The Ideal Educational System

The ideal educational system

Final assignment made by Mara Soekarjo and Patrick Vermeulen

25th of January 2010

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Primary education

Kindergarten

Secondary education

grammar school

COMPULSORY

EDUCATION

Secondary education

VET

Higher education

Foreword

Dear reader,

The past year we have been doing research into twelve different European educational systems. The report in front of you is the finalization of our efforts.

In September 2008, all the fifth formers in our school were informed about the paper they were supposed to write. The subject of the paper had to be affiliated with our sector (Economy, Management and Society).

While mapping our options we came across a field we both found interesting and which concerned the both of us: education. We both thought the educational system in the Netherlands was lacking, so we decided to try to draft “the ideal educational system”, as we think it should be. The freedom in researching this and analyzing something we face everyday was what attracted us the most.

For our assignment we asked students from all over Europe to contribute to our assignment. These students who helped us by answering our survey are part of our targeted audience. All of them are active participants of the national school unions in their countries. We sincerely wish this paper will inspire them and will give them ideas to improve the educational system in their country, since our results offer a clear overview of the educational systems used throughout Europe. This paper may be a bit long for a school paper, but our aim was to write a paper that has a lot of practical importance and therefore we had to make it extensive.

We first chose our theme and after that we looked for two school subjects supporting this assignment. Owing to the fact that we wish this report to have international meaning, we decided to use English throughout, so everyone in Europe will understand it. English is thereby one of our subjects. The research we have done was primarily focused on the structure and organization of education, so Management & Organization is the second subject we assigned this paper to.

We sincerely hope you will enjoy reading our research and that it will inspire you to new educational heights.

Mara and Patrick

FOREWORD

1

Table of contents

Introduction........................................................................General introduction to the subject 3

Main querySub queriesModus operandiCommentary

....................................................................Introducing the participating countries 5AustriaBavariaBosnia and HerzegovinaCroatiaDenmarkFinlandFranceIcelandThe NetherlandsNorwaySloveniaSweden

Analyses............................................................................................................Different levels 11

IntroductionAnalysis

...............................................Transition from primary to secondary education 14.................................................................................................Time spent at school 15

Compulsory educationComplementary information

...........................................................................................................Subject clusters 16.........................................................................................................Grades and tests 18

Different testsGrading

.......................................................................................................................Materials 19...................................................................................................................Final exams 21

Methods of examinationExamination subjectsGrading-system

..............Preparation for the transition from secondary to higher education 25

Discussions and conclusions............................................................................................................Different levels 27

Number of levelsDuration of the education

...............................................Transition from primary to secondary education 27Structure of primary and secondary educationDecision

.................................................................................................Time spent at school 28....................................................................Subject clusters and specific subjects 29

.........................................................................................................Grades and tests 29.......................................................................................................................Materials 30

...................................................................................................................Final exams 30..................................................Transition from secondary to higher education 31

TABLE OF CONTENTS AND INTRODUCTION

2

Final conclusion.................................................................................................................Overall view 32

Primary education and the transition to secondary educationLevels and organisation of secondary educationExaminationContinuing education on a higher level

..........................................................................................List of recommendations 33

Additional chapters................................................................................................................Post mortem 35

..................................................................................................................Bibliography 36...........................................................................................................................Journal 37

Appendix...............................................................................................I. Distribution of tasks 40

.......................................................................................................................II. Survey 41Accompanying letterThe educational system in your country

............................................................................................III. Results of the survey 45Starting at highschoolDifferent levels of educationGrades and testsMaterialsChoice of sectorFinal examsPreparation for the next stepSpending time at schoolAdditional information

Introduction

General introduction to the subject

If you take a look at reports about education, you will find a lot of comparisons regarding the methods of educating and the results accomplished with them. It is on the other hand hard to find a tangible paper that compares different educational systems. That is why we have chosen for this type of investigation, which has proven to be a clear method of showing the weaknesses and strengths of several school systems.

Our aim was to draft an educational system which is ideal in our opinion. We investigated the structure of education, not the content; we investigated the organization and the system instead of the methods and curricula.

Our research covered a hypothetical situation. We have compared different components of twelve European educational systems and let them inspire us. We drafted our system from scratch, so we did not take for instance the Dutch educational system as point of departure and tried to improve that. We started from scratch and built our ideal system step by step, using the results of our research as inspiration. We concentrated on an ideal structure. Our final conclusion is hypothetical and based on our opinion, which means it perhaps will not be possible to put it into practice, because of several practical disabilities we did not take into account.

Because of the set up of our investigation, it would be next to impossible to formulate a hypothesis. The possible results of our research are endlessly varied, so predicting one would be a mistake.


3

Main queryWe have chosen to work with the comparative and solution-finding query “What are the features of an ideal educational system?”

Sub queriesIt was not really relevant for our investigation to set up sub queries. We have focused on different fields of research and we have isolated the following topics:

1. Different levels of secondary education 2. Transition from primary to secondary education3. Time spent at school4. Subject clusters5. Grades and tests6. Materials7. Final Exams8. Transition from secondary to higher education

For each topic we tried to find an aspect which best meets our requirements for an ideal educational system.

Modus operandiOur research was composed of several phases.

1. Making a survey and sending it to our foreign correspondents.2. Taking inventory of the results.3. Analysis of the results, gathering background information.4. Discussion of the analysis and finding our ideal model.5. Creating an overall picture of our ideal educational system.

CommentaryWe made an extensive survey with questions regarding eight topics. Fortunately, Mara was able to attend two seminars with European school students present, where she found students from twelve different countries willing to participate in our project. All of them answered the survey.

We used the results of the survey as a base, which was completed with information from the Internet. You will find the survey attached to this paper.

We specifically asked our correspondents about their personal opinion on the different topics. Their opinions were invaluable for our investigation, since they allowed us to take a multilayered perspective at things, instead of just our own. All of our correspondents are international officers of their national school student union, so we can safely assume their answers can be very well trusted.

After we analyzed the results objectively, we discussed the different features we discovered. We included the features we liked in our ideal educational system.

Finally, we made a list of recommendations and an overall view of our ideal educational system.


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Introducing the participating countriesMara found fourteen students from twelve different countries willing to participate in our research. They will be introduced shortly and you will be provided with an impression of every educational system.

1

AustriaAustria, or the Republic of Austria, is a country in Central Europe that lies landlocked between several countries including Germany, Italy and the Czech Republic. The majority of Austrians speak German; other recognized languages are Croatian, Hungarian and Slovene. The capitol of Austria is Vienna.

Our Austrian correspondent is Katharina Spielmann.

BavariaSince every German federal state can make rules about education autonomously, we have chosen one federal state. Bavaria, officially known as the Free State of Bavaria, is a federal state located in southeast Germany. It is the largest German state, almost taking up twenty of the countries area. The state capital is Munich.

Our Bavarian correspondent is Kristina Pröstler.


5Overviews from http://www.edufile.info.

http://www.edufile.info


Bosnia and HerzegovinaBosnia and Herzegovina is a country located in southeast Europe. It is almost landlocked, except for a coastline of the Adriatic Sea. Three major ethnic groups reside in Bosnia and Herzegovina: the Bosniaks, the Serbs and the Croats, each with their own language. The capitol of Bosnia and Herzegovina is Sarajevo.

Our correspondent from Bosnia and Herzegovina is Darija Sesar.

CroatiaThe Republic of Croatia is a country in southeast Europe. It borders Slovenia, Hungary and Bosnia and Herzegovina. Croatian is the official language. The capital of Croatia is Zagreb.

Our Croatian correspondent is Domagoj Babić.


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DenmarkDenmark, or the Kingdom of Denmark, is a country located in Northern Europe. It is a Scandinavian country, southwest of Sweden. The national language is Danish, a language that is remarkable like Swedish and Norwegian. The capitol of Denmark is Copenhagen.

Our correspondents from Denmark are Mark Burgdorf Fransen and Gwen Gruner-Widding.

FinlandFinland, or the Republic of Finland, is a country located in Northern Europe, bordered by Sweden. The mother language is Finnish. The capital is Helsinki.

Our Finnish correspondents are Jyri Rasinmäki and Björn Larsén.


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FranceFrance, or the French Republic, is a country located in West Europe. It is the largest country in the European Union and is one of its oldest members. The official language is French. The capitol is Paris.

Our French correspondent is Victor Grezes.

IcelandIceland is a country situated in the North Atlantic Ocean. It is one of the European island countries and is populated by 320.000 people. The official language is Icelandic. The capitol city is Reykjavik.

Our Icelandic correspondent is Stefán Rafn Sigurbjörnsson.


8

The NetherlandsThe Netherlands is a country situated in North-West Europe. The official language is Dutch and the capital is Amsterdam.

The survey was answered by ourselves.

NorwayNorway, or the Kingdom of Norway, is a North-European country. Being one of the Scandinavian countries, the Norwegian language shares similarities with the other Scandinavian languages. The capital is Oslo.

Our correspondent from Norway is Bjørn-Erik Ness, with help from Kristin Hagan.


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SloveniaSlovenia, or the Republic of Slovenia, is a country located in Central Europe, bordering Italy, Croatia, Hungary and Austria. The capital of Slovenia is Ljubljana. The three official languages are Slovenian, Italian and Hungarian. The capital is Ljubljana.

Our Slovenian correspondent is Klemen Balanč.

SwedenSweden, or the Kingdom of Sweden, is a country located on the Scandinavian Peninsula. It is the third largest country in the EU. The official language is Swedish. The capital is Stockholm.

Our Swedish correspondent is Sofia Brändström.


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Analyses

Different levels

IntroductionBefore we can start comparing the different systems, three terms have to be introduced. Looking at the different levels, the more practical types of education can be separated from the more academically oriented types.

The collective term for academically oriented types of secondary school is grammar school. A type of education preparing students for jobs based in manual or practical activities is called Vocational Education and Training, abbreviated as VET.

VET studies usually come with a period of apprenticeship: students ‘learn the work while doing it’. Students are provided with training on the job, while working for an employer who helps them to learn their trade. In exchange for this training, students give their continuing dedication to the employer for an agreed period, after they have become proficient in their chosen field. Students learn the theoretical part at their vocational school.

AnalysisAustriaIn Austria, you have three different levels:

- Berufsbildende Schule (BS) is an apprenticeship without a general qualification for university entrance. The education takes two years of school and a practical part to complete. You could call this VET.

- Berufsbildende Mittlere und Höhere Schule (BMHS) is a higher school where students learn special skills like accounting or engineering. The education is finished after five years, and students can go to work or to university.

- Allgemeinbildende Höhere Schulen (AHS) is general high school, where students obtain the licence to go to university. AHS is a grammar school. This school is specialized on humanistic education. To complete, it takes four years for the lower stage and four years for the upper school.

BavariaIn Bavaria, three levels of secondary education are provided:

- Hauptschule is about teaching students the basics and preparing them to get a job after finishing school, mostly in the technical sector. The school has a lot of practical subjects. It takes five or six years to complete Hauptschule. Hauptschule can be seen as VET.

- Realschule was founded to bridge Hauptschule and Gymnasium. Students learn more theory than on a Hauptschule, though there are more practical and work-orientated subjects than on a Gymnasium. It takes six years to complete Realschule.

- Gymnasium is grammar school. A high amount of theoretical study is required. It takes nine years to complete, but changes are planned to implement eight years instead of nine. Students are able to go to university afterwards.

Bosnia and HerzegovinaThere are no specified levels in the educational system of Bosnia and Herzegovina. Secondary education is provided by general and technical secondary schools where studies last for four years. All forms of secondary education include an element of vocational training.

CroatiaCroatian secondary schools can be divided in two types: gymnasiums and vocational schools.

ANALYSES

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Vocational schools are practical schools, and take about two to three years to complete.

Gymnasiums are grammar schools, which take four years. You can choose four different types of courses:

- prirodoslovno-matematička gimnazija: a school specialized in maths, informatics and science.- jezična gimnazija: a ‘language-school’ - at least three foreign languages are required.- klasična gimnazija: a school specialized in classical languages (Latin and Ancient Greek).

- opća gimnazija: a general grammar school.

DenmarkAfter primary school (the compulsory education), students can basically choose between gymnasium and vocational education.

Vocational education does not have any levels. It takes three to five years; depending on which profession you want to learn.

The gymnasium is divided in four different types:

- Højere Forberedelseseksamen (HF), which is a ‘business’ gymnasium.- Højere Handelseksamen (HHX), which is a ‘higher business’ gymnasium.- Højere Teknisk Eksamen (HTX), which is a ‘technical’ gymnasium.- Studentereksamen (STX), which is a general or regular gymnasium.

Most people consider HF as the easiest, followed by the higher business. HTX is definitely the toughest, with a lot more lessons a year than any of the other courses. In addition to that, the subjects treat more advanced curricula.

HHX, HTX and STX all take 3 years to complete, and HF takes only 2 years to complete.

FinlandThe Finnish secondary school, which is not compulsory, has two levels. Both levels take three years to finish.

- ammatillinen oppilaitos, yrkesinstitut is the vocational school. The aim of vocational programs is vocational competence. It is preparing you for a job.

- Lukio, gymnasium is the upper secondary school. This is general secondary education that prepares students for the final matriculation examination and to continue their study on university.

FranceFrench secondary education is built from two types of schools:

- Collège, to which can be referred as ‘junior high school’ and lasts for four years.- Lycée, which follows the collège and lasts for three years.

Every French student, except for the VET students, follows the same ‘normal’ school system, consisting of collège and lycée. The first year of lycée is the same for everyone. Students specialize in their last two years. The subjects clusters can be found in the sub query ‘subject clusters’.

There isn’t any difference in the difficulty of the provided education. The difference is in the content of the subjects.

The vocational education takes two years to finish. The education for lycée-students takes three years.

IcelandAfter the compulsory education, students can go to upper secondary school. It’s called gymnasium. The typical course length is four years, but it can vary, especially in vocational courses. Furthermore, there are no levels in Iceland. The Icelandic educational system provides great freedom for the schools, so it’s up to each school to make its education difficult or easy.

ANALYSES

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The NetherlandsIn the Netherlands, there are three levels of secondary education.

1. VMBO (Voorbereidend Middelbaar BeroepsOnderwijs) is VET where vocational training is combined with a little bit of theoretical education. The VMBO itself is divided into four different levels. A different mix of practical vocational training and theoretical education is combined in each level. This education takes four years and is preparing students for the lowest type of tertiary education.

2. HAVO (Hoger Algemeen Voorgezet Onderwijs) is general education that prepares students for the middle level of tertiary education. Although HAVO is a bit less rigorous as VWO, it can also be qualified as a type of general education.

