Final Output

EDUCATIONAL LEGISLATION
and
COMPARATIVE STUDIES

Prepared by:

MIKAELA S. RAPANAN

Submitted to:

Dr. Ana Liza Salas

Adviser

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EDUCATIONAL LEGISLATION

Reflections:

1. Magna Carta for Public School Teachers

 The Magna Carta for Public School Teachers otherwise known as Republic Act No.
4670, was envisioned to provide programs for the promotion and improvement of the
well-being and economic status of public school teachers. Republic act 4670 provides
the qualification of a professional teacher to have the ability to teach with essential
standards and factors. It is not just simple as teachers know how to teach, there are
certain standards of being a teacher and being called as professional teacher. There are
also adequate procedures in teaching that one should follow because of the standard
education that is promoted by the government. The administration is also liable in
knowing the laws of their jobs. Otherwise, they also have allowed enjoying the rights
that they are capable of. This is for the organization of teachers and school in
performing their task. It helps to strengthen the will of every teacher to get better in
their chosen field and be recognized their every effort they make.

2. RA 9155 – Governance of Basic Education Act of 2001

 There are different levels in the governance of basic education but it should start in
the national level. It shall be known as Government of Basic Education Act of 2001.
This is made for accessible education by providing all children with free compulsory
education in elementary and secondary level. Educational programs are delivered by
school heads and teachers that act as a team for projects and services. Agencies of the
government aim to meet the best requirements of the teaching profession for
uniqueness of working conditions and teaching service.  It is hereby declared the
policy of the State to protect and promote the right of all citizens to quality basic
education and to make such education accessible to all by providing all Filipino
children a free and compulsory education in the elementary level and free education
in the high school level. The plans of the government are so wonderful and enticing.
You will really see the heart and the purity of its intentions. But these things will
remain unachieved goals if not everybody is doing their part. I, as one of the teachers
in this state, have intentions to improve the delivery of quality education for learners
to provide skills, knowledge and values they need to become caring, self-reliant,
productive and patriotic citizens.

3. RA 7687 - Science and Technology Scholarship Act of 1994

 It is hereby declared the policy of the State to promote the development of the
country's science and technology manpower in line with economic development and
to provide the capability required in the areas of research, development, innovation as
well as their utilization. As such, it shall provide for scholarships, grants-in-aid, or
other forms of incentives to deserving science students and other specially-gifted
citizens to enable them to pursue higher education or training in areas of science and
technology. It is beneficial for us teachers and learners as well since it serves platform

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 for the deprived talented students who do not meet the proceeds of a certain school to
pursue their goal and studies.

4. RA 7277 – Magna Carta for Disabled Persons

 A study commissioned by the Disability Rights Promotion International (DRPI) and
the National Federation of Organizations of People with Disabilities in the Philippines
in 2008 showed that the rights of a disproportionate number of PWDs across the
country were regularly violated. They face discrimination and other barriers that
prevent them from full social participation, immediate access to health services,
inclusion in the educational system, and gainful employment. This paved the way for
the enactment of Republic Act 7277 or the Philippine Magna Carta for Disabled
Persons in 1992. The law identifies and provides for the rights of PWDs, including the
right to quality education. The law also ensures the protection of this right and the
prohibition of discrimination against PWDs. For me, this is important for the disabled
persons to somehow to have a hope to achieve their goals without being discriminated
despite their disabilities they are bearing.

5. RA 8371 – Indigenous People Rights Act of 1997

 The Act makes provision for the promotion and recognition of the rights of
Indigenous Cultural Communities/Indigenous Peoples (ICCs/IPs), with a view to
preserve their culture, traditions and institutions and to ensure the equal protection and
non-discrimination of members. This helps the indigenous people to be recognized by
the society and protect their every right to live in their customs. Personally, it helps
me to be aware of what will do and say to those belong in an indigenous community
and I am truly amazed by their persistent braveness to mingle with other communities.

6. RA 8972 – Solo Parents’ Welfare Act of 2000

 An act providing for benefits and privileges to solo parents and their children,
appropriating funds therefor and for other purposes. Since I am not a parent yet, I can
only rely my experience based on my people I have encountered and got to know all
the way. Being a solo parent was a hard job since they raising a child/children single-
handedly and they can rely on their selves only. Because of this reason, single parents
grow stronger and braver on their everyday lives.

7. Code of Ethics of Professional Teachers

 The teacher is the learner’s parent at school, responsible for the learning of the learner
as well as imposing discipline in class. The teacher plays a great role in the learner’s
growth, it also affects the learner’s behavior and even perception in life aside from
improving the learner’s intellectual capability. Hence, we, teachers, should set
standards to our students for them to grow individually with wit and strong will to be
guided by us. These rules help us to be more resilient in our chosen profession and of
course to remain distinguished among other people.

