costs in all fields. Still, public tuition is heavily subsidised, with the State paying up to 85 per cent of tuition costs for all students, whilst those requiring financial support or studying in certain fields may also receive grants, stipends, or low-interest loans from Union and/or regional governments. Private tuition and registration costs are monitored by regional and Union governments to ensure the primary motive for cost is to maintain or improve the quality of education. The State subsidisation of private tuition is very uncommon.

Polytechnics

Polytechnical institutes or polytechnics provide vocational and/or professional education.

University-Colleges

University-colleges are the most numerous institutions of higher education, providing short two- to three-year programmes of instruction in general studies in the arts and sciences as well as some related vocations. Typically, university-colleges are independent establishments not affiliated with universities, although university-college graduates may continue their education in the latter institutions. University-colleges may grant associate degrees or diplomas of university studies, but a small number have been accredited to offer baccalaureate degrees.

Most university-colleges are publicly-funded and -operated bodies typically administered by alderdoms or municipalities, but there are some private institutions as well. Such private establishments are usually run by and for the upper classes and receive little, if any, public funding, most of which is used to maintain the grounds. In recent years, two such elite university-colleges, Kenilworth and Wittering-Houlten, became acquisitions of the State when falling registration and mounting costs to upkeep the ancient buildings and gardens became insurmountable obstacles to continued operation. Other private university-colleges are primarily operated by corporate collectives keen to promote pariochal paternalism.

In accordance with the Disestablishment Act, 2004, spiritually-based university-colleges, unlike religious primary and secondary schools, may not receive any public funding or donations from any governmental body, including the monarchy. Such institutions are, however, well-attended by scions of the aristocracy.

University Institutes

Unlike university-colleges, university institutes are commonly connected with a parent university. University institutes offer programmes to train nursery school instructors, skilled technicians and workers, production line engineers, junior managers, medical and dental assistants, or to prepare students who might wish to transfer to a university after graduating.

A typical university institute programme is of two-years duration, although some programmes may require three years of study before completion. University institute graduates receive diplomas (e.g., Diploma of University Studies in Automotive Maintenance) that may permit access to a university.

University institutes may request prospective students to fulfill certain entrance requirements, especially for early childhood education, medical and dental assistant, and line engineer programmes. Generally, these requirements are similar to those requested by the university institute's parent university. Most public university institute programmes depend on the marks the candidate received on their CASE examinations and their final three school years.

Universities

• Baccalaureate: 3 years
• Magistral: 2 years
• Doctorate: 5 years

Institutes

Post-graduate (i.e. post-magistral) specialist training institutions.

	Topics on Isselmere-Nieland
Category | Factbook Categories: Administrative divisions | Constitution | Defence Forces | Festivities | Government | Languages | Laws Subjects: Capital | Coat of arms | Currency | Economy | Education | Football | History | Lethean Islands | Religion Monarchy: History | Royal Family Government: Council of State | DPA | Lords Commissioners | The King | Parliament | Prime Minister | Storting of Nieland Firms: Detmerian Aerospace | Isselmere Motor Works | Lyme and Martens | Royal Ordnance | Royal Shipyards | Turing-Babbage | UPGO Products: Isselmere-Nieland Defence Industries