3. VWO (Voorbereidend Wetenschappelijk Onderwijs) is general education that prepares students for university: - the highest level of tertiary education. VWO is dived in two levels: Atheneum and Gymnasium. It’s actually the same, except for the fact that studying either Latin or Ancient Greek is compulsory in Gymnasium.

NorwayThe secondary education in Norway can be divided in two parts: lower secondary school (which is compulsory and the same for every student) and upper secondary school (which is optional). In upper secondary school, students have to choose between general education and vocational studies.

Studiespesialisering is a general education, where students are prepared to study at university. It takes three years to complete this study.

Vocational Education and Training (VET) takes two years in school and two years in apprenticeship. After two years of school or finishing apprenticeship, students can take supplementary studies that qualify for higher education.

SloveniaThere are several types of secondary schools in Slovenia: public vocational schools, secondary technical schools, vocational colleges, student residential facilities and most common gymnazija (grammar school or gymnasium).

Gymnazija is the highest level of secondary education; it gives you a basic knowledge that is required to enter university. It takes four years to complete the gymnazija. Secondary technical schools also take four years to complete. Vocational schools take two to three years to complete.

SwedenSecondary school is called gymnasieskola. It is not compulsory, although most students attend it. The secondary school is divided into so called national programs; e.g. students cannot choose between different levels, but can choose between different educational focuses. The programs are Natural Science, Social Science, Health and Care, Technical, Children and leisure, Hotel and restaurant, Industrial, Vehicles, Building, Crafts, Aesthetics, Media, International Baccalaureate, Trade and administration, Energy, Ventilation and sanitation, and Electricity.

Most programs are divided into different specializations, so there are many programs to choose between.

The programs are divided into two general categories: preparatory and vocational programs. All programs give qualification to enter university and college. Every program takes three years.

ANALYSES

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Transition from primary to secondary education

AustriaAustrian children enter secondary education aged ten. It is a huge problem that children have to choose secondary school when they are ten years old, since they are too young to make that choice. Parents usually decide what level their children take.

BavariaIn Bavaria children enter secondary education when they are ten years old. Grades obtained in the final year of primary school decide what level of secondary education will be followed. It puts a lot of stress on a youngster’s mind, owing to the fact that they are only ten years old when they have to make this choice. The choice of secondary education is heavily influenced by the parents.

Bosnia and HerzegovinaPrimary education in Bosnia and Herzegovina lasts until the age of fifteen, where a system of points is used to decide which level a student will take. These points correspond with the grades obtained in the final year of primary school.

CroatiaChildren start primary school at the age of six, and start their secondary school around the age of fourteen-fifteen. The level of secondary education is decided by the grades obtained in the last two years of primary. This system does not seem to be equalized and therefore the value of these points is negligible.

DenmarkIn Denmark students are around the age of fifteen-sixteen when they start with their secondary education. There is a choice in either Gymnasium or vocational school. The general aptitude of the student is tested and the optimal course is decided based upon the results of this test.

FinlandPrimary education starts in Finland around the age of six. Students can enroll in secondary education at the age of fourteen-fifteen. The level education is decided according to the results of a test made at the end of the final year in primary school.

FranceFrench students start secondary education aged eleven/twelve, for which no test is required. Fourteen of fifteen years old students are tested to decide if they will continue their education on VET- or lycée-level. This system seems to work well.

IcelandPrimary education lasts until the age of ten. There used to exist a test to decide the level of education, but nowadays there is no way to decide this. Secondary education ends at the age of fourteen, where one can continue with higher education.

NetherlandsDutch students enroll secondary education around the age of twelve. The level of secondary education is decided by the result of a test made in the final year of primary school and the opinion of the primary school teacher.

NorwayStudents start lower secondary education at the age of twelve-thirteen. Fifteen- or sixteen-year-old students start upper secondary education. Education is the same for every student until after lower secondary education. A difference in level of education is issued in higher secondary education.

ANALYSES

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SloveniaStudents start secondary school when they are fourteen of fifteen years old. The level of secondary education is decided by the marks gotten during the last two years of primary school plus an exam in Slovenian, maths and a foreign language.

SwedenSecondary education starts at the age sixteen-seventeen. What level a student takes is decided by the grades obtained in primary school. Popular schools look for the highest grades; less popular schools have less high standards.

Time spent at school

Compulsory education

Country From To

Austria 6 14

Bavaria 6 18

Bosnia and Herzegovina 7 15

Croatia 6/7 14/15

Denmark 6/7 14/15

Finland 7 15

France 6 16

Iceland 6 16

The Netherlands 4/5 18 (or graduation)

Norway 6 16

Slovenia 6 15

Sweden 7 16

Complementary informationAustriaThe amount of hours students have to go to school depends on the level and the kind of education they follow.

BavariaSchools in Bavaria finish every day at one ‘o clock. This is actually a problem, because students have not enough time. Students have thirty hours a week. The older they get, the more hours they have to go to school per week.

ANALYSES

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Bosnia and HerzegovinaAll students have to spend the same number of hours in school: six hours per day.

CroatiaThe amount of hours students have to be at school is regulated by school classes’ plans and national framework curricula. Students have to go to school for 35 weeks. The number of hours they have to spend at school is depending on their age and level of education.

DenmarkThe number of hours students have to attend is depending on which subjects they have chosen. Every subject is designated between 100-250 hours. Twenty percent of the lessons is actually ‘virtual’. This means ‘no teacher present’ and the lesson is ‘over the internet’. The government claims this is to create more independent students.

Danish law states that ninety percent of the lessons in each subject must be attended in order to pass the subject. The amount of hours students have to attend differs per level of education.

FinlandStudents have to follow 75 courses. One course takes about 36 to 38 hours, so every student spends around 2700 hours at school.

IcelandThere are no laws regarding the amount of hours students have to spend at school every year. There is a certain amount of schooldays that the schools have to be operational, which is 170 days per year (=34 weeks per year). Students have to attend around 90% of all classes.

The NetherlandsEvery student has to go to school 1000 hours per year, which is decreased to 700 hours in his or her final year. This amount is regardless of the type of education a student follows.

NorwayStudents have the right to be taught in the number of hours the curriculum for each subject is classed into. A Norwegian law states that the qualification and skills shown by the student are more important than the actual time spent at school.

SloveniaA student has to attend to at least eighty percent of the hours required for each subject. It depends on the type of education how many hours they have to attend.

SwedenThe law guarantees students at least 6665 hours in lower and upper grade schools.

Subject clusters

AustriaIn Austria general subjects, German, English and maths, are the same at every school, but the chosen subjects can differ.

While grammar school offers many theoretical chosen subjects, BMHS has more practical subjects, e.g. more subjects revolving around learning a profession. Chosen subjects do not actually exist, because every subject at school has to be followed.

Subject clusters do not exist. It depends on the type of school what subjects a student has to follow. There does exist a special type of schooling, called Wahlfächer, where you can actually choose subjects. Subjects cannot be quit.

ANALYSES

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BavariaBavarian students cannot choose individual subjects, but choose a path. These paths consist of a package of subjects that go well together, similar to the Dutch subject clusters. Paths consist of compulsory main subjects and additional subjects chosen by the student. Certain special paths require certain subjects. Students must also follow special subjects, like Debate or Band classes.

The compulsory subjects in Bavaria are German, maths and English. There are countless subjects a student can choose.

Languages can be quit in the final two years, because the basics are known by then. Subjects deemed unnecessary can be quit as well.

CroatiaThe Croatian compulsory subjects are the same for every level of secondary education: Croatian, maths and English. Grammar schools have their own set of optional subjects and vocational schools idem.

DenmarkIn Denmark all subjects are the same, regardless of what level a student follow. The vocational and business grammar schools have the same subjects. In technical grammar school a student has to pick one extra subject. Subject clusters exist of a few compulsory subjects completed with chosen subjects.

Students have six months to decide if they definitely want to follow their chosen subjects.

FinlandEvery student in Finland follows the same general subjects and has to add three optional subjects to complete his collection of subjects. Schools also have special courses they autonomously offer, which brings a rich variety in the Finnish schooling.

Subjects cannot be quit, only when a student is of mixed nationality (both Finnish and Swedish) and he or she wants to quit either Finnish or Swedish.

FranceFrench students can follow three different subject clusters:

1. Literary: concentration in languages and literature with specialization in modern and classical languages, mathematics and arts

2. Economical: concentration in economics and history/geography with specialization in economics, mathematics and languages.

3. Scientific: concentration in mathematics and science with extra specialization in mathematics. Additional subjects can be physics, chemistry, biology and natural sciences, and technology.

IcelandEvery student in Iceland follows the same package of general subjects, existing of Icelandic, maths, science, Danish, a third language and sociology.

The schools decide the other subjects autonomously. The schools are encouraged by the government to be as creative as possible. A wide variety of subjects are thus offered among schools, such as poison making and horseback riding.

Only chosen subjects can be quit.

The NetherlandsAll Dutch programs of secondary education spend the first few years on the same fifteen compulsory subjects. After this basic curriculum, students can slowly decide which subjects they want to follow. The subject cluster you wish to take in the future thus decides the subjects, because every subject cluster has its compulsory subjects. The subjects that are compulsory for every student, regardless of chosen subject cluster, are Dutch, English and maths. The additional subjects are largely decided throughout the choice of subject cluster.

ANALYSES

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Subjects can only be quit if you have the minimum amount of subjects needed. In grammar school, a classical language (Ancient Greek or Latin) is compulsory.

NorwayNorwegian primary and secondary schools offer the same package of subjects. Qualifications for subjects differ per level of education. The different levels prepare for different goals and therefore decide the difficulty of the subjects.

General subjects in Norway are maths, English, Norwegian, physics, social sciences and physical education. The list of chosen subjects is long and every study has subjects unique to them.

Subjects can only be quit when they are replaced with another subject.

SloveniaIn Slovenia the subjects differ per program, but every students has maths and the mother tongue.

Subject clusters do not exist in Slovenia; there only is a difference in programs.

SwedenSubjects in Sweden are worth points. A minimum of 2500 points should be met. Swedish, English, maths and physical education are worth 100 points; taking a religion or science class is rewarded with 50 points. Points are gained when a course is completed. Some courses are specific to a certain program.

Grades and tests

Different testsStudents in every investigated country have to face smaller and bigger tests. The bigger tests are given at the end of semester, covering a large amount of subject matter. The smaller tests are given throughout the year and can occur unannounced and orally.

GradingAustriaA 1-5 scale is used to grade the tests; one being the highest and five being the lowest. This system is looked down upon, because there are too few grades, so no real distinction can be made.

BavariaMarks (6-1) are used from class three to class ten. From class eleven on, points (1-15) are used. The marks and points correspond as follows:

Mark Points Word equivalent Pass/fail? Mark Points Word equivalent Pass/fail?

15 6

1 14 Very good Passed 4 5 Sufficient Passed

13 4

12 3

2 11 Good Passed 5 2 Insuffient Failed

10 1

9

3 8 Satisfying Passed 6 0 Not enough Failed

7

ANALYSES

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Bosnia and HerzegovinaThe grading-scale is the exact opposite of the Austrian scale: five is the highest and one the lowest grade.

CroatiaThe grading-system used is five to one; five being the highest and one being the lowest.

DenmarkThe grading is done according to the American system: a certain amount of points qualifies for a certain letter. The pass grades are A=12 B=10 C=7 and the fail-grades are D=4 E=2 F=0 Fx=-3.

FinlandThe grading is 4 to 10, 4 being the lowest and 10 being the highest. Finnish universities have entrance exams, which actually makes the grades useless, since universities only look at the grades obtained in the entrance exams.

FranceThe grading is 0-20, 10 being average and 20 being perfect. It is thought that perfection is a state humanly unattainable. Therefore it is impossible to get a 20.

Grades have a different value in the different sectors. The grades obtained in maths and sciences weigh heavier in the scientific sector and languages are of more value in the literary sector.

IcelandThe grading is 0-10, 0 being the lowest and 10 being the highest. Tests are entirely up to the teachers, absolutely decentralized.

The NetherlandsThe grading is 1-10, 1 being the lowest and 10 being the highest.

NorwayThe grades go from 1 to 6, 1 being the lowest and 6 being the highest. Some subjects have higher demands to get a good grade.

SloveniaThe grading is 1-5, 1 being the lowest and 5 being the highest.

SwedenA 1 to 4 grading is used. 1 is not approved and 4 is very well approved. The grading system will be changed to the American system (A-F). The four-point-scale offers too little distinction and will therefore be changed.

Materials

AustriaThe Austrian system heavily relies on books. Other methods of education, like practical lessons, are not regarded being as useful as books. Parents have to make a small contribution, around 20 Euros); school covers the remaining costs.

BavariaSchool finances all used materials, which are most of the time books. The preferred method of teaching is listing to the teacher and studying from books, but excursions, experiments and the use of Internet are becoming more and more commonplace.

ANALYSES

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Bosnia and HerzegovinaStudents from Bosnia and Herzegovina have to pay for their books, which are the most common material used for education. Extra methods of teaching are scarce, but audio is used and in some cases the Internet.

CroatiaIn Croatia students use books. The Croatian government used to pay for the materials, but as a result of the recession the students now have to finance their books themselves. In vocational school practical lessons are abundant, while grammar school favors experiments as extra method of teaching.

DenmarkDanish schools use books and digital material. A laptop is required in the technical gymnasium. The parents have to pay 350 Euros, and the school finances the extra books. Some subjects like science or music use practical methods, and in the final year of gymnasium you are obliged to follow a workshop.

FinlandFinland uses books and the Internet. In most cases parents pay, but smaller school sometimes are willing to pay for the material, to make the school more attractive. Teachers have great freedom in shaping the lessons as they see fit. It is encouraged to look ‘beyond the book’.

FranceIn France the preferred method of education is the book. The prices for books are set regionally, and the parents have to pay. The educational system in France also uses digital sources and practical lessons.

IcelandIcelandic schools use books and in some cases the teachers have the freedom to produce their own material and pus it on the Internet so it is accessible by the students. The Icelandic government used to pay for schoolbooks, but nowadays the students have to pay. Practical and digital lessons are also a part of the education.

The NetherlandsDutch students primarily use books, with some supporting Internet-lessons. The schools finance all the materials, by using the 316 euro per student given to them by the government.

NorwayNorway uses books, with digital lessons. In secondary and upper secondary the students receive a computer for schoolwork. The government pays for the books, but students have to pay an annual fee for the computer. Some subjects do not require books. Practical lessons are seen as a welcome addition to any subjects, so these are encouraged.