8. RA 6655 – Free Secondary Education Act

  It is the policy of the State to provide for a free public secondary education to all
qualified citizens and to promote quality education at all levels. This reflects the

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 fairness of the state to provide education for all, for the learners and aspiring learners
that are deprived of education to attain quality education without financial
involvement with standardized edification. It is good that we have this kind of law
since we have many learners who cannot afford to some schools that have other fees,
thankfully, this law implemented in our country. It is the duty of the teacher to
provide quality tutoring to the learners to attain quality education for all.

9. Article XIV of 1987 Constitution

 The right to education is recognized in international law as a fundamental human
right. International human rights law lays down core provisions regarding the right to
education. The Philippines, as a party to these international treaties that declare the
right to education as a fundamental human right, is bound by the core obligations
incumbent upon every member State. The following are some provisions of the 1987
Philippine Constitution which conform to these international obligations: "Article
XIV, Section 2 (2): Xxx elementary education is compulsory for all children of school
age; Article XIV, Section 1: The State shall protect and promote the right of all
citizens to quality education at all levels, and shall take appropriate steps to make such
education accessible to all; and Article XIV, Section 2 (3): [The State shall] Establish
and maintain a system of scholarship grants, student loan programs, subsidies, and
other incentives which shall be available to deserving students in both public and
private schools, especially to the under-privileged." Learning about the provisions of
the said subject article of the 1987 Constitution makes it more reliant to the teachers’
professional growth as well as to teaching-learning process since it contains beneficial
provisions in every educational body.

10. DepEd Order No. 92, S. 1992 – School Discipline

 “Every school shall maintain discipline inside the school campus as well as outside
the school premises when students are engaged in activities authorized by the school.
Here I reflect that the Department of Education has given the clause of authority to the
school personnel of schools; thus, it means that the teachers and administrators
thereof, have necessary powers to inflict disciplinary procedures on errant students.”
We can see that there are also limitations on the ways of disciplining the said students,
that the teachers and administrators have to be cautious on means they are going to
give the disciplinary measures. The use of corporal punishment by teachers (slapping,
jerking or pushing pupils/students about) imposing manual work or degrading task as
penalty, meting out cruel and unusual punishments of any nature, holding up a
pupil/student to unnecessary ridicule, the use of epithets and expressions tending to
destroy the pupil/student’s self-respect and the permanent confiscation of the personal
property of pupils/students are forbidden. Nowadays, being an
authoritarian/disciplinarian is not in the vocabulary on some students since the power
of social media is escalating, just one click the life and profession of the teacher will
be at risk in some instances when he/she imposed disciplinary action to student/s.
Hence, everyone of us shall be more careful on our every action.

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COMPARATIVE STUDIES

1. Dominican Republic

 VGM
(Mission)
-To guarantee Dominican men and women a quality education through the
regulation of the national educational service, its protection and integral
development throughout life for the formation of free, ethical, critical and
creative men and women capable of contributing to the collective development
and to your own.

(Vision)
-Achieve a quality education that trains ethical, competent human beings,
respectful of the public heritage, who exercise their rights and fulfill their
duties, which generates legitimate opportunities for progress and prosperity for
each one and for the collective.

(Objectives and Strategies)

-Promote education as an essential resource for individual development and
essential for social development.
-To train people capable of efficiently contributing to the progress of the
country, through the creation of a nation conscience and the stimulation of the
national productive capacity.
-Provide an appropriate, free and equitable education to all Dominicans,
without exclusions.
-Protect and guide the rational use of natural resources, the defense of the
quality of the environment and ecological balance.
-Encourage interaction between educational life and community life, in order
to promote the appropriation of knowledge and techniques, in accordance with
the biopsychosocial development of citizens.
-Provide the necessary resources for the successful development of
educational plans.

 Salary and Benefits

A person working in Teaching / Education in Dominican Republic typically
earns around 21,100 DOP per month. Salaries range from 10,100 DOP (lowest
average) to 38,400 DOP (highest average, actual maximum salary is higher).
This is the average monthly salary including housing, transport, and other
benefits. Salaries vary drastically between different Teaching / Education
careers.

