Educational systems

Educational systems

1. Ecuador

   • FEATURES
     • Organic Law of Intercultural Education (LOEI)
       • It establishes that the educational system of Ecuador includes the levels of: initial, basic and high school; the higher education system and bilingual intercultural education system, which the State offers ancestral peoples and nationalities natives.
         • Offers schooled and unschooled education with cultural and linguistic relevance.
           • School-based education is progressive, it leads to obtaining a degree or certificate, takes one year class whose duration will be defined by the authority education in accordance with the National Plan for Education.
             • Out-of-school education provides the opportunity to training and development of citizens throughout the life and is not related to curricula determined for educational levels.
               • Citizens with unfinished schooling will receive basic general education, including literacy and high school in school or out of school.
                 • Educational institutions can be managed by the State, by religious or secular congregations or private.
                   • Ecuador's educational system
                     • Initial education from 0 to 5 years (Not compulsory).
                       • Initial 1: Out of school, for children up to 3 years of age to position of the Ministry of Economic and Social Inclusion. Are used recreational activities that promote respect for diversity.
                         • Initial 2: For children from 3 to 5 years old. This stage is followed by the Ministry of Education.
                           • It includes: -the taking of assistance -working with calendar, -stimulation of oral language -dialogue news or special events. I know encourages free expression on the part of children.
                           • Basic General Education from 5 to 14 years old.
                             • It covers: -Preparatory (1st grade): 5-year-old students. -Basic Elementary (2nd, 3rd and 4th grade) from 6 to 8 years old. -Average basic (5th, 6th and 7th grade) from 9 to 11 years old. -Basic Superior (8th, 9th and 10th of basic) from 12 to 14 years old.
                             • Unified General Baccalaureate from 15 to 17 years old.
                               • Its duration is 3 years and it is attended by students from 15 to 17 years of age. They all take one base of materials called 'Common Trunk'. The Students choose between Bachelor of Science or Technical Baccalaureate. At the end, an exam is taken to continue their higher studies university students (Senecyt).
     • There are five, Quality, Processes that are developed to achieve the pedagogical improvement, Technology, Integration with the community and Infrastructure.
       • Quality: The Millennium Educational Units will provide the offer education that complement the needs of the community where it is place; the offer may cover Basic General Education and Baccalaureate, since either with its own coverage or through “attached” institutions. Thanks to your experimental character, the Educational Units of the Millennium develop their Plan Institutional Educational in a participatory way, and thus respect the characteristics cultural, social and economic.
         • Processes that are developed to achieve pedagogical improvement: Participatory construction of the Community Institutional Educational Plan. Conference on socialization of the CEMIL Institutional Educational Plan. Execution improvement plans for the Millennium Educational Community. Projects of entrepreneurship of the Millennium Educational Units. Integration with community. Use of technologies in the learning process.
           • Technology: The Millennium Educational Units incorporate modern elements of information technology in the teaching-learning process, they use the technology as a means to enhance education from the most early development.
             • Integration with the community: The Millennium Educational Units are part of an Institutional Educational Plan that contemplates a strategic perspective, which articulately incorporates parents, the community and various social, productive, cultural, sports sectors, among others.
               • Infrastructure: The architectural design considers ethnographic characteristics of its catchment area and accessibility for people with disabilities. Agree to the curriculum, it has classrooms with thematic environments, modern equipment, community libraries, laboratories, sports fields and cultural spaces.
                 • The implementation of Good Living practices allows educational institutions to be:
                   • Green Schools, because they develop the field of environmental education:
                     • • Knowledge and interaction with the environment natural • Availability and sustainable use of natural resources • Recycling and management of waste • Afforestation and reforestation
                   • Safe Schools, because the student body learn about:
                     • • Road and traffic education • Risk management • Conditions for learning and recreation • Safety and coexistence in the community
                   • Healthy Schools, which develop the scopes of:
                     • • Food, nutrition and hygiene • Health care • Prevention of the sale and use of drugs • Sexuality education • Sport, culture and use of time free
                   • Democratic Schools, which encompass the areas of:
                     • • Education in values, rights and responsibilities • Inclusion, mobility and interculturality • Leadership and entrepreneurship • Coexistence and culture of peace • Participation and organization • Citizen oversight • Service community
     • 1) Features general:
       • a) R. This system is confirmed by the university, technological and current levels. b) B. Made up of 55 HEIs (Higher Education Institutions) and 238 Technical Institutes. c) C. 55 universities that include 29 public, 8 co-financed and 18 private. d) D. 540,718 students are part of the system where 62% belong to the public system, 26.75% co-financed and 11.25% belong to the private system. e) my. The temporary structure includes between 10 and 12 semesters.
         • 2) Regulatory frameworks
           • a) The entire system, which includes public and private institutions, is regulated by the LOES (HEOL-Organic Law of Higher Education) b) SENESCYT is the main body that governs the higher education system. Its structure includes two main institutions: CES, which is in charge of the regulatory guidelines and CEEACES, which is in charge of the evaluation, accreditation and quality assurance. The level of interaction that share is really high. c) There is a standardized system for the registration and recognition of titles.
             • 3) Characterization of universities
               • a) All universities have autonomy.
                 • 4) Access to study higher education
                   • a) The system is very selective; Applicants must have completed high school studies, pass entrance exams and take tests psychological, etc.
                     • 5) Financing
                       • a) 1.8% of GDP (GDP: Gross Domestic Product) is allocated to higher education. b) 6% assigned to research. c) The budget comes from taxes. d) Public universities receive 95% of their budget from the government, while co-financed universities receive a 60%. The private ones work under self-financed conditions. e) All public universities receive government funding. f) The cost per capita in public and private higher education averages $ 2,700 per student.
                         • 6) Evaluation system
                           • a) It is mandatory to evaluate all public and private universities, after that, they go through an accreditation process.