SloveniaIn the educational system of Slovenia books are the preferred method. Books can be hired from specific companies, or bought by the parents. Practical lessons and digital lessons are becoming more popular.

SwedenMostly books are used in Sweden, and a lot of schools have started supplying their student with laptops. The schools pay for the material, and decide on the amount of money spent. Every school had the freedom to decide on the methods itself.

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Final exams

Methods of examinationAustriaThe official Austrian term for the final exams is Matura or Reifeprüfung. The different levels stand for different education. The gymnasium (AHS) focuses on general education. Students can decide if they want to take either three written exams and four oral exams, or vice versa. The written exams are held during one week in May. Oral exams are held a month later.

Another way to finish your Matura is to write a Fachbereichsarbeit (FBA), which is a detailed work on a special subject. Making your FBA is a lot of work, but it reduces your number of written exams by one.

The Austrian Matura is decentralized, meaning all exams students take are made their own teachers. There exists an examination board, which consists of a candidate’s teacher, the headmaster and one external person (usually someone from another school).

BavariaThe term for the final exams in Germany is Abitur, which is often shortened to Abi. The governments of the different federal states produce the final exams. These are written exams, but in some cases students also have the possibility to take oral exams to improve their grade.

The final mark consists of two parts:

- The mark obtained in the final exams students take in May, made by the government (= centralized)

- A summary mark, which consists of marks obtained during the last one or two years, depending on which school the student goes.

Bosnia and HerzegovinaIn Bosnia and Herzegovina, the final year is not very different from the other years. To pass your final year, your marks have to be passes. If students do not have sufficient marks, the teachers of that subject make a special test.

Every school makes their own final exams; this makes it a decentralized process.

CroatiaThe students are tested in their final year of secondary school by the National Centre for Evaluation of Education. The final exams are called Matura.These exams are nationwide exams and were introduced in the schoolyear 2009/2010. The exams are made by an independent centre, therefore the Croatian examination system is centralized; individual schools do not make their own exams.

Before this system was introduced, schools made examinations for their own students. This worked well, except that the level of the exams was incomparable.

DenmarkIn Denmark, an exam can be written or oral. For some subjects (for instance a language), a written component is compulsory, but other subjects (for instance history) have no written parts. Some subjects have an oral or practical component. This depends on which type of school a student goes to, along with the chosen subjects.

An interesting way of examination in Denmark is the 24-hours take-home exam. This way of examination means that students go to school, collect their exam and during the following 24 hours they have to write a paper about their given subject. After 24 hours they have to come back to school and hand it in. This way of examination is a method a lot of universities use. At universities, it is an examination used for tests that are too long to be completed in a single

ANALYSES

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session as an in-class exam. Universities have 24-hour take-home exams, but some exams also have a deadline that is a week or two.

You need to pass a total of ten exams spread out over all three years of secondary education. One in the first year, one or two in the second year, and seven or eight in your final year. After all exams are passed, both the examination grade and the yearly grade are put on your diploma.

FinlandThe final exams are called Ylioppilastutkinto or Studentexamen. The Matriculation Examination Board arranges the final exams, so the Finnish exams are centralized exams. Students will also get a diploma with the average of their grades obtained in the last school year.

Students will not obtain their place in a higher education based on their grades from their Final Exams - every university has its own entrance exam. Students will get some extra points for an excellent Final Exam-score, but every student must take the test provided by the university. The philosophy behind this is that this way everyone has a ‘second chance’. If, for some reason, you failed your final exams, you will still have the possibility to study at any place you want, as long as achieve acceptable results on your entrance exam.

FranceIf you pass your final exam, it’s called passer le bac in French. The official term for the final exams is le baccalauréat.

There is a difference between the professional and the technologic baccalauréat: the aim of the professional baccalauréat is to acquire a diploma that allows you to get a job and possibilities for a future career. The technological baccalauréat is made for the students who are unable to follow the ‘general’ sections, but still intend to carry on their studies once they have graduated.

The final exams in France are centralized. For graduation, only the marks obtained at the final exams will be used. Universities sometimes look at the results you obtained during your last two years. As you can imagine, this formidable idea came from Napoleon Bonaparte, who was a big fan of centralization.

Almost every exam is written (essay-form), but some exams are examined orally (foreign languages) or examined with practical tests. Interesting is that multiple-choice exams do not appear in the baccalauréat.

The technical exams do not differ much from the other levels, only a more practical approach is used.

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IcelandIcelandic students in their final year are tested in the same manner they were during the other years of secondary education. Teachers can make their own tests and decide about how to test their students autonomously. Also because Iceland is a very small country (as stated in the introduction of Iceland: the population only exists of about 320.000 people), they like to keep their system decentralized.

There is a very good education basis for teachers and a good monitoring system in Iceland. This way it can be monitored that teachers provide a good level for the final exams. It has been tried in 2005 to install a centralized exam at the end of secondary schools, but it was abolished the same year, because many people were dissatisfied.

The NetherlandsThe final exam (eindexamen) in the Netherlands consists of two parts. In May, all students in their final year take a written exam in all their subjects. The Ministry of Education makes these tests. The weight of the marks achieved in the Central Exams is 50% of the final mark. The other 50% of the mark is an average of all the School Exams that were taken throughout the two final years. These tests are made by the schools and are either written, oral or a project (such as writing a paper); schools can autonomously decide how they want to fill in the School Exams.

In addition to the final marks (mark for Central exam and mark for School Exam combined), the mark for your Final Assignment will also appear on your diploma. This is an assignment students have to write in their final year, in which two chosen subject are combined. Students have to do a research into a field of their choice. The assignment you are reading right now is a Final Assignment.

NorwayIf you finish secondary education in Norway, you will get a final grade and an exam grade. The exam grade is the grade you obtained for the big exam you make at the end of your secondary school. At the final grading of each subject, teachers look at the skills of students in the last period of each year.

There is no centralized system in Norway; the individual schools are responsible for all examinations. Teachers can decide on if they want to make either oral or written exams.

SloveniaIn Slovenia, your final exams are (just as in Austria and Croatia) called Matura. It’s an obligatory test and is the main criteria for admission to university or college, since Slovenian universities do not have their own entrance exams.

The final exam is a completely centralized affair, because all exams are made by the National Examinations Centre. Thus, these exams are very objective and kind of basic. The exams are both written and oral.

SwedenThe situation in Sweden is very interesting: they do not have final exams at all. Students do have national tests, which they have to do in grade 5 and 9, but these test are not similar to exams. If you want to apply for university, they look either to your secondary education grades, or you have to do an entrance exam.

The system in Sweden is different, because education is only mandatory until the age of 16, secondary education isn’t mandatory in Sweden. It is a choice and therefore final exams do not exist.

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Examination subjectsCountry Compulsory Chosen

Austria German, maths, foreign language Depending on your specialization

Bavaria German, maths, Depending on your specialization/school

Croatia Croatian, maths, foreign language Everything you want, as much as you want.

Denmark Written Danish It’s like a lottery every year : if your subject is drawn, you have to do the exam.

Finland Mother tongue (Finnish or Swedish) Maths, foreign language, second domestic language, one other subject

France Subjects linked to your sectorSubjects linked to your sector

Iceland All general and all chosen subjects are compulsory in your exams.All general and all chosen subjects are compulsory in your exams.

Netherlands Dutch, English, maths Depending on your chosen sector.

Norway Norwegian Subjects where you have to be chosen

Slovenia Slovene, maths, foreign language You can choose yourself

As you can see the mother tongue, math and one foreign language are the compulsory subjects for the final exams in the majority of countries. Every exam consists of compulsory and elective subjects, although the amount of subjects differs.

Grading-systemAustriaStudents’ teachers check the written exams and a principal or a teacher from another school rechecks them. Oral exams are graded by a committee of teachers, the principal of the school and ‘the president of the Matura’. Thus, grades in Austria are given thoroughly discussed.

BavariaThe student’s teachers grade the exams with help of the guidelines made by the ministry of Education of the regarding federal. The final exams are checked and graded internally, but with guidelines issued by an external organization.

Bosnia and HerzegovinaThe teachers of the student’s school decide on the grades of the exams. The final exams are graded internally.

CroatiaThe exams are graded by the same organization that makes the exams: the National Centre for Evaluation of Education. So, all exams are checked and graded externally.

DenmarkAn external censor and the teacher decide all grades. They both give the student the grade they think he or she deserves. They will have to discuss and reach consensus about the final grade. So, this is a combination of internally and externally grading.

FinlandThe exams are checked by official workers of the Matriculation Examination Board. Thus, the exams in Finland are checked externally. The tests are graded according to a normal distribution (see illustration on the next page) into seven verbal grades with Latin names:

Improbatur (I), Approbatur (A), Lubenter Approbatur (L), Cum Laude Approbatur (C), Magna Cum Laude Approbatur (M), Eximia Cum Laude Approbatur (E) and Laudatur (L); L being the best you can get, A being required to pass the test.

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FranceThe papers are sent anonymously to a national centre where they are corrected. The French final exams are graded externally.

IcelandAll Icelandic secondary schools can decide autonomously about the shape and design of the examination. Therefore, they can internally grade the exams themselves.

The NetherlandsThe School Exams are checked internally by the teachers who made the exams. The government makes guidelines to check the Central Exams. The student’s teacher (First Corrector) checks the exam, which is later rechecked by a teacher from another school (Second Corrector). If they disagree, they have to meet and discuss to reach consensus. So, it is a combination of internal and external grading.

NorwayAnonymous teachers from other parts of the country grade the exams in Norway. So, the exams in Norway are graded externally.

SloveniaThe Matura-exams are graded by teachers from the National Examinations Centre. These teachers get the exams coded, so the teachers do not know whose exam they are grading. The exams are graded externally.

Preparation for the transition from secondary to higher education

AustriaThe schools in Austria do not have any real preparation. Students have to decide autonomously which study they want to apply for. Visiting universities is possible, but has to be arranged by the student.

Bosnia and HerzegovinaUniversities make brochures to show what they offer, but secondary schools do not organize any formal preparation. Students have the possibility to talk to counselors, which is informal.

CroatiaCroatian secondary schools offer some preparation, which starts a year before students have to choose their university education. Counselors are available to talk to.

DenmarkThe preparation starts the first year of gymnasium. Students must make ‘future plans’ for five years. Although info-days with education-fairs are organized and guidance by counseling is offered, students must actively search for information. Students can visit open-days and can drop-in and follow a lecture at universities.

FinlandFinnish schools have a subject called student guiding, where further studies are discussed. Universities also visit schools to give information. The majority of preparation is done by school and starts the last year of secondary school.

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IcelandThere is no formal preparation in Iceland. If you want to prepare, you have to do it yourself. Universities regularly give study tours.

The NetherlandsStudents are prepared during the final years of secondary education. Certain studies at university require certain subjects followed on secondary school and therefore the preparation starts relatively early. The guidance at school is however not always arranged properly, so students have to do a lot of preparation themselves. Unfortunately, many students are dropping out in their first year at university, because they have made the wrong decision.

NorwayStudents in Norway are offered counseling service. They can visit universities and follow a lecture. Preparation starts the last two years of secondary school. The preparation is sufficient, but many students drop out at their first year of study. Many of them have made the wrong decision and are unmotivated.

SloveniaSlovenian students can visit information days at universities. Universities have two information days per year.

SwedenAll Swedish schools have ‘professional counselors’ to guide the students through the process of choosing their further studies.

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Discussions and conclusions

Different levels

Number of levelsSecondary education in the majority of the countries has a clear division between vocational schools and grammar schools. Some countries like Austria, Bavaria and the Netherlands even have a level in-between, allowing for more diversity and options. Croatia and Denmark have different types of grammar school (business and technical grammar school.)

The system in Sweden is one-of-a-kind, for they have no different levels, but seventeen different programs. We find this a very interesting way of secondary schooling, but we favor a clear division in levels. We think students can develop at best when they are offered an education which also suits them according to their intellectual abilities, not only according to their interests.

We think it is positive that students can choose between vocational and grammar school, e.g. choose between practical and theoretical education. To pick from a large variety of secondary schooling is a good thing, because that way students can pick a course that suits them best.

We do think a change should be made in the mixture of theoretical and practical education. Vocational schools should offer a bit more theory, where grammar schools should pay more attention to practical approaches. Students will profit more when they are offered a better mix of teaching. We also think apprenticeship should be compulsory in vocational education. Apprenticeship offers experience and offers students more understandability about the real content of the job.

Duration of the educationThe number of years a student has to spend at school differs per country. In Denmark the HF gymnasium takes two years, while the gymnasium in Bavaria takes nine years. VET takes fewer years to compete than grammar schools in every country.

The structure of primary and secondary school we would like to introduce will be very different from the existing structures. Lengthening primary school will allow us to cut basic education from secondary school, which can be shortened to three (VET) or four (grammar school) years. The main causes and arguments for this measure can be found in the topic ‘primary to secondary education’.

Transition from primary to secondary education

Structure of primary and secondary educationA clear division can be made based on the age when compulsory education starts. Primary school in Slovenia and Bosnia and Herzegovina starts at age 6-7 and lasts till age 14-15. Every student follows the same education until this age, regardless of intelligence or general aptitude. Norwegian education is split into primary education, lower secondary education and upper secondary education. Primary and lower secondary education focus on the development of basic knowledge and are the same for every student.These systems inspired us to develop our structure of primary and secondary school.

We agree with the mentioned countries that the main goal of primary education should be to provide students with basic education. ‘Our’ primary school (and also compulsory education) will start when students are six years old. Education should be compulsory until after finishing secondary education. This means compulsory education will not be linked to a fixed age.

DISCUSSIONS AND CONCLUSIONS

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Primary school will offer students a basic curriculum. The main practice of basic competences will be cut from secondary education, which should therefore take three (VET) or four (grammar schools) years. Primary education should be lengthened in order to complete the basic curriculum properly and should last from grade one to grade nine, from age six to age fifteen.

Secondary school will be primarily about specialization. By specialization we mean the possibility for students to follow lessons that they have chosen themselves. A social sciences oriented student can drop subjects like biography and chemistry, while a science oriented student can stop following subjects like geography and history. Every student will be offered an education perfectly suiting his or her interests. We agree basic subjects as the mother tongue, English and maths are significantly important and therefore we do think they should be rehearsed in secondary school.

Continuing education at university will lead to an academically oriented knowledge.

This measure is based on three arguments, linked to the problems we found during our research:

1. Basic knowledge versus specializationTreating the majority of the basic curriculum in primary school allows us to cut a lot of time spent at secondary school wasted by basic teaching. Every student will have the same amount of basic knowledge. Because secondary school will be dominated by specialization, students get taught using a more in-depth method.