The median, the maximum, the minimum, and the range

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  Salary Range
Teaching / Education salaries in Dominican Republic range from 10,100 DOP
per month (minimum average salary) to 38,400 DOP per month (maximum
average salary, actual maximum is higher).
 Median Salary
The median salary is 22,300 DOP per month, which means that half (50%) of
people working in Teaching / Education are earning less than 22,300 DOP
while the other half are earning more than 22,300 DOP. The median
represents the middle salary value. Generally speaking, you would want to be
on the right side of the graph with the group earning more than the median
salary.
 Percentiles
Closely related to the median are two values: the 25th and the 75th
percentiles. Reading from the salary distribution diagram, 25% of people
working in Teaching / Education are earning less than 14,600 DOP while
75% of them are earning more than 14,600 DOP. Also from the diagram,
75% of people working in Teaching / Education are earning less than 32,200
DOP while 25% are earning more than 32,200 DOP.

 Benefits
1. Offers Dominican teachers comprehensive protection based on three
insurances that are based on principles such as Universality, which allows the
protection of all teachers without discrimination on grounds of:
-health
-sex
-social
-political
-economic

2. The Family Health Insurance of law 87 01 offers teachers and their

dependents the protection of a Basic Health Plan
-that guarantees health promotion and
-preventive medicine
-primary health care

3. Teachers and their families will receive

-specialized care and complex treatments,
-pediatric and preventive dental care

4. Sickness allowance to cover temporary incapacity for work. 

5. Dominican teachers will receive a maternity allowance equivalent to three

months of their contribution salary

6.The Social Security will give teachers and their dependents pension.

7. Law 87 01, teachers of the educational system will receive

-protection of insurance against occupational risks and occupational diseases,

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 8. Occupational Risk Insurance will pay in money a subsidy for temporary
disability.

 Qualifications
In the past it was considered ordinary for a public school teacher to be a graduate only
of one of the normal schools that trained high school graduates for two years in
teaching techniques. Reforms have mandated that each teacher must have
a licenciatura or a university five-year degree to be able to teach in the public school
system. Under the Plan Decenal funds were made available for teachers to return to
school to upgrade their credentials.

 Educational System/ Curriculum Design

The educational system in the Dominican Republic is divided into four levels:

1. Initial level (Nivel Inicial): 

-The State is obliged to offer it for free.
-The main goal is to prepare students for the basic level.
-Locally known as Nivel Inicial, from the age of three to the age of six.
-Only the final year is compulsory.

2. Basic level (Nivel Basico): 

-The State is obliged to offer it for free.
-This level is mandatory.
-The main goal is to develop basic skills within all academic areas.
- Standard education in the country is called Nivel Basico for children aged 6 - 14
years old.

3. Medium level (Nivel Medio): 

-This level offers general tools to help students to fit in to the professional world or
continue their studies at the higher education level. (can choose a specialisation -
General, Technical-professional, Arts, Special).
-The State is also obliged to offer this level of education for free.
-The Nivel Medio for students aged 14-18.

4. Higher education (university): Every year the State offers national and
international scholarships for bachelor’s and master’s degrees, as well as PhD
programs and other specialized studies.   

 Innovations
1. Raising the Educational Level of the General Population.
2. Increasing the Quality of Education
3. Strengthening Educational Technology
4. Increase school readiness by improving the standards of Early Childhood
Development Centers
5. Strengthening Community Ties to the School System
6. Increase the Investment in Education

2. Canada

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 VGM
(Vision):
To position learners for fulfillment and success in the modern world. Literacy,
numeracy, science, life skills and 21st Century competencies must be the foundational
learning outcomes of education.

(Goals):
Education in Canada seeks to attain what are generally defined as the four major goals:

cultivation of mind; achieving excellence; moral and civic development; and

individual development.

(Mission):
Education system will be characterized by high expectations and success for all. It will
be responsive, high quality, accessible and integrated from early learning and child care
to adult education.

 Salary and Benefits

Most teachers in Canada, according to Payscale, earn an average salary of $68,321
per year but can earn up to $96,000 depending on work experience, qualification, and
level of profession.

Apart from the high salary, Canada also offers the following benefits to teachers:

 Dental insurance

 Supplemental medical insurance

 Life insurance

 Maternity leave

 Compassionate leave

 Cumulative sick leave

 Sabbatical and study leave

 Long-term disability insurance

 Retirement gratuities

 Paid parental leave

 Qualifications
A bachelor’s degree in Education and a provincial certificate is typically required for
teaching jobs in Canada. Obtaining certification can be a slow process, so it’s best to
start before your arrival in Canada, if possible.