2. Latin America

   • Without a doubt, the Latin American educational system is a problem that deserves attention.
     • • Public primary and secondary education is of very low quality. • To be part of a quality education you need good resources. • Students do not always reach the levels learning required in other countries. • Each time they are less young people who successfully complete high school or college middle education, leaving few students trained to enter college and become professionals.
     • Characteristics
       • Educational systems in Latin America prove to be one of the most important institutional apparatus reluctant to change, in addition to not ensuring that all children and adolescents have the access to the same quality of education, this causes that there is no true educational inclusion and the level of study in Latin America is not adequate.
         • If a school system does not fit in with current learning models, it contributes to deepen large gaps that prevent equitable and quality education for all.
           • Schooling does not support sufficient and adequate preparation to face the challenges that leads today's knowledge society competently.
             • Conditioning, relationships and learning need to be improved.
               • In Latin American countries, the quantity and quality of learning have become central, in addition that traditional educational approaches ended up not being enough to achieve the true educational equity.
                 • The importance of schools redesigning and transforming their systems towards those they seek lifelong, learner-focused learning.
                   • Without a doubt, the Latin American educational system is a problem that deserves attention.
                     • In the educational systems of Latin America there is a clear trend towards improvement marginal slow, which is reaching a limit that is very difficult to reverse.
                       • The education provided by the countries of Latin America must have a primary characteristic, be structured and developed to achieve the quality goal obtaining concrete results.
                         • Primary education is compulsory, free and provided by the state in most countries, although there are also private education centers for payment, with the exception of Cuba.
                           • Governments must ensure that they provide enough elements to improve the quality of education In Latin American countries, teacher training and the designated budget are key elements.
                             • Most Latin American countries prioritize educational reforms as part of their national agendas.
                               • Latin America is considered a region far from the educational standards of the countries developed, but is not fully developing an education according to their reality.
                                 • The need to design new alternatives that take into account the characteristics of the region, since in some parts the economic resources are more restricted, without removing the fact that the cultural base of the population is heterogeneous, which imminent reform of both the organizational model of the school system and that of the State.
                                   • • Low investment in education in general. • Overcrowding of their classrooms (they enter almost all and few graduate) • Buildings deteriorated. • Lack of laboratories. • Outdated equipment. • Materials of Obsolete instruction.
       • Advances
         • More children attend school at all three levels: preschool, primary and secondary
           • For the group of children between 6 and 14 years old, achieved near universal coverage in the region, reaching more than 95% in 2015. Without However, success has been more modest for children from 4 to 5 years old and young people from 15 to 17 years. In 2015, the attendance rate for both groups was around 80%, which indicates that they should make efforts to improve attendance in preschool and high school.
           • Some countries improved their levels of learning on the PISA test
             • Peru and Colombia improved their results in math, science and reading in PISA 2015. In addition, together with Trinidad and Tobago, these three countries in the region are among the 10 countries globally with faster rate of improvement in science. In the region, no However, the test results reveal that 6 out of 10 15-year-old students do not know how to use basic mathematical formulas or procedures or rules for solving problems with whole numbers.
             • Almost all students have access to a computer in your school
               • Thanks to the sustained efforts of the countries of the region to close the digital divide in schools, the number of 15-year-old students per computer went from 16 students per team in 2009 to 14 in 2015. However, access to computers remains unequal: in public management establishments there are 1 computer for every 16 students, while the figure is 1 computer for every 7 students in private education centers.
               • The countries of the region invest every more in education
                 • Public spending as a percentage of GDP increased from 4.2% in 2005 to 5.9% in 2014. Despite this, the gap in spending audience per student among the countries of the region continues being broad: Costa Rica and Jamaica, the countries that reported the highest percentage of public spending by student in 2014, spend twice as much on primary and secondary than Peru and in secondary school four times more than Ecuador, these being the countries that invest the least resources.
                 • Today more high school students graduate in Latin America and the Caribbean than 10 years ago
                   • The average graduation rate increased from 68% to 78% in primary, from 51% to 60% in lower secondary and from 33% to 42% in upper secondary school between 2006 and 2015. However, socioeconomic status of students continues being a determining factor to graduate: 6 of each 10 of the richest students in 2015 graduated from high school but only 2 out of 10 of the students poorer people completed this cycle.