2. Social developmentStudents will spend more time together in class with students of different intellectual and social abilities/competences. This will result in more developed social skills, since the students will have to deal with a lot more ‘different people’ and the social estrangement with people from different levels and backgrounds will decrease.

3. Choice of students versus choice of parentsCorrespondents from several countries classified the fact that twelve-year-old students are not capable of deciding which secondary school they should take, as a problem. Students are too young and starting secondary school at such an early age puts too much stress on a youngster. Lengthening primary school will allow students to develop a more clear view about what they really want to do, mapping the strengths and weaknesses. The choice of secondary school will be theirs to make instead of their parents’.

DecisionSweden uses the grades gotten in the final year of primary school to decide what level of secondary school students should attend. Danish students on the other hand have to make a test. We think a marriage of this would work. The ‘advice’ will be based on both the final test and the grades obtained in the final year.

In addition to this objective measure, we think the recommendation of the primary school teacher should also be taken into account. A test can examine the intellectual abilities; teachers have personal experience with the youngsters and have therefore a clear image of the student. If students somehow fail to make their test according to their aptitude, they can always be ‘saved’ by their final-year teacher. Nevertheless the final-year teacher’s vote should never be prevailing.

Time spent at school

If one was to take a look at the ages children start secondary education, the average age is six years. In our opinion six years is a good age to start primary school, as stated in the sub query primary to secondary education. Kindergarten should not be compulsory, but should be offered.

Primary education is compulsory in every country. However, there is a difference in the duration of it. Norwegian primary school lasts until ninth grade, so students are sixteen when finishing compulsory education. Dutch education is compulsory until students are eighteen years old or when they have graduated.


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We think offering every child a proper education is of the greatest importance. Education should be made compulsory until after graduation secondary school. This will protect children and make sure that they have reached a sufficient level of knowledge when they start to work. We therefore also think compulsory education should depend on whether a student finishes his or her education instead of reaching a certain age.

The actual time a student spends at his or her secondary school, should be linked to the subjects the student is following. In order to assure proper lessons, a set quantity of hours should be met, according to subject.

Subject clusters and specific subjects

Every country has got a certain amount of compulsory subjects. Usually these are the mother language, English and maths. We agree with these subjects and will include them in our model, since they are basic skills and are an absolute requirement for continuation of secondary education. Since we think the focal point in secondary education should specialization, these compulsory subjects should be seen as an addition to your chosen subjects. The compulsory subjects should be rehearsed instead of mainly practiced, as are the chosen subjects.

This basic curriculum provided at primary school has to include, alongside of the basic subjects, subjects like social studies, physical education and an introduction to science. This way, even if you do not choose for a scientific course, a student will still have a basic understanding of scientific fields. We offer students a more in-depth curriculum with this measure.

A clear system is used in France consisting of three subject clusters: literary, economical and scientific. This is something that we favor for its distinction and clarity. Specific subjects are compulsory for specific subject clusters; the rest can be entirely up to the student. We want to allow them as much freedom as possible.

In Denmark a ‘trying-out system’ is used. Students ‘try out’ their temporary subject cluster and chosen subjects the first six months of secondary school. This way the students can easily and freely decide what subjects they really wish to follow. We are very enthusiastic about this method and we therefore want to include this in our model. Since students start secondary school aged fourteen/fifteen and the education takes only three or four years, students have to announce which sector they want to take when they register. After six months, their choice will be finalized.

Finally we want to incorporate the system based on points used in Sweden in our system. Each subject requires a certain amount of points to pass the subject. By participating with projects, tests, excursions and other activities points are acquired. Students will be motivated to actively participate in both lessons and extracurricular activities.

Grades and tests

What first caught our eye was that every country has both small and big tests. The smaller tests usually consist of oral testing and unannounced tests, while the bigger tests are usually at the end of a semester and are always properly announced. We will include this system in our model. A curriculum has to be completed in the end. This means big tests are required. We also agree with unannounced small tests, since they keep students sharp and force students to stay on course.

The grading is varied. The Netherlands and Iceland use the 1-10 system, while France uses a system from 0 to 20 and in Croatia a 1-5 scale is used. We think the system used in Iceland and the Netherlands works best. The scale is large enough to give a good perspective and a clear distinction can be made. We think the French system is too vague and a five-point system used in Croatia cannot give good insights in the distinctions of quality.


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Materials

There is not much to discuss about our research on this subject. Books are used throughout Europe. It is noteworthy that Swedish and Norwegian schools provide students with a personal laptop. We think a personal laptop is wonderful: schoolwork can be done anytime and everywhere and can be adjusted to modern methods of presenting and studying. We do think books are sufficient sources for education, but they are a bit boring for modern students.

Lastly, we think that materials should be as diverse as possible, so aside from books, we think that practical lessons, excursions, experiments, group projects should be encouraged. A theory-only system is flawed, because there is no way to test the knowledge in a practical situation.

Final exams

Again, there is a very clear division: the exams in half of the participating countries are centralized and the other half has got decentralized final exams.

Comparing the systems, we think a centralized exam has got the most advantages.The first argument is that centralized exams assure that graduates all make an exam of the same level. A difference in difficulty of different schools is eliminated because of the centralization. The second reason is that in this case entrance exams for universities are not needed anymore. A student proves that he or she is smart enough for university when passing the final exams. An entrance requirement can for instance contain a minimal mark obtained in the final exams. Therefore the final exams in our ideal system will be centralized. Schools should examine their students autonomously during their school years, but graduation should only be depending on the marks obtained in the final exams.

We do not think a final exam should be one big test at the end of a student’s school career. The final exams should contain multiple tests, spread out over the final year of secondary school. This way the workload is also spread. Students can for instance have four tests belonging to their ‘English final exam’: one listing-test, one 24-hour exam (as seen in Denmark), one reading-test and one speaking-exam. The whole final year at secondary school will be dominated completely by final exams.

Completely centralized and objective final exams also mean that a National Centre for Evaluation of Education (as seen in Croatia) should be established. A certain commission should be responsible for the constructing of the final exams and the grading. This kind of external grading assures that the exams are graded objectively.

Looking at the subjects that will be examined: every student should take final exams of at least seven subjects. Three of those are compulsory for everyone: the mother tongue, English and mathematics. These subjects actually belong to the ‘basic education’ also provided in primary education. Since these subjects are so important, they will be rehearsed in secondary school as well. To make sure students leave secondary school with sufficient skills in these important subjects, they will be tested in the form of a final exam. The other four subjects you can choose yourself.


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Transition from secondary to higher education

The preparations for the transition in all countries we compared have one thing in common: it seems to be insufficient everywhere. Countries either do not have a formal preparation (which results in students having to prepare for themselves), or the preparation provided by school is not working (which also results in students having to prepare themselves).

Universities have info-days and in some countries you can even drop-in and follow a lecture in. Still, the fact remains that lots of students dropout of their study after the first year. We think a proper preparation, which should be done by the school, is the solution. We do think that the info-days and drop-in-lessons are a great way of introducing students to the study.

Preparation should already start at the first year secondary education.

In the final year of secondary school, when students are supposed to have a clear view of their interests, they can visit universities and focus on what kind of higher education they want to choose.


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Final conclusion

Overall view

The different features of our ideal educational system have been discussed in the eight sub conclusions corresponding with our eight topics. Some new measures cover multiple areas and were therefore discussed in all of the concerning sub conclusions. This final conclusion will provide a clear overview of our ideal system; extensive arguments and cases for specific measures can be found in the eight sub conclusions. A list of tangible recommendations can also be found in this final conclusion.

Primary education and the transition to secondary educationChildren will start primary school aged six. Parents can decide to send their children to kindergarten, where they will learn while playing. Kindergarten should be seen as an optional and complementary preparation for primary school.

Primary education will provide students with a solid basis of knowledge. This basic curriculum will be completed in nine years, since primary education will last from grade one to grade nine. The basic curriculum will contain the basic subjects alongside of special subjects like social studies, physical education and an introduction to sciences.

Children will be approximately fifteen years old when they decide to which secondary school they will go. The level of their secondary school is decided based the grades obtained and a final test made in their final year of primary school. Their teacher can recommend a level of secondary school, but the final choice relies in the hands of children themselves.

Levels and organisation of secondary educationThere will be a clear division between vocational education and grammar schools. Vocational education will be a mainly practically, but will also contain a bit of essential theory. Apprenticeship is compulsory. Vocational education will last three years. Grammar schools will offer a theoretical education, which is completed with several practical supplements. Grammar school will last four years.

Secondary education will be mainly about specialization and therefore students will choose a subject cluster when entering secondary education. These three subject clusters, literary, economical and scientific, will exist of several subjects that fit that theme. The first six months of secondary education will be a try-out period. Students will have to announce which subject cluster they want to take when they register and have to finalize their choice after these six months.

Alongside these chosen subjects, every student has to follow lessons of the mother tongue, English and maths. Although the main aim of secondary education is specialization, these subjects are so inevitably important they still have to be rehearsed in secondary education.

The amount of hours a student has to spend at school will be in linked to the subjects he or she has chosen.

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Primary education

Kindergarten

Secondary education

grammar school

COMPULSORY

EDUCATION

Secondary education

VET

Higher education

FINAL CONCLUSION AND RECOMMENDATIONS

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Students will study mainly from books. Schools will provide students with a laptop if this is financially possible.

ExaminationIn the first two (VET) or three (grammar school) years of secondary school, students have tests made by their own teachers. They will be graded by means of a 1-10 scale.

A scale based on points will be introduced in addition to this. Students can acquire points by participating with projects, excursions and other (extracurricular) activities. Every subject requires a certain amount of points to pass.

The last year of secondary school will be dominated by the final exams. The exams consist of multiple tests, spread out over the last year of secondary school. A National Center for Evaluation of Education will be established to coordinate these centralized exams. This commission will be responsible for the construction and the grading of the final exams. Students will take final exams in at least seven subjects, among which the aforementioned subjects will be. The other four will be chosen by students themselves by means of their chosen subject cluster.

Continuing education on a higher levelEducation will be compulsory until after finishing secondary education. In most cases students will be eighteen or nineteen years old then. If students wish to develop their knowledge to an academically based knowledge, they can continue their education on higher education. Although higher education is optional, it should be encouraged by secondary school. Schools have to start the preparation already in the first year of secondary education. Students will follow lessons ‘career counseling’. Counseling will first focus on discovering a student’s interest to later find a study in accordance with their interests. Universities will ease a student’s decision by organizing open-days and offering the possibility to drop-in and follow a lecture.

List of recommendations

1. Different levels

I. A clear division in levels should be made in the structure of secondary education. Students should have the choice between VET and grammar school, the choice between a more practical and a more theoretical education.

II. Vocational education should also contain a bit of theoretical education. Grammar schools should also have a sufficient amount of practical education.

III. Apprenticeship should be compulsory in vocational education.

2. Primary to secondary

Duration of the education/ structure

I. Primary school should start at age six.II. Compulsory education should not be linked to an age. Education should be compulsory

until after graduating secondary school.III. Primary education should last from grade one to grade nine, from age six to age

fourteen.IV. The main goal of primary education should be providing students with basic education.

Secondary schools should be for specialization.V. Secondary education should take three (VET) or four (grammar schools) years. Students

will finish secondary education aged 18/19.


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Decision about transition

VI. The advice to which level of secondary education a student should go, should be based on both the result a final test made in the last year of primary school and the grades obtained in the last year of primary school.

VII. The recommendation of the final-year teacher should be heard, but should never be prevailing.

3. Time at schoolI. Primary school should start at age six.II. The actual time students spend at secondary school should be linked to the subjects

followed by the student.

4. Subject clustersI. There should be three compulsory subjects: the mother tongue, English and maths.II. The basic education offered in primary education should contain, alongside of the basic

subjects, subjects like social studies, physical education and an introduction to science.III. There should be a clear system consisting of three sectors: literary, economical and

scientific (the French system).IV. The first six months of secondary education should be a try-out period. Students have to

announce which sector they want to take when they register and will have to finalize their choice after six months.

V. A system based on points should be introduced. Every subject requires a certain amount of points to pass.

VI. Points are acquired by participating with projects, tests, excursions and other activities. Tests award a certain amount of points, projects idem, etc. This way students have some freedom in their lessons.

5. Grades and testsTests

I. There should be both small and big tests. Smaller tests should consist of oral testing and unannounced tests. Bigger tests are always announced.

Grading

II. A 1-10 scale should be used.

6. MaterialsI. Students should study mainly from books.II. A personal laptop for students should be provided by schools if this is financially possible.

7. Final examsI. The final exam-system should be centralized.II. The final exams should contain multiple tests, spread out over the last year of secondary

school.III. A National Centre for Evaluation of Education should be established. This commission

should be responsible for the construction and grading of the final exams.IV. Every student should take final exams in at least seven subjects. Three of them will be the

mother tongue, English and maths. Students can choose the other four themselves.

8. Secondary to higherI. Universities should offer info-days and the possibility for students to drop-in and follow a

lecture.II. Preparation done by school should already start during the first year of secondary

education.III. Students should follow lessons ‘career counseling’ and should be helped by a career

counselor to find a study in accordance with their interests.


34

Additional chapters

Post mortem

First of all we would like to note that this project was a challenge. It required a lot of hard work, research and writing. We do believe this helped to create a well-rounded paper, which is both informative and constructive.

We started this project with high hopes and with confidence in our abilities. It seemed to us that we had the opportunity to produce a survey exactly how we thought a survey is supposed to be: without any rules or regulations on the context. We would employ our potential to the fullest degree and we would see where this would lead us. Because we worked enthusiastically on a broad range of subjects, we eventually focused naturally on a few, which we see as more important. This resulted in not as much elaboration in every chapter, but seeing that we wanted a multilayered perspective of all the different types of education models, this is not a great loss.

In our opinion our analyses have the greatest value, written as objectively as possible, and have a practical value as well. Our foreign correspondents all shared our enthusiasm and are very keen to see the results.

What is so interesting about this project is the way it opened our eyes to the differences in educational systems. We could not help but wonder how you would feel if you, for example, were a Danish student and you had to go home and make a written exam in twenty-four hours! How every country deals with similar problems on its own way is something that could be a topic for several other studies, but also lingered in our minds while making this one.

Studying all these different solutions inspired us to make our own solutions, partly by fusing features of different models together, partly by using our own opinions and experience. The survey provided us with an overview of all the features, opinions and strengths and weaknesses. This way we were able to pair advantageous components with one another. This was the basis for our entire research.