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 Requirements for school teachers in Canada
 Police background clearance certificate (Enhanced Disclosure Scotland, DBS)
issue date 6 months or less.
 Work visa issued by Canada immigration department and residency, if
required.
 Fluent command of English or French language for Quebec province.
 Bachelor degree in the specialist teaching subject.
 2 good school teaching references from present or former employers
 Teaching certification (K12) such as PGDE, PGCE or bachelor of education
undergraduate degree for school pupils age, elementary 5 to 12 or 11 to 18-
year-old high school students.
 Teacher registration for the Canada province you’ll be teaching.
 Native English speaker or fluent English and (French for Quebec).

 Educational System/Curriculum Design

Education in Canada is generally divided into four (4) stages:

1. Pre-elementary
Pre-elementary or ‘kindergarten’ is the first stage of education in Canada
and offered to children between the ages of four to five before they start
elementary school.

2. Primary or Elementary Education

Primary education or elementary school in Canada is mandatory for
children, starting in grade 1, generally at the ages of 6 or 7, and goes until grade 6
at the ages of 11 to 12 years old. In Canada, students at this stage of education
tend to have only one teacher that teaches them all subjects in the same
classroom, with the same students.

3. Secondary Education
Secondary education in Canada has two levels: junior high school and high
school. Junior high school or intermediate education follows immediately after
completion of elementary school. It’s a two-year stage of education that includes
grades 7 and 8. High school is a four-year program that breaks down in the
following way: Grade 9 (ages14-15), Grade 10 (15-16), Grade 11 (16-17), Grade
12 (17-18).

4. Post-Secondary Education or Tertiary Education

The Tertiary Education in Canada is divided into: Certificate level,
generally for a year; Diploma level, for one or two years; Advance Diploma,
generally two or three years programs; Bachelor degrees, awarded after four
years of full time study; Post-graduate Diploma, for one or two years of study;
Master’s Degrees, available after a bachelor, for one to two years; and Doctorate
or PhD, generally four to seven years.

 Innovations
Award Winning Innovative School Programs

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  Farm Roots Mini School
Students take their learning to the land
Delta School District
Delta, B.C.
Farm Roots Mini School involves local experts in education, agriculture, and
sustainability working with students from grades 10-12 in a learn-by-doing
program where students design, build, and manage a farm.

 Roots for Life: Reconnecting with The Land

Students ‘re-engage’ in a First Nations Worldview approach to learning
First Nations Regional Adult Education Centre
Kahnawake, Que.
The Roots for Life Program re-engages high school dropouts through a
culturally reawakening experience that brings traditional Iroquois societal
roles to prominence within a 21st century educational context. They take
charge of their own learning while teachers guide them through curriculum-
based competencies and milestones.

 The Art in Science Project

Science pedagogy wrapped in creativity
Vanier College
Saint-Laurent, Que.
The Art in Science Project challenges students to creatively portray scientific
concepts through their preferred choice of expression, including visual arts,
music, videos, and computer simulations.

 ADVANCE Innovation Skills Centre

Where ALL students can build a better world
Georges Vanier Secondary School (Toronto District School Board)
Toronto, Ont.
More than a Makerspace, the ADVANCE Innovation Skills Centre is a place
where students learn to build the future. It is at once a visual art studio, a
cross-curricular incubator, and a drop-in centre where teachers from across the
Toronto District School Board can bring their students to collaborate on a
wide variety of projects.

3. Burma (Myanmar)

 VGM
(Vision)
-To deliver the highest-quality education possible to the people of Myanmar and
make that education accessible to families with a keen interest in investing in
their children’s future
-To become a leading Myanmar National Curriculum school serving the nation
with:
Passionate learners and aspiring leaders
High-quality faculty and staff
Organizational excellence

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 (Mission)
-To give Myanmar’s future leaders every tool possible to develop a nation that
communicates and collaborates with mutual respect.
-To inspire intellectual and personal growth in our students, preparing them for
meaningful and ethical contributions to a diverse, global society.
-To give our future leaders the critical thinking skills necessary to solve brave
new problems with ingenuity, equanimity, and global vision.
It is our belief that through greater investigation into the many ways lives are
lived and experienced, a sense of responsibility and curiosity is naturally borne
out.
We extend the pupil responsibility from learning how to be a good student in the
classroom, into learning how to be a good member of the overall community and
a good citizen to Myanmar and the world.
We make this part and parcel of our curriculum, of our student learning objectives
and our overall school mission.

(Goal)
The main educational goals are to: enable every individual to acquire basic
education. base education on the rising of moral standards. develop the
knowledge, including scientific and technical know-how, needed for nation
building.

 Salary and Benefits

A person working in Teaching / Education in Myanmar typically earns
around 578,000 MMK per month. Salaries range from 277,000 MMK (lowest
average) to 1,050,000 MMK (highest average, actual maximum salary is higher).
This is the average monthly salary including housing, transport, and other benefits.
Salaries vary drastically between different Teaching / Education careers.