3. World

   • The last PISA Report dates from 2019, and in the top 10 of the best educational systems are five countries from Asia and four from Europe: the first positions are they occupy China, Singapore, Macao and Hong Kong. In fifth and sixth place we find two veteran Nordic countries in the list of best education systems: Estonia and Finland. The seventh place is for Canada, the only country in America, while Ireland ranks eighth followed by South Korea, in ninth, and Poland, in tenth.
     • Characteristics
       • Local–> Global pattern
         • When learning is personal and local first, you have the ability of immediacy, authenticity and responsiveness that is not available when looking to be immediately "global". A student connecting with an international partner established in the school-to-school collaboration, or striving to help Solving global challenges, you must first employ self-awareness: see themselves as thinkers and learners and agents of both change as of collaboration, and this self-knowledge. focus it is always, of course, completely "local". The process of learning may also, at times, have to be global first and then local, but the critical role of an authentic local context it remains.
           • Self-directed
             • While, obviously, students cannot be given a broadband internet signal, an iPad, and being told to "go play" with global peers, self-directed learning is is becoming more and more obvious in light of the radical improvement of the access to data in this information age. This makes the self-directed learning is essential to take advantage of the maximum this newly discovered scale.
               • Iterative and spiral
                 • Formal academic learning is often closely sequenced, aligned, packed, and tightly ligated. Everything This becomes less accessible, though not impossible, as the shift towards global learning occurs due to increased number of collaborators, increasingly complex technology and nature of self-directed learning in general. This makes the iterative and spiral learning is more natural than a coverage and advance.
                   • Social and digital
                     • Global learning is obviously social; after all, it is global. This makes the use of digital technology, including social networks like Twitter, YouTube, Pinterest and even upstarts like Vine, are fundamental tools in the process. Learning is inherently social, and in the globalization of the same, either by process (collaboration) or product (creating a product or service that has a global application), it is logical. The use of educational technology to supporting this process is then one of its most important characteristics important.
                       • Driven by new actuators
                         • Globalization is all about interdependence and increased awareness. This can happen through technology or in person, quickly or gradual, less about form and process, and more about scale and tone. This makes powerful new actuators, including learning based on games, mobile learning, blended learning and based learning challenges, be even more fluid.
       • High qualification of teachers
         • One of the common points of these systems educational is the very high qualification required to students to be able to dedicate themselves to teaching: for example, in Singapore they can only access the career 5% of the students who obtained the higher grades among college graduates. On Finland only the students with the best grades in the ‘selectivity’ (more than 9/10) can access the national selection exam. This exam, which is complemented with a series of specific tests (technologies, art, an interview ...), it serves to decide who is qualified to pursue the degree of Teaching: only the best 10% of candidates finish accessing. Meanwhile, in China teachers dedicate most of his time not to teach, but to train and improve your teaching skills. The Canada's efficient educational system also requires teachers must face an evaluation every five years before the school principal.
           • Free and universal education
             • In South Korea and Poland teaching is compulsory and free from 7 to 15 years, and up to 16 in Canada; in Finland and Estonia, all compulsory education is free, and in Ireland, the gratuity extends directly until the end of college. This allows no child is left out of school for reasons economic and explicitly represents the principle of equal opportunities.
       • 1. The quality training of teachers is a factor in common to the education systems of China, Singapore and Finland, considered among the best in the world.
         • 2. The program of the Organization for Cooperation and Development Economics (OECD) conducts a global review of the economic 15-year-old students' skills in reading, math, and Sciences; and aims to assess the extent to which students near the end of secondary education have acquired some of the knowledge and skills necessary for full participation in the knowledge society.
           • Singapore:
             • 3. Singapore has a small education system and centralized, where all teachers are trained at the National Institute of Education. 4. In schools, seeks to create opportunities for further learning creative and students are encouraged to build prototypes, from a garden irrigation system to a keyboard electronic. 5. The system is competitive. There is an exam at the end of primary education which partly determines if a child can go to their preferred school.
             • Finland:
               • 1. A key aspect is the training of teachers, that both in primary and secondary school must have master level. 2. Finnish children start the formal education at age 7, they have school days shorter, longer vacations, fewer tasks and no they do exams. 3. Since 2016, all the centers of teaching introduced the method known as phenomenon learning, whereby the subjects traditional are displaced by thematic projects in which students take ownership of the process of learning. 4. According to Finnish experts, the reason is than the traditional form of education, divided into different subjects, you are not preparing children for the future. 5. Due to the adaptation of the digital age, children no longer depend on books to learn, and nor from traditional classrooms, since they follow the principle of open space.
               • China:
                 • • The educational system of the Asian giant is very demanding and competitive, even from the smallest. • They must pass several exams to go to the next level, such as zhongkao, at the end of primary school, and gaokao, to enter college. • High competitiveness makes many families choose to complement the learning of their children with a second school, in order to guarantee best possible results in class, and many boys they spend most of the day studying. • In China there are requirements rigorous to dedicate themselves to teaching, which is seen as a prestigious occupation; in Shanghai, for example, teachers spend only a third of their time teaching, the They spend most of it in training sessions. • In 2018, among the countries that participated in PISA-D, Ecuador had the best performance in all subjects. However, it is important to consider that most of students did not reach level 2 in mathematics or in science.

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