Due to the many unique features residing in each national system, this has become quite a large paper. This was something that could not be avoided: we needed a lot of room to cover all the facts.

We did not encounter many problems during the process of making this paper, but sometimes our correspondents did not give a sufficient answer. We completed their answers with information found on the Internet, or we did not include them in our analyses.

In some cases (like our new structure of primary and secondary education) it was necessary to involve teaching methods in our research, but we want to stress that our focus has always been on the structure of education.

In retrospective we are positive about our achievements. The hard work paid off in a research giving the results we wanted.

A fact that makes our paper special is that apart from the mark we receive, we believe it mainly has a practical value. We hope that we can interest educators throughout Europe, an maybe even can make a difference with this survey.

Patrick & Mara

ADDITIONAL CHAPTERS

35

Bibliography

Our research is largely based on the results of our survey. We regard this as our most important source. We have included it as an appendix. The answers given by our foreign correspondents were thoroughly satisfying, but in some cases we did use some additional information from the Internet.

1. Bildungssystem Österreich (without date). Consulted on multiple dates between 16-sep-2009 and 25-jan-2010, http://www.bildungssystem.at/

2. Education, Audiovisual & Culture Executive Agency (2009). National summary sheets on education system in Europe and ongoing reforms. Consulted on multiple dates between 16-sep-2009 and 25-jan-2010, http://eacea.ec.europa.eu/ressources/eurydice/pdf/047DN/047_DE_EN.pdf

3. Euroeducation (1995-2010; constantly updated). The European Education Directory. Consulted on multiple dates between 01-jan-2009 and 25-jan-2010, http://www.euroeducation.net.

4. Netherlands organization for international cooperation in higher education (without date). Nuffic Glossary. Consulted on multiple dates between 16-sep-2009 and 25-jan-2010, http://nufficglossary.nuffic.nl.

5. Økonomisk Institut og Center for Anvendt Datalogi (without date). 24 hours take-home exam for the B.Sc. in Economics 2009-I. Consulted on 1th of November 2009, http://www.ibt2.dk/Eksamensopgaver/V09/second.words.pdf.

6. Organising Bureau of European School Student Unions (without date). Educational CountryFile. Consulted on muliple dates between 01-jan-2009 and 25-jan-2010, http://www.edufile.info.

7. Slovenian National Examinations Centre (without date). Consulted on 27th of October 2009, http://www.ric.si/ric_eng/.

8. SSIS toscana (February 2007). The Icelandic educational system. Consulted on the 4th of November 2009, http://ssis.adm.unipi.it/user/toscana/Feb2007The_Icelandic_educational_system.doc.

9. The Finnish Matriculation Examination (without date). The Finnish Matriculation Examination. Consulted on 27th of October 2009, http://www.ylioppilastutkinto.fi/en/.

10.The Finnish Matriculation Examination (without date). Statistics from the Finnish Matriculation Examination Board 2007. Consulted on 27th of October 2009, http://www.ylioppilastutkinto.fi/Tilastoja/Matriculation_07_web.pdf.

11.University of Minnesota Morris (without date). Grade Conversion Scales. Consulted on 1th of November 2009, http://www.morris.umn.edu/academic/french/Grade%20Conversion%20Scales.pdf.

ADDITIONAL CHAPTERS

36

http://www.bildungssystem.at

http://www.bildungssystem.at

http://eacea.ec.europa.eu/ressources/eurydice/pdf/047DN/047_DE_EN.pdf




http://www.euroeducation.net

http://www.euroeducation.net

http://nufficglossary.nuffic.nl




http://www.ibt2.dk/Eksamensopgaver/V09/second.words.pdf






http://www.ric.si/ric_eng/

http://www.ric.si/ric_eng/

http://ssis.adm.unipi.it/user/toscana/Feb2007The_Icelandic_educational_system.doc




http://www.ylioppilastutkinto.fi/en/

http://www.ylioppilastutkinto.fi/en/

http://www.ylioppilastutkinto.fi/Tilastoja/Matriculation_07_web.pdf




http://www.morris.umn.edu/academic/french/Grade%20Conversion%20Scales.pdf




Journal

The dates you will find in this journal are all after the summer holiday. However, we did work on our research in 5th form, sadly we did not register our time. Activities like orienting on the subject, brainstorming, deciding on our final research scheme and so on.

Date Time Who Activity Notes

5th form 50 min M + P Orientation on subject Student-counseling

50 min M + P Orientation on subject Student-counseling

50 min M + P Do some brainstorming concerning several subjects.

50 min M + P Do some brainstorming concerning several subjects.

100 min M + P Drafting research scheme.

120 min M Getting in touch with foreign correspondents.

Mara at seminar in Zürich; Everyone is very interested.

14-09-2009 50 min M + P Taking inventory of students willing to participate.

Although we haven’t been in touch for a long time; everyone was still willing to participate.

16-09-2009 150 min M + P Brainstorming about survey.

60 min M Working out survey

120 min P Finishing survey and writing an accompanying letter.

18-09-2009 45 min M Sending survey to correspondents.

Week 39 60 min M Mailing with foreign correspondents.

02-10-2009 30 min M + P Discussing next steps regarding survey.

04-10-2009 200 min M + P Taking inventory of survey This turns out to be a lot of work. Everyone has answered the questions very extensive; PWS-day at home.

05-10-2009 50 min M Making a time schedule

30 min M Answering survey for Netherlands

08-10-2009 120 min P Taking inventory of survey

60 min M Taking inventory of survey

09-10-2009 120 min M Convincing Norway and France to participate

Mara at seminar in Brussels.

Week 42 Testweek; no work on paper.

20-10-2009 120 min M Taking inventory of results of questionnaire + artwork

60 min P Taking inventory of results of questionnaire

21-10-2009 250 min P Taking inventory of survey

90 min M Taking inventory of survey Denemarken + Kroatie

50 min M Thinking about structure for next steps.

ADDITIONAL CHAPTERS

37

23-10-2009 360 min M + P Finishing research scheme, discussing next steps, making overview of survey, sending results of survey to foreign correspondents.

PWS-day at home

25-10-2009 60 min M + P Conference-call about sub queries.

100 min P First half of sub query ‘sectors’: taking inventory of results + complementary research

27-10-2009 120 min P Finishing sub query ‘sectors’.

180 min M Start on sub query ‘final exams’.

30-10-2009 80 min M Finishing sub query ‘final exams’. And working on sub query ‘secondary to higher’.

120 min P Working on sub query ‘grades and tests’.

01-11-2009 60 min P Checking parts written by Mara PWS-day at home

60 min M Checking parts written by Patrick PWS-day at home

60 min M + P Discussion about the content of the discussions/conclusions of the queries sectors and final exams.

Our conclusion will be based on our own findings and opinion.

120 min M + P Working on discussion final exams and sectors.

30 min M + P Discussion about the content of the discussions/conclusions of the queries grades and tests and secondary to higher.

100 min M + P Working on discussion grades and tests and sectors.

30 min M + P Checking parts written by each other.

02-11-2009 45 min M + P Conference-call about next sub queries (time at school, different levels, materials and elementary to secondary)

Time at school is no extensive subject; complementary education will be added to the query.

02-11-2009 120 min M Working on sub query different levels + doing research on the internet.

50 min P Working on sub query materials.

04-11-2009 90 min P Research on the internet about different materials + completing sub query materials.

There is not much to find about the different materials used. Every country uses mainly books.

90 min M Working on sub query different levels.

06-11-2009 145 min P Working on and completing sub query elementary to secondary.

120 min M Working on and completing sub query time at school.

08-11-2009 30 min M + P Checking parts written by each other. PWS-day at home.

ADDITIONAL CHAPTERS

38

60 min M + P Discussion about the content of the discussions/conclusions of the queries materials, time at school, elementary to secondary and different levels.

120 min M + P Writing discussions/conclusions 4 last sub queries.

30 min M + P Checking parts written by each other.

29-11-2009 20 min P Writing introduction for temporary version

30 min M Design temporary version

45 min M + P Discussion about next steps We still have to bundle the conclusions of the sub queries to make a final conclusion.

04-01-2010 60 min M + P Discussion about next steps Decided on distribution of tasks; set dates to work on conclusions.

120 min P Making list of concrete recommendations based on the conclusions of the sub queries.

06-01-2010 75 min M Making overview of final pieces. Making todo-list.

10-01-2009 200 min P Checking all analyses; making sure text is right everywhere.

80 min M Updating journal Completing the journal by adding the missing dates consulting our diaries.

14-01-2009 60 min P Checking all analyses; making sure text is right everywhere.

17-01-2009 80 min M Design prologue and introduction PWS-day at home

120 min P Final check of spelling on whole paper

60 min P Working on foreword and introduction.

180 min P Writing general introductions of all countries.

220 min M Art work final version.

120 min M Correcting introductions and checking spelling.

18-01-2009 120 min M Checking spelling and rewriting texts A lot of mistakes still have to be corrected!!!

15 min P Finalizing introductions

15 min P Writing post mortem

19-01-2009 120 min M Checking spelling and rewriting texts

90 min M Writing final conclusion

20-01-2009 150 min M Lay-out + checking spelling

21-01-2009 50 min M Lay-out

60 min M Crossing t’s and dotting i’s

ADDITIONAL CHAPTERS

39

Appendix

I. Distribution of tasks

As stated in our research scheme, made on October the 23th. The remaining content of the research scheme has been included in the general introduction.

ActivityActivity By whom Finished?

Finishing research schemeFinishing research scheme Patrick & Mara A long time ago

Drafting the surveyDrafting the survey Patrick & Mara September, 18th

Corresponding with foreign contacts.Corresponding with foreign contacts. Mara Continuous

Inventorising of Quest. resultsInventorising of Quest. results Patrick & Mara October, 23th

Assessing the resultsAssessing the results Patrick & Mara November, 8th

Transition from elementary to secondary Patrick November, 8th

Different levels of secondary education Mara November, 8th

Grades and tests Patrick November, 8th

Material Patrick November, 8th

Choice of sector Patrick November, 8th

Final exams Mara November, 8th

Transition from secondary to higher Mara November, 8th

Time you have to spend at school Mara November, 8th

Compiling the different features in one ideal modelCompiling the different features in one ideal model Patrick & Mara November, 8th

Making general introduction of Austria till FinlandMaking general introduction of Austria till Finland Mara November, 23th

Making general introduction of France till SwedenMaking general introduction of France till Sweden Patrick November, 23th

Translating, checking, and drafting in EnglishTranslating, checking, and drafting in English Patrick Continuous

Crossing t’s and dotting i’s.Crossing t’s and dotting i’s. Patrick & Mara November, 29th

APPENDIX I: DISTRIBUTION OF TASKS

40

II. Survey

Accompanying letter

The Netherlands, Utrecht, 18th of September 2009

Dear …,

First of all I would like to say how much I appreciate you co-operating with my research project. In my research I ask questions about national education systems to students of different countries. I ask everyone for general information and certain distinguishing features about the system in his/her country. When I get all the information back that you have provided me with, I compare the acquired information. I list all the features you have given me, and my goal is to combine all the good aspects of the different systems to create ‘the ultimate education system’.

Attached to this mail you will find questions regarding the education system in your country. It would be great if you could answer each question with a little bit more than just a simple ‘yes’ or ‘no’. A little explanation is something I could really use: feel free to tell me more than for what I ask. I ask several questions per subject, but if you want to tell me more about that subject feel free to do that! You only help me more that way.

If you do not know how the system is organised in the whole country, just tell me how they do it at your school. I’m especially interested in the higher levels of education. To compare all the different levels with each other would be a bit too much work, so I try to focus on only the highest level. So if it says ‘my country’ in the questionnaire, you may interpret that as ‘my school’.

Seeing that I have a set deadline for my research (the first of October), I would greatly appreciate it if you send me your answers before Monday 28 September. If you aren’t able to send me your answers before than, please let me know. What matters is that you have enough time to answer the questions; I can off course understand that you’re busy! After the 1st of October I will analyse the answers you have given me. Hopefully the project will be completed around November. In January I will present the final version. Everyone who has participated and helped me will be provided with a copy of the final report.

The project is really big, so the questionnaire is big too. Please don’t let this discourage you! Your answers are greatly appreciated; without them it’s quite hard for me to do the project.

If you have any questions, feel free to mail me I will answer them as soon as I can!

I hope to receive your answers soon. Thank you very much for your co-operation in advance!

Best regards,

Mara

APPENDIX II: SURVEY

41

The educational system in your country

IntroductionIn this document you will find 36 questions, divided in nine subjects. It would be great if you can answer the questions the best you can. Without your help the project can’t be finished. If you have any questions, please feel free to contact me immediately!

Starting at high schoolIn the Netherlands most students go to middle school around the age of 12. In the last year of elementary school they do a test, which determines which level of middle school they will follow.

1. How is it decided in your country to which level students go?

2. What do you think of this? Could this be made better?

3. What age are students in your country when they start middle school?

4. Do you think this is a good age to start middle school, or should they be older/younger?

Different levels of educationIn the Netherlands you can do education on different levels. There are 3 levels: VMBO, HAVO, VWO. VWO is the highest level, it takes 6 years to complete. VWO is the most theoretically oriented, VMBO takes on a more practical approach, and HAVO does a bit of both.

1. Which levels are there in your country? Which level do you do?

2. Do students on different levels get a different education? Or is the only difference in the difficulty of education?

3. How many years does it take to complete the different levels?

4. How are the students divided among the different levels? For example: are there more students in the lowest level?

Grades, tests, and progression to the next yearOn most schools in the Netherlands students make tests throughout the year. The teachers make these small tests to test the knowledge of a certain chapter. A couple times a year we have testweeks. These are the bigger tests. The lowest grade you can get is a 1, the highest a 10.

1. What kind of tests do students in your country do?

2. How are students graded? Which grade is the highest and which is the lowest?

3. What is your opinion on this grading system? Does it work? Could it be done better?

4. Are there subjects on which the grades have a heavier grading?

MaterialIn the Netherlands most students get their books in the beginning of the year from the school. The government pays the school 316 euro per student, and the school has to take care of the quality of books, or what books will be used.

1. What do you use in your country? Books or..?

2. Do parents or the schools pay for the books?

3. Do students get education any other way other than books? Do you get any practical lessons?

4. What do you think of your nations way of teaching on this subject? Can it be improved?

APPENDIX II: SURVEY

42

Choice of sectorIn the Netherlands students have to pick a ‘sector’ after 3 years: A sector is a couple of subjects which go well together. For instance you have the Technology sector, to follow this sector you have to do Maths (high-level), Biology, Physics and Chemistry. For the sector Economy, you have to do Maths (low-level), Economy, Management, History. Different sectors are needed to do a study in a certain field.