 Qualifications
Ed degree (Bachelor's of Education) with a minimum of 55% marks is required to
become a teacher. The pass percentage required may vary from school to school.
Apart from a B. Ed degree some schools also ask for master's degree in the
respective field to teach higher classes.

 Educational System/Curriculum Design

 Basic Education System
The current basic education system in Myanmar comprises six years of primary
(Grade 1 to Grade 6), three years of lower secondary (Grade 7 to Grade 9) and two
years of upper secondary (Grade 10 and Grade 11) education. There are currently
47, 365 basic education schools in Myanmar with approximately 9.26 million
students. The majority of these schools are managed by the Department of Basic
Education under the Ministry of Education (MOE). In addition, a significant
percentage of students access basic education through monastic, private, community
and ethnic education schools. The official commencement date for schools in
Myanmar is 1st June every year.

 Preschool and Kindergarten

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Preschools are opened for children over 2 years and they are in extensive care or
public systems. Kindergarten starts from the age of 5 (not younger than 4 Years and
8 months at the time of school's commencement date). Primary, Lower Secondary
and Upper Secondary Schools in Myanmar are under the Department of Basic
Education of the Ministry of Education.

 Primary Education
Primary education is the first stage of basic education and, in principle, is
compulsory. Primary education lasts five years, including one year of preschool
education (kindergarten); it is organized in two cycles: lower and upper primary.
The admission age is 5+. It lasts six years and to proceed to the 3 secondary school,
students must pass a comprehensive examination of basic subjects after Standard 4.
KG starts at the age of 5 and actual teaching - learning process already begins in
KG.

 Secondary Education
Secondary Schools are usually combined, comprising both middle and high schools.
Secondary Middle Schools offer Standard 5 to Standard 8 (lower secondary level)
whereas Secondary High Schools Standard 9 and Standard 10 (Matriculation) (upper
secondary level). The first phase of secondary education takes place at Middle
Schools, where students pass through Standard 5 to Standard 8 before they take their
Standard 8 examinations. In High Schools, all students have to take Myanmar,
English and Mathematics as compulsory subjects. Arts students major in Geography,
History and Economics, while science students major in Chemistry, Physics and
Biology. At the end of the two-year high school period, i.e. end of 4 Standard 10
(Matriculation), students sit for their university entrance examinations (matriculation
examinations) annually in March, administered by the Board of Examinations of the
Ministry of Education. Students who achieve distinctions in five or more subjects (or
a combined total of approximately 500 / 600 marks are generally guaranteed
placement in one of technological and medical universities, the most selective of
universities in Myanmar. Test score are released at testing sites throughout the
country in June since 2007.

 New Basic Education in Burma

In 1998, Kindergarten (KG) was designated as Grade 1 and since then KG has been
not for singing and playing which is normally the case internationally, but the actual
teaching and learning take places in KG. Former Standard 1 syllabus is taught in
KG, even though the children are only 5 years old. It can be said that academic
standard in Myanmar is one year ahead of the internationally accepted age norm. It
seems as if what is known as Standard 10 is academically about equivalent to
international Grade 11, even though the ages of Myanmar students are one year
younger than their international cohorts.

 Tertiary Education
The Rangoon University Bill was enacted in 1920. In Tertiary Education System,
after high school, a student had to attend for 2 years either Intermediate Arts (I.A.)
or Intermediate Science (I.Sc.) course at the university, depending on the Arts or
Science Subject Combination chosen by the student. After I.A and I.Sc, Students
could select to attend Arts and Science University or any other Professional

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 Universities such as Technological University, Medical University, Economic
University etc., according to their interest and marks attained in their I.A. and I.Sc.
courses. After I.Sc., those who wanted to become engineers could apply for
engineering specialization at the Faculty of Engineering which required another 4
years to earn B.Sc. (Engg.) Degree. Therefore, to get an engineering degree, it took
10 years in High School plus 2 years as I.Sc. student plus another 4 years as
engineering student, totaling 16 schooling years. That system was existed up to
1964, when so-called New Education System was introduced in Myanmar.

 Technical and Vocation Education

Assess to Technical and Vocation Education and Training (TVET) in Myanmar is
provided by relevant Ministries and the private sector. The Technical and Vocation
Education and Trainings (TVETs) are mainly run by the Technical High Schools and
Technical Institutes under the Ministry of Education.

 Innovations
Burma has long been known for the beautiful Buddhist temples and for its political
landscape. Being one of the least developed countries in Asia Burma has seen an
adverse impact on its educational system. Many children in Burma did not have the
option of attending school. On average, a Burmese adult only has 2.8 years’ worth of
schooling behind them which is far below basic requirements in most countries across
the globe. However, Burma is now beginning to see change at a swift pace. This has
been aided by large investments from non-government organizations across the world,
which have realized that a vision of a better Burma can only be guaranteed by giving
every child access to education. The international community is beginning to come
together through forming key partnerships with local communities. By having greater
access to schools, Burmese children will have the resources to gain the skills they need
to break out of the Cycle of Deprivation and achieve future success.

4. South Korea

 VGM
The objectives of education, under the ideals of Hongik-Ingan, the founding
philosopher of Korea, are to help all people perfect their individual characters,
develop the self-sustaining ability to attain independent lives, acquire the
qualifications of democratic citizens, participate in the makings of a democratic
state, and promote the prosperity of all humankind. Based on these ideals, the
curriculum will aim to foster the following model of a well-educated citizen:
 A person who seeks to develop his/her own individuality through a
well-rounded and wholesome character development;
 A person who demonstrates creativity with a solid foundation in basic
knowledge and skills;
 A person who explores his/her career opportunities based on an
extensive intellectual knowledge and skills in diverse academic fields;
 A person whose values are firmly grounded on a sound understanding
of the national culture; and

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  A person, with the help of a well-established, participatory democracy,
who contributes to the development of the community he/she resides
in.

 Salary and Benefits

The average school teacher gross salary in South Korea is ₩36,128,206 or an
equivalent hourly rate of ₩17,369. In addition, they earn an average bonus of
₩892,367. Salary estimates based on salary survey data collected directly from
employers and anonymous employees in South Korea. An entry level high school
teacher (1-3 years of experience) earns an average salary of ₩26,230,308. On the
other end, a senior level high school teacher (8+ years of experience) earns an
average salary of ₩44,665,412.

Below are some of the benefits of a teacher in South Korea;

 National Health Insurance
 Severance Pay
 Allowance (Monetary and uniform)

 Qualifications
The classification and qualifications of teachers are stipulated in Article 21,
Section 2 of the Act on Elementary and Secondary School Education. In Korea,
teachers are classified into Grade I and Grade II elementary or secondary school
teachers. Teachers are required to meet specific qualification criteria for each
category in accordance with presidential decree and must be licensed by the
Minister of Education.

Universities of education, colleges of education, departments of education, and

general colleges and universities with teacher certification programs provide
teacher education for preservice teachers. Most elementary school teachers
complete their education at four-year national universities of education; some
complete their education in departments of elementary education at colleges of
education belonging to universities. Secondary school teachers typically are
prepared for four years at colleges of education belonging to universities, or at
departments of education within general colleges belonging to universities.
Graduate schools provide teacher education for those who want to become
teachers after completing noneducation college or university programs.

An individual is qualified to become a Grade II licensed teacher after

completing one of the preservice teacher education programs mentioned above.
After qualification, prospective public school teachers must pass the Teacher
Employment Test, which is administered in two stages. For prospective primary
school teachers, the first stage comprises a written test on pedagogical
knowledge, curriculum knowledge, and subject matter knowledge. The second
stage includes an in-depth interview, a candidate plan for the teaching and
learning process, and a demonstration of teaching in the classroom. The Teacher
Employment Test for prospective secondary school teachers also is
administered in two stages: the first stage includes a written test on pedagogical
knowledge, curriculum knowledge, and subject matter knowledge. The second

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 stage consists of an in-depth interview, a candidate plan for the teaching and
learning process, and a teaching assessment. The Metropolitan and Provincial
Offices of Education, in charge of implementing the second stage of the Teacher
Employment Test, decide whether additional assessments, such as a science
skills test or an interview in English, will be conducted. As the Teacher
Employment Test is very competitive, teachers who pass the examination are
considered to be excellent in both subject content expertise and pedagogical
skills.

 Educational System/Curriculum Design

The Korean public education structure is divided into three parts: six years of
primary school, followed by three years of middle school and then three years of
high school. In 1996 only about five percent of Korea's high schools were
coeducational. The proportion of coeducational schools has increased by almost
ten percent. However, classes in many coeducational high schools are still
divided along gender lines. The curriculum is standardized so now both boys and
girls study technology and domestic science.