1. Does everyone get the same subjects? If yes, for how long does everybody follow the same subjects en which subjects are these?

2. Which subjects do you have in your country? Which are general, and which can be chosen?

3. Can students decide to stop doing a subject altogether? When can you do this and do you know why?

4. Do you have to do certain subjects to follow a certain sector? In the Netherlands, for example, you can only do the sector Technology if you do a higher level of Mathematics.

Final ExamsIn the Netherlands you take your exams after 4 VMBO, 5 HAVO, 6 VWO. In May all students do for example the exam Dutch. This exam is a really big test which is made by the national examination committee. We also call this the Central Written Exams. It counts as half of the total grade. The other half of the final grade is decided by the tests the teachers have made for you. That’s what we call the School Exams.

1. How are students tested in their final year? Do you think this works?

2. Do you have a system where one half of the final grade is decided nationally, and the other half by the school? What do you think of such a system? Do you think it would work in your country?

3. Which subjects are mandatory for the final exams? Which subjects are optional and are dependent on your chosen sector?

4. How are the exams graded? By a teacher from your own school or multiple teachers from different schools? (In the Netherlands multiple teachers grade the exams, one from your own school, one from another school)

Preparation for the next stepIn the Netherlands you can go to three different levels of higher education after middle school. You are prepared for this by a study choice test provided by the Dean, and he prepares you through the last two years of middle school for your choice of study. In the Netherlands it is also required of you to visit multiple Universities, to make your future choice easier.

1. How are students in your country prepared for the choosing of their studies?

2. When does this preparation start? Is this preparing done by the school?

3. Do universities help by letting students see what studies they offer?

4. Do you think this preparation in your country works?

Spending time at schoolIn the Netherlands students have to spend at least 1040 hours at school. In the exam year a minimum of 700 hours is required. If your school doesn’t follow this requirement, a fine is issued.

1. How many hours do students in your country have to be at school? Are there any laws about this? If not, do you think there should be?

2. Do all students have to go to school the same amount of hours? Or is this decided depending on how old you are or what level of education you follow?

3. Do you think it’s enough? Or too little? Too much?

APPENDIX II: SURVEY

43

4. Do you think some lessons are unnecessary? Are there some lessons designed to fill the hours? This is the case in the Netherlands.

Additional informationIn the Netherlands people protest against the set number of hours you have to be at school. There is also protest against the budget-cuts the government has issued regarding education.

1. What’s going on in your country? Is there something students are unhappy about? What’s wrong, why, and how can it be solved?

2. What do you think really works in the education system of your country? What really works well and should be copied by other countries?

3. What do you think doesn’t work in the education system of your country? Why is this so bad, what could improve it?

4. Is something missing from this questionnaire? Which feature of a ational education system do you think we should research?

Thank you very much for answering the questions. Again, without your cooperation I couldn’t do this project. You can send your reply to [email protected].

APPENDIX II: SURVEY

44

mailto:[email protected]

mailto:[email protected]

III. Results of the survey

Answers given by our foreign correspondents as reply on our survey.

Starting at highschoolIn the Netherlands most students go to middle school around the age of 12. In the last year of elementary school they do a test, which determines which level of middle school they will follow.

How is it decided in your country to which level students go?How is it decided in your country to which level students go?

Austria You can choose whatever you want, but children are very young, so actually their parents make the descision.

Bayern It depends on the grades that students get in the last year of elementary school. It’s a mixture of maths, German and (history + geography + technic + nature).If you get a 1-2,33, you can go to any school you want. If you get a 2,66-6, you can go to Realschule or Hauptschule.If your grade is not high enough, you can do a written exam.

Bosnia & H A system of points is used to see which school is appropiate. These points are decided by the final grades in elementary school.

Croatia By summing all of the points (proportional to your final grades in the last two grades). Each type of school takes different subject’s grades.

Denmark There is no separation between elementary and high school, so when you’re 15/16 you can go to secundary education. You have to do a test to choose which school you want (Gymnasium or vocational).

Finland A test decides where the student goes to. There is not a big difference in schools.

France From elementary to middle school no test is required. From middle school to lycee a test is devised to monitor the aptitude of the student. If a student does not pass this test the go to VET to learn a more technical job.

Iceland Used to be nationwide test, but it has been abolished. No way to determine now.

Netherlands At the end of the last year of elementary school, every student makes a big test. Depending on your score, you can go to one of the three levels of secondary education.Your teacher also has a vote. They have to give you an advise.

Norway Our education system is systematically from 1st grade in primary school to the 10th in High school. The only qualification you need is to pass the qualifications demanded on each grade.

Slovenia Decided by grades acquired in 8th and 9th year, and an internal esam in 3 subjects: Math, Slovenian and a foreign language.

APPENDIX I1I: RESULTS OF THE SURVEY

45

How is it decided in your country to which level students go?How is it decided in your country to which level students go?

Sweden It depends on the grades you have in compulsory. If you want to go a school where many others also want to go, you need more points to get in, than if you want to go to a school where less people want to go to.

What do you think of this? Could this be made better?What do you think of this? Could this be made better?

Austria It should be later, so children can choose themselves.

Bayern It’s a lot of pressure for children. It should be tested later.

Bosnia & H A test which decides what school is appropiate is better then what we have.

Croatia It’s not fair. The elementary education system isn’t equalised, so it causes inbalance when it comes to entering high school. You could have a C in your elementary school, but if you would have gone to another you would have had a A.

Denmark There should be more guidance.

Finland Students shouldn’t be split up like that, based on a test. The system seems fair though.

France A bad counselling system. Students rarely get answers to their question.

Iceland The old system was too centralized, but this system was better than nothing.

Netherlands It’s allright that there’s an ‘entering-test’, but there should be the possibility to go to a high school which is more difficult than your test-score allows you to go to.

Norway There should be a system to meet the demands for students with skills and qualifications over and under the ‘middle’ student.

Slovenia Fair, objective criteria.

Sweden It’s mostly a good system, but it’s good if you can search a program on other compenteses too. You should be able to search a programme on skills instead of grades. It should be possible with more programmes.

What age are students in your country when they start middle school?What age are students in your country when they start middle school?

Austria Children start at 10 years old.

Bayern Children start at 10 years old.

Bosnia & H 14-15 years old.

Croatia 14-15 years old.

Denmark Children are 5 or 6 years when they start pre-school, they are 15/16 when they start gymnasium.


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What age are students in your country when they start middle school?What age are students in your country when they start middle school?

Finland 12-13 years old.

France 11-12 middle 14-15 lycee

Iceland 15-20

Netherlands Children start at app. 12 years old.

Norway Usually 10 years old.

Slovenia 14-15 years old.

Sweden 16-17 years old.

Do you think this is a good age to start middle school, or should they be older/younger?Do you think this is a good age to start middle school, or should they be older/younger?

Austria They should be older.

Bayern It’s too early, because children don’t know what they want to do yet.If you develop your interests later, you have a disadvantage, because you chose the wrong school.

Bosnia & H It’s OK.

Croatia It’s a good age to start highschool.

Denmark Children are too young to choose.

Finland It’s a good age to start.

France Seems fine, but too many dropouts around the age of 16.

Iceland Kids 15-20 are socially equal.

Netherlands It’s OK.

Norway Age isn’t the problem, but the gap between each student’s skills is the matter.

Slovenia It’s OK.

Sweden It’s good!

Different levels of educationIn the Netherlands you can do education on different levels. There are 3 levels: VMBO, HAVO, VWO.VWO is the highest level, it takes 6 years to complete. VWO is the most theoretically oriented, VMBO takes on a more practical approach, and HAVO does a bit of both.

Which levels are there in your country? Which level do you do?Which levels are there in your country? Which level do you do?

Austria You have three different levels: AHS,BMHS and BM.


47

Which levels are there in your country? Which level do you do?Which levels are there in your country? Which level do you do?

Bayern There are three different levels: hauptschule (practical), realschule (middle) and gymnasium (theoretical).

Bosnia & H No specified levels in educational system.

Croatia Croatian schools are divided depending on their length 2 or 3 years (vocational schools) and 4 years (vocational schools & grammar schools).

Denmark You have two kinds: vocational and academic.Vocational does not have any levels.Academic (also called gymnasium) has four levels: business (HG), higher business (HHX), technical (HTX) and general (STX).

Finland You have the upper primary school, which is regarded as finnish version of high school (level 7-9) After that you have upper secondary school (US), which also takes 3 years. You also have a special US, called VT, which is a more practical approach.

France 2 years middle then lycee or VET

Iceland No specified levels.

Netherlands In general, you have 3 different levels: VMBO(lowest), HAVO and VWO(highest). VMBO is divided in 4 differerent levels (BB, KB, GL and TL).

Norway You can choose between VET or programmes for general studies.

Slovenia 4 levels:Gimnazija: highest level; takes 4 years.4 year technical school.3 or 3+2 year profession school.2.5 year long profession school.

Sweden There are 17 national programmes which are all 3 years. All provide a broad general education and eligibility to study at university or college. No levels, just different programmes and specializations.

Do students on different levels get a different education? Or is the only difference in the difficulty of education?


Austria AHS = it’s general and specialised on humanistic education.BMHS = this is a higher school in which you learn special skills.BS = this is an apprenticeship without general qualification for university.

Bayern The biggest difference between the levels is the difficulty of education.Hauptschule is preparing for more practical jobs; gymnasium is mostly theoretical.

Bosnia & H No different levels.

Croatia Grammar schools give general education, vocational schools are more practical.


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Denmark There is a big difference in what you learn and in the difficulty.Vocational prepares you for a job; academic prepares you for further studies.

Finland No different levels. Idea of education is totally different.

France VET is practical, lycee is academic.

Iceland Depends on the school. Schools have great freedom in deciding lesson difficulty.

Netherlands VMBO is more practical, VWO is theoretical.

Norway You get different programmes of study - you get finished in either general studies or a craft certificate.

Slovenia Students attending 4 year programs go to universities. Others start working in the professions they were trained in

Sweden Yes, you get different education, but in all programmes you are qualified to study on university and college.

How many years does it take to complete the different levels?How many years does it take to complete the different levels?

Austria AHS: 4 years lower stage, 4 years for upper schoolBMHS: 5 yearsBS: 2 years of school + practical part

Bayern Hauptschule: 5-6 years.Realschule: 6 years.Gymnasium: 8/9 years.

Bosnia & H 4 years, sometimes 3 years (technical school)

Croatia Grammar: 4 years, vocational 2/3 years.

Denmark Gymnasiums: 3(technical and general) of 2 (business)Vocational: 3-5 (depending which job you want to learn)

Finland 3 years primary, then secondary high school.

France Plaatje!

Iceland 4 years.

Netherlands VMBO: 4 years, HAVO: 5 years, VWO: 6 years.

Norway Primary and high-school takes 10 years; secondary and upper secondary takes 3 years.


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How many years does it take to complete the different levels?How many years does it take to complete the different levels?

Slovenia Gimnazija: 4 yearsTechnical school: 4 years.Profession school:3, 3+2 years or 2.5 years.

Sweden All 3 years.

How are the students divided among the different levels? For example: are there more students in the lowest level?

How are the students divided among the different levels? For example: are there more students in the lowest level?

Austria Depends on parents or first school you went to.

Bayern 40-20-40%

Bosnia & H Depends on what school you choose.

Croatia About 75-80% of the 189.000 secondary school students go to vocational schools.

Denmark Most people go to vocational education.

Finland The best and worst go to US, the middle class go VT.

France 60% general techno, 30% VET professional, rest are dropouts or repeaters.

Iceland The school can decide this entirely on their own.

Netherlands Most people go to VMBO, a little bit more to HAVO and even less people to VWO.

Norway About 60% of the Norwegian students take the VET studies.

Slovenia Most people attend gimnazija.

Sweden -

Grades and testsOn most schools in the Netherlands students make tests throughout the year. The teachers make these small tests to test the knowledge of a certain chapter. A couple times a year we have testweeks. These are the bigger tests. The lowest grade you can get is a 1, the highest a 10.

What kind of tests do students in your country do?What kind of tests do students in your country do?

Austria We have small tests and big written ones. It depends on the teacher and schoolyear how long the tests are.

Bayern Little ones (Stegreifaufgaben) and small oral interrogations.We have also big announced ones: Schulaufgaben.

Bosnia & H Tests throughout the year. Sometimes an oral exam in class, so students should always be prepared.


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What kind of tests do students in your country do?What kind of tests do students in your country do?

Croatia A lot of oral exams (max. 2 per day) and some written exams throughout the year (max. 3 per week).

Denmark Big test at the end of a semester (6 months) and at the end of a year, which is for the “year-grade”.Oral exams are possible in all subjects, and written tests are possible in all subjects and obligatory in A-level subjects.

Finland Small tests and big tests. The big tests are done after a period. A year is divided in 5 periods. The periods have their own subject within the subject.

France Smaller tests and bigger tests in testweeks.

Iceland Small tests and bigger tests.

Netherlands Small tests (which can be un-announced), and big test that have to be announced.

Norway Small tests to test the knowlegde and test days with bigger tests.

Slovenia Oral and written tests. 2 written tests per subject. Oral tests are optional.

Sweden You have national tests you do in grade 5 and 9 in Swedish, English and maths. Teachers can also eveluate the course as they want.

How are students graded? Which grade is the highest and which is the lowest?How are students graded? Which grade is the highest and which is the lowest?

Austria Highest = 1, lowest =5

Bayern Class 3-10: 1(very good) till 6 (very bad)Class 11...: 15 points is the best, 0 is the worst.15/14/13 points = grade 1, 12/11/10 points = grade 2, 9/8/7 = grade 3, 6/5/4 points = grade 4, 3/2/1 points = grade 5, 0 points = grade 6.

Bosnia & H Lowest=1 Highest=5

Croatia 5 to 1 (5 is the highest).

Denmark It’s based on the English system.A=12, B=10, C=7, D=4, E=2, F=0, Fx=-3

Finland Lowest=4 highest=10

France 0-20, 10 being average, 20 being ‘perfect’.

Iceland 0-10, 10 being the highest

Netherlands 1 is the lowest, 10 the highest.

Norway Grades from 1 to 6; 6 is the highest.

Slovenia Lowest=1 Highest=5


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How are students graded? Which grade is the highest and which is the lowest?How are students graded? Which grade is the highest and which is the lowest?

Sweden 1 - not approved, 2 - approved, 3 - well approved, 4 - very well approved. It will be changed in 2011, then it’ll be A-F (F the best).