The primary curriculum consists of nine principal subjects: moral education,

Korean language, social studies, mathematics, science, physical education, music,
fine arts, and practical arts. English-language instruction now begins in the third
grade, so that children can start learning English in a relaxed atmosphere through
conversational exchange, rather than through rote learning of grammatical rules
as is still the practice in many middle and high schools. The major objectives, as
stated in a 1996 background report by the Ministry of Education, are "to improve
basic abilities, skills and attitudes; to develop language ability and civic morality
needed to live in society; to increase the spirit of cooperation; to foster basic
arithmetic skills and scientific observation skills; and to promote the
understanding of healthy life and the harmonious development of body and
mind.” The seventh annual curriculum, which began implementation in March
2000, kept these basic goals but updated many elements to reflect changes in
Korean society.

Upon completion of primary school, students advance to middle school, which

comprises grades seven through nine. The curriculum consists of 12 basic or
required subjects, electives, and extracurricular activities. While elementary
school instructors teach all subjects, middle school teachers, like their colleagues
in the United States, are content specialists.

High schools are divided into academic and vocational schools. In 1995, some 62
percent of students were enrolled in academic high schools and 38 percent in
vocational high schools. A small number attended specialized high schools
concentrating in science, the arts, foreign languages, and other specialized fields.
This is still the case.

The aims of education at the high school level are stated as "to foster each
student's personality and ability needed to preserve and strengthen the backbone
of the nation; to develop students' knowledge and skills to prepare them for jobs
needed in society; to promote each student's autonomy, emotional development,

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 and critical thinking abilities to be brought to bear in and out of school; and to
improve physical strength and foster a sound mind."

 Innovations
Korea’s top five innovations in organizational policy and practice:

(1) More peer evaluation of teachers in secondary education…

Percentage of 8th grade mathematics students in schools in which peer review

is used to evaluate the practice of teachers and change over time One of the
top innovations in Korean secondary schools is the increased use of teacher
peer review. The country saw significant changes in peer review evaluation of
teacher practices for both 8th grade mathematics and science classrooms
(increases by 23% points and 22% points, respectively, between 2003 and
2011). As of 2011, more than 99% of 8th grade students in Korea were
enrolled in schools employing peer review to evaluate mathematics or science
teachers, the largest proportion of any educational system in this report.

(2) More remedial education in secondary schools…

Korea also demonstrated innovation in the provision of remedial education at

the secondary school level. Between 1999 and 2007, the percentage of Korean
8th grade students in schools that offer remedial mathematics programs
increased by 54% points, the largest increase of any educational system in this
report. The percentage of 8th grade students in schools offering remedial
science education also increased over this period, rising by 14% points
between 1999 and 2007.

(3) More enrichment education in secondary schools…

Another top organizational innovation in secondary schools in Korea is the

availability of enrichment education for 8th grade students. Korea saw the
largest gain of any system in the percentage of students in schools offering
enrichment mathematics between 1999 and 2007, with an increase of 41%
points from 26.5% to 67.5%. The provision of 8th grade enrichment science
also grew over this period, with an increase of 15.2% points (from 21.4% to
36.6%) in the percentage of students enrolled in a school with such a program.

(4) More tracking of secondary achievement data…

Between 2006 and 2009, the percentage of 15-year old students in Korea in
schools where achievement data were tracked over time by an administrative
authority increased by 23.5% points, from 33.2% to 55.7%. This increase was
the largest in this metric of any educational system analyzed for this report.

(5) More fundraising and outreach by school principals…

Finally, the Korean education system experienced innovation in public

relations of school principals, with an increase of 19% points in the percentage
of 15-year-old enrolled in schools in which the principal spends 10% or more

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 of his/her time on public relations and fundraising. Of the educational systems
analyzed in this report, Korea saw the largest change in this metric; Québec,
the system with the second-largest increase, had a system level change of 15%
points over this period.

5. Somalia

 VGM
(Vision)
Fulfill the right of every Somali to education and build an adequate, well
educated, better skilled and competent workforce that contributes to the spiritual,
economic and human development of the nation.

(Mission)
To ensure equitable access to inclusive, life-long quality education and training
for all Somali citizens, through the sustained implementation and resourcing of a
comprehensive Education Policy and Sector Strategic Plan.

(Goal)
The provision of an equitable and inclusive education system that affords all
learners access to free and compulsory basic education and secondary education of
real quality, followed by the opportunity to continue with life-long education and
training, so enhancing their personal development and contributing to Somalia’s
cultural development, socio-economic growth and global competitiveness.

 Salary and Benefits

A person working in Teaching / Education in Somalia typically earns
around 275,000 SOS per month. Salaries range from 132,000 SOS (lowest
average) to 501,000 SOS (highest average, actual maximum salary is higher). This
is the average monthly salary including housing, transport, and other benefits.