What is your opinion on this grading system? Does it work? Could it be done better?What is your opinion on this grading system? Does it work? Could it be done better?

Austria It works bad, because five grades are too few.

Bayern The system of points is better, because there are more different grades.

Bosnia & H It works, we’re used to it.

Croatia It’s fair and it works. More grades could be an improvement.

Denmark It’s better to let the teacher say something about the development and this system doesn’t work because not enough people A’s.

Finland Students need more feedback then just numbers. These grades don’t help with your university career.

France --------

Iceland Pretty simple, teacher decided it all, it works well.

Netherlands It’s fine.

Norway It’s fine, but there should be a bigger understanding in the community of the qualifications behind each grade.

Slovenia Works well, orals are too subjective though.

Sweden It’s good to change it to a sixgrade scale, because 4 is too few. But the most important is that teachers have the right education to give grades and that the students have right education to give grades.

Are there subjects on which the grades have a heavier grading?Are there subjects on which the grades have a heavier grading?

Austria No.

Bayern For main subjects you need to have higher grades.For an exam you choose subjects that count more.

Bosnia & H No.

Croatia Maths and physics.

Denmark All subjects are split in different levels.Level A/B/C (gymnasium) and D/E/F (vocational).A level-A subjects counts more than a level-F subject.

Finland No.


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Are there subjects on which the grades have a heavier grading?Are there subjects on which the grades have a heavier grading?

France This goes according to sectionScientific: maths (9), sciences (6), Biology (8), French (4), 2nd lang (3), philosophy (3), Hist Geo (3), 3rd lang (2), sport (2)…Literary: philosophy (7), French (5), literature (4), HG (4), 2nd lang (4), science (4)…

Iceland No.

Netherlands You can only to maths on two levels: A and B, but that’s actually just a different kind of maths. And French on VWO is ofcourse heavier than French on HAVO.

Norway You have subjects with higher qualification demands to get a high grade. You get extra points for the subjects as a supplement to the grade itself.

Slovenia No, all subjects are equal.

Sweden No.

MaterialsIn the Netherlands most students get their books in the beginning of the year from the school. The government pays the school 316 euro per student, and the school has to take care of the quality of books, or what books will be used.

What do you use in your country? Books or..?What do you use in your country? Books or..?

Austria Books

Bayern Books

Bosnia & H Books.

Croatia Books, workbooks, task books, CDs.

Denmark Books, copys of books, CD-roms, online files, but mainly books. For the technical gymnasium a laptop is required.

Finland Books, different material as well, internet and such.

France Books

Iceland Books and digital material, booklets made by teachers.

Netherlands Mainly books, but sometimes you have to do things on the internet.

Norway Books, with the supplement from computers. At secondary and upper secondary school students get a personal PC among the books.

Slovenia Books.

Sweden Mostly books, a lot of schools have started with personal laptops, but not every school has that.


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Do parents or the schools pay for the books?Do parents or the schools pay for the books?

Austria Parents pay like 20 euros and school pays the rest.

Bayern School pays.

Bosnia & H Parents pay.

Croatia Before, the government payed for the books. Due to the recession, students have to pay for themselves – only certain groups get their books from the government.

Denmark Parents pay 350 euro and school pays the rest (but 350 euro in Denmark is not worth as much as it is in the Netherlands).

Finland Parents usually, but some of the smaller schools buy the books, to make it more attractive for people to go there.

France Book prices differ regionally, parents pay.

Iceland Student and/or parents. Used to be the government.

Netherlands School gets 316 euro per student per year. They have to pay for everything, accept calculators and pens.

Norway The government finances the books and PC’s on public schools. Since the students keep the PC after ending school, they have to pay an amount on an annual basis.

Slovenia Some books are borrowed, some are bought by parents.

Sweden Students don’t have to pay. School pays and they can choose on their own how much money they want to spend on it.

Do students get education any other way other than books? Do you get any practical lessons?


Austria It depends on the teacher

Bayern Methode = books and listening to teachersIn addition: experiments/excursions/internet

Bosnia & H Sometimes internet or audio.

Croatia In vocational education there’s a lot of practical stuff. Grammar schools have experiments.

Denmark You have practical lessons in science, sports, arts and music. In senior year of gymnasium you get to do a workshop.

Finland Teachers have much freedom in shaping the lessons as they see fit. It isn’t only books.

France Practical lessons, usage of digital resources.


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Iceland Many practical lessons, and sometimes we use digital material.

Netherlands Sometimes we work in workinggroups, but mainly classical lessons. It depends on if you go to a general highschool or if you go to some kind of special education.

Norway You don’t need books for some subjects. Often an excursion is used as a method of study. Teachers see the value of ‘learning by doing’, so there’s also a lot of practical lessons.

Slovenia Some practical lessons, digital presentation is also becoming popular.

Sweden Most schools use a lot of different methods like drama, plays and computers, but there are lots of schools so it’s hard to tell.

What do you think of your nations way of teaching on this subject? Can it be improved?What do you think of your nations way of teaching on this subject? Can it be improved?

Austria The teachers have to be motivated more

Bayern Students should learn to work independant or in working groups.

Bosnia & H Teaching is very good, students like it.

Croatia There have been some changes and it’s going better nowadays.

Denmark It should be inproved.

Finland Books should be paid even after high school. Also students are the victim of publishers constantly changing the books. They are then forced by school and media to buy the new books.

France -

Iceland It is different per school.

Netherlands It’s allright, but I think it should be possible for students to choose which way they like. They should discuss this matter with their teacher.

Norway Norwegian teachers are good, but there should be more.

Slovenia Not enough practical lessons and a lack of teamwork. Enough individual and team seminar works.

Sweden I would like schools to be better in using different methods and more use roleplays, exchanges and be in the nature for example.


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Choice of sectorIn the Netherlands students have to pick a ‘sector’ after 3 years: A sector is a couple of subjects which go well together. For instance you have the Technology sector, to follow this sector you have to do Math (high-level), Biology, Physics and Chemistry. For the sector Economy, you have to do Math (low-level), Economy, Management, History. Different sectors are needed to do a study in a certain field.

Does everyone get the same subjects? If yes, for how long does everybody follow the same subjects en which subjects are these?


Austria There are no sectors. Everyone flollows the same subjects, depending on if you go to AHS, BMHS or BSWhen the schoolform is ‘Wahlfächer’, you can choose subjects.

Bayern Mandatory are: German, maths and EnglishYou can choose economy, history, physic, religion, sports, biology.At gymnasium, you can also choose chemistry, latin, french, ancien greek, ‘Sozialkunde’, arts and music.

Bosnia & H Not answered.

Croatia All grammar schools have the same, general subjects, but vocational schools have their own subjects, together with Croatian, maths and English.

Denmark The subjects are the same depending on what education you follow. All the subjects in vocational education and business gymnasium are the same; if you are in techincal gymnasium, you can choose one more.You have to choose a “line”, and you’re in a class with students with the same line.

Finland Everybody has the same general subjects, 3 practical subjects must be chosen as well; Cooking, Sports, Handicraft, Music, Arts, German or France. Within the general subjects students must follow at least 40 courses (certain subjects within Math, for example.

France 3 sectors: Literary and Scientific. EconomicalLiterary: Concentration in languages and literature with specialization in modern and classical languages, mathematics and artsEconomics: Concentration in economics and history/geography with specialization in economics, mathematics and languagesScientific: Concentration in mathematics and science with extra specialization in mathematics. physics. chemistry, biology and natural sciences, and technology

Iceland Everyone has the same basic subjects during 4 year study period: Icelandic, Math, Science, Danish, a third language, sociology.

Netherlands The first two (VMBO) or three (HAVO/VWO) years, everyone follows the same subjects. After that ‘basis-period’ you can choose your own subjects which you add to the obligatory subjects.


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Norway In primary- and high-school you all get the same subjects. In secondary and upper secondary education you get a package of general studies. The qualifications on these subjects are different in the programme for specialization in General Studies and VET. General studies -> preparing for University, VET makes the baseline for students to take supplementary studies for higher education.

Slovenia All students do Math, MT and FL.

Sweden In Sweden, you should have 2500 points, you can choose 300 points yourself.

Which subjects do you have in your country? Which are general, and which can be chosen?Which subjects do you have in your country? Which are general, and which can be chosen?

Austria General: German, English, Maths.The ‘chosen’ subjects are depending on which school you go to.BMHS has more job-related subjects than the other schools.

Bayern You choose a ‘path’ not subjects.You choose main subjects, and aside subjects.You have to do extra activities, like debat or big band.


Croatia Croatian, maths, English, biology, geography, history, physics, chemistry, religious/ethics, art, music, PE, latin/greek, german/French/Italian, computer science, and a number of vocational subjects.

Denmark There is a basis for the line, you can add stuff yourself.For instance Danish is mandatory level A, English is mandatory level BIn your final exam, you need to have at least 15 subjects and at most 21 subjects.

Finland Religion, History, Math, Chemistry, Physics, Biology, Geography, Swedish, Finnish, English, Civics. Also lot of special courses in which the school specialises. The general subjects are different per school.

France According to sector.

Iceland School can decide on extra subjects, they are encouraged to be creative, for example: Poison making, Horseback riding.

Netherlands Dutch, English, Maths are mandatory. It depends on the sector that you choose which other subjects you (have to) do.

Norway General: Maths (low and high), English, Norwegian, natural sciences, social sciences and physical education.Chosen: a long list, every study has overlapping and unique subjects.

Slovenia Depends on program and year. Gimnazija has math, several foreign languages, M.T.,PE, biology, chemistry, physics, psychology.


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Which subjects do you have in your country? Which are general, and which can be chosen?Which subjects do you have in your country? Which are general, and which can be chosen?

Sweden Swedish - 100 points, English - 100 points, Maths - 100 points, Physical education - 100 points, social studies - 100 points, religion - 50 points, science - 50 points, aesthetic activiteites - 50 points, project - 100 points.There are a lot of different courses that students can choose.

Can students decide to stop doing a subject altogether? When can you do this and do you know why?

Can students decide to stop doing a subject altogether? When can you do this and do you know why?

Austria Not really.

Bayern The last two years, you can drop a language (because you know the basics). You can drop subjects you don’t necessarily need to study.

Bosnia & H No.

Croatia No, but there are some subjects you can choose to take or not.

Denmark There are few subjects obligatory, but you have to do some.After 6 months, you can’t switch anymore, you do the same subjects as everyone else.

Finland You can stop with finnish or swedish, if you have mixed nationality.

France Cannot quit. Some are not mandatory; Latin, Greek, Music.

Iceland Only chosen subjects can be quit. But general subjects can be quit in the first year.

Netherlands Yes, it is possible, but only if you have enough subjects left (you need to have 7 subjects).

Norway Students must finish a subject. If you already have a subject that can replace for an other, it’s ok.

Slovenia No.

Sweden You can’t stop a compulsory course. You can do whatever you want, as long as it is 2500 points in the end. Headmasters and teachers aren’t glad when you want to do it, because it’s a lot of extra work.

Do you have to do certain subjects to follow a certain sector? In the Netherlands, for example, you can only do the sector Technology if you do a higher level of Mathematics.Do you have to do certain subjects to follow a certain sector? In the Netherlands, for

example, you can only do the sector Technology if you do a higher level of Mathematics.

Austria No.

Bayern It depends on what kind of final exam you are about to do.You have to take the classes that suit the path you are taking.

Bosnia & H No.

Croatia No.


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Do you have to do certain subjects to follow a certain sector? In the Netherlands, for example, you can only do the sector Technology if you do a higher level of Mathematics.Do you have to do certain subjects to follow a certain sector? In the Netherlands, for

example, you can only do the sector Technology if you do a higher level of Mathematics.

Denmark Not really, it’s not an issue before University. There are some ‘linked’ subjects, but not a lot.

Finland No.

France Yes. Every sector is linked to certain subjects.

Iceland It seems similar to the Netherlands.

Netherlands Every sector has a few obligatory subjects.

Norway Yes, some sectors have subjects that follow certain sectors.

Slovenia No sectors, different programs.

Sweden There are special subjects specific to each programme.

Final examsIn the Netherlands you do your exams after 4 VMBO, 5 HAVO, 6 VWO. In May all students do for example the exam Dutch. This exam is a really big test which is made by the national examination committee. We also call this the Central Written Exams. It counts as half of the total grade. The other half of the final grade is decided by the tests the teachers have made for you. That’s what we call the School Exams.

How are students tested in their final year? Do you think this works?How are students tested in their final year? Do you think this works?

Austria The final exam is called ‘Matura’ - students have to decide which subjects they want to choose except for the general.You have written and oral tests. Either 3 oral and 4 written or contrary.

Bayern The final exams are made by governements of different federal states.A problem is that there’s a difference in the difficulty of the exams every year.You can do oral exams (made by your teacher) to improve your grades.It doesn’t work, because students learn for grades instead of knowledge.

Bosnia & H In the final year everythings the same. If the students don’t have high enough marks, a test is made in coordination with the teachers of that subject.

Croatia Students are tested in their final year of secondary school by the National Centre for Evalutation of Education with Stage Graduation. Vocational students can choose whether to write this or their final exam.

Denmark Some subjects have written components, some have oral components and others have practical parts; some subjects are a mixture.We also have 24h exams: you get your question, you go home and work on it, and 24h you hand it in at school.You have to pass a total of 10 exams: 1 in the first year, 1-2 in the second year and 7-8 in the final year.

Finland The averages of the grades from each subject at end of the final year. Also a final test.


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How are students tested in their final year? Do you think this works?How are students tested in their final year? Do you think this works?

France Final exams are used to decide graduation or not. Practical tests for chemistry and such. Orals for languages. Final exams are spread out, to reduce workload.

Iceland Teachers make their own ‘exams’. They are tested in the same matter as the years before.

Netherlands The final exam exists of a ‘school’ part and a ‘central’ part. The school-part exists of multiple tests; the central-part is one big test, which you make at the end of your senior year.

Norway Students are graded by their skills in the last period of every year (if it ends that year). Final grading: they look at the skills of each student in the time the grade is set. You have a big exam then. Final grade and exam grade are separated. It works, because the grades from the final exams and the subjects final grades are separated, and the students skills are measured in the skills he or she has at the end of the subject, not an average through the year.

Slovenia In the final year students make matura exams made by the national examination committee. The exams are about 5 different subjects.

Sweden No final exams, only national tests.

Do you have a system where one half of the final grade is decided nationally, and the other half by the school? What do you think of such a system? Do you think it would work in your

country?


country?

Austria There is no central exam; exams are made by the schools. That would be good though.

Bayern A part of the final grade is a central exam, another part is an exam made by the school (though it isn’t 50%-50%).

Bosnia & H Only made by school.

Croatia Schools by themselves examinated the students, it worked, but was unequalized.

Denmark There isn’t such a system in Denmark.

Finland Different marks for different courses/subjects matter for future studies. It isn’t decided on a national level.

France Only examinal achievements count. There is only one national exam.

Iceland No, the school decides this entirely.

Netherlands 50% of your final exam is your ‘school-exam’, and 50% is the grade you got for you ‘central-exam’.

Norway No. The teacher has the best insight in students individual skills.

Slovenia Internal and national ‘matura’ exams.


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country?


country?

Sweden -

Which subjects are mandatory for the final exams? Which subjects are optional and are dependent on your chosen sector?

Which subjects are mandatory for the final exams? Which subjects are optional and are dependent on your chosen sector?

Austria There are some mandatory subjects, and you can also choose some.

Bayern In Gymnasium you have 4 subjects (2 - science/social and 2 main (maths/languages/phisics/chemistry/politics); you get an oral exam in one of them.It depends on to what kind of school you go, what kind of subjects you can choose for your final exam.

Bosnia & H It’s necessary to pass languages.

Croatia Mandatory: Croatian, maths, a foreign language (higher and lower level).Optional: every single one you want to, as much as you want.

Denmark It’s like a lottery in Denmark: if the subject you are finishing that year is drawn, you have an exam.Written Danish is mandatory for everyone.

Finland Mothertongue, and 3 other subjects.

France The subjects linked to your sector.

Iceland All general and chosen subjects are mandatory for the final year.

Netherlands Mandatory are Dutch, English and maths. There’s some other subjects which are mandatory depending on your chosen sector.

Norway Yes, Norwegian is mandatory. The rest is subjects where students may be selected for an exam.

Slovenia Math, MT, FL.

Sweden -

How are the exams graded? By a teacher from your own school or multiple teachers from different schools? (In the Netherlands multiple teachers grade the exams, one from your

own school, one from another school)



Austria If it’s a written exam - the responsible teacher checks it, but it has to be rechecked by a principal e.g.If it’s an oral exam - a committee of teachers

Bayern The final exams are graded by the teacher of that subject.Teachers get guidelines/answers from the ministry of education.

Bosnia & H Multiple teachers from the school you go to.


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Croatia By the Government’s National external centre for evaluation of education.

Denmark All grades are decided by an external censor and the teacher; they must both agree on the degree.

Finland By the teacher of the subject, and the national examination commitee. Grades are based on the Gaussian Curve.L, E, M, C, B, A and I (abandoned)

France Papers sent anomynously to national correction center.

Iceland They are graded by the teacher who made the exam.

Netherlands The exams of your ‘school-exam’ are graded by your own teacher. The exams of the ‘central-exam’ are graded by your own teacher and rechecked by a teacher from another school. There are guidelines for checking the central-exams.

Norway The teachers grading the exams are anonymous teachers from other parts of the country.

Slovenia Internal exams are graded by teachers from own school.External exams (matura) are graded by teachers from all over slovenia.

Sweden National tests are graded by the teachers from other school than your own.

Preparation for the next stepIn the Netherlands you can go to three different levels of higher education after middle school. You are prepared for this by a study choice test provided by the Dean, and he prepares you through the last two years of middle school for your choice of study. In the Netherlands it is also required of you to visit multiple Universities, to make your future choice easier.

How are students in your country prepared for the choosing of their studies?How are students in your country prepared for the choosing of their studies?

Austria There is some information, but actually students have to decide themselves.

Bayern Not answered.

Bosnia & H Students decide themselves, along with teachers and parents.

Croatia They go to the school staff dedicated to those affairs, they can contact Universities with their national exams results and they can propose them where to go.

Denmark There are info-days with education-fairs and presentations by students guides. You can voluntary visit universities.

Finland There’s a subject called ‘student guiding’ where students talk about future studies.

France -


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How are students in your country prepared for the choosing of their studies?How are students in your country prepared for the choosing of their studies?

Iceland No formal preparation. The subjects you did at middle school aren’t needed for university.

Netherlands There’s a subject called ‘career-inventorising’. You should learn what you like and which study you want to do, but actually it doesn’t work.

Norway There’s counselling service. After ending high-school, the students choose their study, also by visiting a series of secondary schools.

Slovenia 2 information days organised by university.

Sweden There are professional counsellors in all school from the uppergrade schools to high schools.

When does this preparation start? Is this preparing done by the school?When does this preparation start? Is this preparing done by the school?

Austria School does nothing, actually.


Bosnia & H No formal preparation.

Croatia It starts a year before students have to choose.

Denmark From 6th grade you have to make future plans from the first year of gymnasium.

Finland Last year of high school. Done by school. It differs per school.

France -

Iceland It depends on yourself.

Netherlands School does a bit, but most of the time it doesn’t work. School starts half-way your high school with preparation.

Norway Preparation starts in the last 2 years of high-school. The prepartaion is made by an iniative from the school.

Slovenia Not answered.

Sweden -

Do universities help by letting students see what studies they offer?Do universities help by letting students see what studies they offer?

Austria You have to organise it yourself, but you can visit univerisities if you want.


Bosnia & H Only brochures.

Croatia Yes


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Do universities help by letting students see what studies they offer?Do universities help by letting students see what studies they offer?

Denmark Yes, there are open-visiting days and you can drop-in and follow a lecture on most days; mostly in special weeks.

Finland Not really. Universities don’t help. Some events and such.

France -

Iceland They regularly give study tours and such.

Netherlands No, not really. They organise open days, but that’s it.

Norway Yes, both the universities and secondary schools let students visiting the subjects and sectors in the schools.

Slovenia Information days.

Sweden -

Do you think this preparation in your country works?Do you think this preparation in your country works?

Austria There isn’t a real preparation.


Bosnia & H There should definetely be some sort of formal preparation.

Croatia Yes

Denmark No, students have to do the most themselves. There should be more accissible guidance and councelling for all students.

Finland It works, but not that well.

France -

Iceland You learn it yourself, but a bit more formal preparation could be useful.

Netherlands No, it is really really bad. You actually have to do everything yourself, so a lot of people make a wrong desicion.

Norway Yes, but there are many students quitting they studies in the secondary school. Many of those have made wrong decisions and are unmotivated.

Slovenia Not answered.

Sweden -


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Spending time at school

In the Netherlands students have to spend at least 1040 hours at school. In the exam year a minimum of 700 hours is required. If your school doesn’t follow this requirement, a fine is issued.

How many hours do students in your country have to be at school? Are there any laws about this? If not, do you think there should be?

How many hours do students in your country have to be at school? Are there any laws about this? If not, do you think there should be?

Austria You have to go to school until you’re 18 years old.

Bayern There is no law about time you have to spend at school. However, it’s your duty to go to school till 12yrs old. You go to school about 30 hours per week, and school finishes every day at 13 o’clock.

Bosnia & H 6 hour days mandatory.

Croatia It is regulated but nog so strictly by school classes’ plan and national framework curricula. There are 35 weeks of school.

Denmark The number of hours you have to attend is depending on which subjects you choose. Every subjects is designated between 100-250 hours. 20% of the lessons is virtuel ‘over the internet’, no teacher present.You have to attend to 90% of the lessons to pass the subject.

Finland Students have to follow 75 ourses, one course is 36-38 study hours so students spend around 2700 hours at school.

France -

Iceland There are no laws about this, the school takes care of attendance and such. You officially have to follow at least 90% of classes.

Netherlands There’s a lot of discussion. You have to go 1000 hours to school per year, which is a lot.

Norway There’s a law that the qualification and skills that the student has provided the teachers through tests and practical lessons. Students have a right to be taught in the amount of hours the curriculum for each subject is defined to.

Slovenia Students need to attend 80% for each subject.

Sweden In lower and uppergrade schools you are guaranteed at least 6665 hours according to the law. In high schools there isn’t a plan. Education is built on aims and goals to reach. It’s good that there is a minimum time that you as student are guaranteed a decided level of hours.

Do all students have to go to school the same amount of hours? Or is this decided depending on how old you are or what level of education you follow?


Austria It depends on the level and what kind of education you follow.

Bayern The older you get, the more hours you have to go to school per week.

Bosnia & H It’s the same for every student.


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Croatia It’s depending on how old you are and what level of education you follow. Usually you get more hours in the last two years.

Denmark It’s depending on what education you go to. Technical gymnasium is for instance 700 hours per year.

Finland Same everywhere.

France -

Iceland The percentage is decided by the school.

Netherlands It’s the same, except for the final year. In your final year you have to go less to school.

Norway The sector and combining of subject matters in the amount of time the students has to be at school.

Slovenia Depends on year and program.

Sweden Yes, but only in upper and lower school.

Do you think it’s enough? Or too little? Too much?Do you think it’s enough? Or too little? Too much?

Austria It is too much.

Bayern It is too much, you have to work too long.

Bosnia & H It is too much.

Croatia It’s enough.

Denmark 700 is allright.The virtual lessons are not okay. I would suggest more lessons.

Finland Hard, but it’s enough.

France -

Iceland Depends, a percentage around 90& is acceptable.

Netherlands I think it’s really too much. There should be a bottomline though.

Norway It’s fine.

Slovenia About right, 2 hours a week would be perfect.

Sweden -


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Do you think some lessons are unnecessary? Are there some lessons designed to fill the hours? This is the case in the Netherlands.

Do you think some lessons are unnecessary? Are there some lessons designed to fill the hours? This is the case in the Netherlands.

Austria Some subjects are not interesting enough.

Bayern You have to learn too much in not enough time.

Bosnia & H Some lessons are unnecessary.

Croatia There aren’t a lot of subjects. It depends on the students and their teacher.

Denmark There aren’t any lessons made just for filling the time.

Finland This is not the case in Finland.

France -

Iceland The authorities monitor if the teachers make the lessons interesting or necessary enough.

Netherlands Some lessons are not nessicary, but it’s depending on your school.

Norway All the lessons are used to teach, follow up on the students individual progress and social academic time.

Slovenia Unneeded lessons and even subjects occur.

Sweden It’s up to the teacher and student how they want to do it.

Additional information

In the Netherlands people protest against the set number of hours you have to be at school. There is also protest against the budget-cuts the government has issued regarding education.

What’s going on in your country? Is there something students are unhappy about? What’s wrong, why, and how can it be solved?


Austria - If you have a very bad grade and you fail the test at the end of a year you have to do the whole year again.- There are only 5 grades and no verbal grades.- Because of financial problems some free days cancelled.

Bayern - They’re going to introduce a new gymnasium (which is 1 year shorter).- Hauptschule has a bad reputation.- There isn’t enough money.

Bosnia & H - Some problems, but they’re minor.- Too much theory, not enough practical lessons.

Croatia People are worried about the state graduation cause because it’s for the first time.Budget cuts in the field of education.


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Denmark The lack of public investment. Fewer people go into education because the government has been cutting the funds for education.Major budget-cuts on every area of education.

Finland - Unhappy about the matriculation system- Too much pressure on students, heavy workloads.

France -

Iceland - No good way to check level of student

Netherlands There are some financial problems, but that’s especially on higher education. A problem is the traineeship you have to do, because it has to be something social, but practically it isn’t usefull.

Norway We try to get more funds from the government to improve the counselling service, more teachers in the school.Pushing the government to get better scholarships for students and better physical an psychosocial school buildings.Getting apprenticeship for the VET students is also a big matter.

Slovenia - Government is removing right of free lunch.- General complaint about everything.

Sweden Budget cuts is a big question for students.You can’t appeal against your grades - we fight a lot to make it reality.Equality and anit-bullying is a big question.The government is re-writing the school law, we have just hand in consultation response. The new minister of education wants to give teachers more rights and students lesser.

What do you think really works in the education system of your country? What really works well and should be copied by other countries?


Austria It works well if students can choose their own subjects.

Bayern Languages are actually quite well trained.


Croatia Interaction between schools and students’ councils.A huge amount of democracy in decision-making processes.Free transportation for elementary schools and textbooks and transportation for some groups of students.A good relationship towards national, ethnic, religious minorities and full freedom of choice.

Denmark The examination - it works well to have a partial and an impartial teacher grading your exams.


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Finland - Equality within schools, and common knowledge.- Student councils work well.

France -

Iceland - Open source software systems.- Liberty given to teachers and schools- Not much competition, people can find their own way during research.

Netherlands I think the final exams are arranged properly.

Norway Modular based education is good. A student doesn’t only get their specific education, but also the wide prospective in each sector to get other similar jobs. It’s actually the system the EU wants, but cannot find.

Slovenia - Matura works well

Sweden Free school and students don’t have to pay for books, food and other stuff. Teaching is focused on goals students should achieve, it makes teaching more open.School is equivalent, there are gaps and differences between schools, but overall schools are equivalent.

What do you think doesn’t work in the education system of your country? Why is this so bad, what could improve it?


Austria - There’s no school for all students.- There should be more trainings for the teachers.- There should be a fulltime school for younger students.

Bayern - Everything is strictly regulated.- Some ld-fashioned ideas are still existing.- No working groups/presenting.- Teachers should prepare students for live instead of for the graduation.

Bosnia & H -

Croatia Sexual education (there’s a lot of Roman Catholic people) and Church.

Denmark You don’t know the right line of study after 5 months.You should be able to change the line of study since you need the same knowledge.

Finland - High pressures and meaningless exams.- no clear goal.

France -

Iceland No specific ones.

Netherlands -


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Norway Teachers have to much to do, and see every student as an individual. Teacher should be teaching and someone else should do the paperwork such as correcting the students test. A carrier counsellor and a social counsellor should get more responsibility for taking care of the students well-being.

Slovenia - Unnecessary spectrum of knowledge in gimazija.

Sweden Teachers don’t have to be trained to become a teacher, which is very bad for students. Teachers should have a relevent education because they’re responsible for grading.Link to the world is poor, there is no means for the practice and connect with college and so on.

Is something missing from this questionnaire? Which feature of a ational education system do you think we should research?

Is something missing from this questionnaire? Which feature of a ational education system do you think we should research?

Austria Something about the social aspect of school.

Bayern Self-contained learning.

Bosnia & H -

Croatia It was enough.

Denmark Nothing.

Finland Student councils

France -

Iceland Something about student councils and student democracy.

Netherlands Nothing, we made the questionnaire ourselves ;-)

Norway You should look more into the Norwegian system, because it’s a new system from 2006.

Slovenia Very theoretical.

Sweden -


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The Ideal Educational System

Documents

education transition

organization of education

school paper

school subjects

different tests

structure of primary

new educational heights

final exams