National Education Plan

•Selection of qualified teacher for schools.
•Teacher Training Courses
•Improving the standard living of teachers
•Support of further education for the teachers
•Incentive and awards given to teachers who show extra capacity performance.
•Special support program for the teachers who became victims while they were on
duty.
•Establishing teacher union association to protect their own interest.

 Educational System/ Curriculum Design

There are two distinct systems of educational cycles in the country.

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 8 Facts About Education in Somalia
1. The educational system in Somalia consists of five phases: primary (grades
one to four), middle (grades five to eight), secondary (grades nine to 12),
technical (ages 15 to 18) and tertiary (higher education).
2. A primary cause of the lack of educational resources in Somalia is due to the
civil war that broke out in 1991. This directly impacted the educational system in
the country, leaving many students displaced from the classroom. Further, many
teachers are uncertified for their job, even over two decades later.
3. Historically, Somali people have learned by word rather than written language.
For many years, the Somali language had no script. Eventually, the adoption and
acceptance of the Latin script occurred in Jan. 1972, following the
recommendation.
4. Compared to other countries, Somalia has one of the lowest enrollment
rates of primary school students. Elementary school-aged children make up
roughly 1.5 million of Somalia’s population. However, only 42 percent attend
school.
5. Funding for primary education efforts is in progress. On October 11, 2019, the
United States Agency for International Development announced that $50
million will be going towards reforming and improving the Somalian education
system. USAID will create a five-year program to “increase access to quality
education and support accelerated learning for out-of-school children and youth
who have been persistently left behind,” states the U.S. Embassy in Mogadishu,
Somalia.
6. Since Aug. 2019, as many as two million new textbooks have been printed in
efforts toward the new Bar Ama Baro system (meaning Teach and Learn in
Somalian). These new books cover topics that are relevant to Somalian life and
culture, such as the English and Arabic languages, mathematics, Islamic studies
and science.
7. Somalia’s education funding from foreign powers does not only rely on the
United States. Khaled Al-Jarallah of The Deputy Foreign Minister of Kuwait,
located in western Asia, also recently announced that he will be holding a
conference to help fund the new Somalian education system.
8. Somalian teachers have responded positively to the implementation of the new
system. Teacher, Abdulkadir Mohamed Sheikh, has praised the new
curriculum for its ability to be centered around Somalian religion and culture.

 Innovations

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  Funding for primary education efforts is in progress.
 On October 11, 2019, the United States Agency for International
Development announced that $50million will be going towards reforming
and improving the Somalian education system.
 Development of the first unified curriculum and the implementation of a
standardized exam system.
 Introduction of early grade assessments and low-stakes assessments
 Strengthen and unify the examination system across Somalia
 Training of teachers

• Equitable Access to Basic Education for all Children

Save the Children has been implementing education programs in Somalia
 Formal Education (primary and secondary level)
 Alternative Basic Education (ABE)
 Education in Emergencies (EiE)
 Teacher training
 Technical and Vocational Education Training (TVET)
 Capacity building of education institutions, administrations and systems

6. Finland

 VGM
(Vision)
“Development as a human being and as a citizen.”
- Cultural Competence, interaction and expression
- Taking care of oneself and others, managing daily activities and safety
- Multiliteracy
- ICT Competence
- Competence for the world of work and entrepreneurship
- Participation and influence for building a sustainable future
- Thinking and learning to learn
- Responsibility for the environment, futures orientation
- Dialogue and varied working approaches
- Participation and democracy
- Issues of local importance
- Safety in daily life and well being
- Celebrating diverse cultures and well being
(Mission)
To raise the level of education and to offer equal educational opportunities to all
citizens, regardless of their place of residence, wealth, mother tongue or sex.

(Goal)
To offer all citizens equal opportunities to receive an education.

 Salary and Benefits

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 Qualifications
In Finland, teachers are required to have a master's degree, including
pedagogical studies and teaching practice. Teacher education is research-based.
Added to wide expertise in learning and teaching, teacher qualification includes
social, ethical and moral competence.

 Educational System/ Curriculum Design

 Early Childhood Education and Care
- The early childhood education comprises voluntary early childhood
education and care ("ECEC")
- All children aged 0-5 are entitled to ECEC should their parents so
decide.
- ECEC is provided or arranged by municipalities and/or private service
providers as center-based early education activities and family-based day
care activities
- In Finland, the universal entitlement to ECEC is 20 hours per week.

 Pre-primary Education
- They will receive free and compulsory one-year pre-primary education
before they are due to begin their basic education.
- Pre-primary education is usually organized from Monday to Friday, four
hours a day.
- The children start to learn useful skills in school, such as letters, in
addition to considerable amount of outdoor activities.

 Basic Education
- Free and compulsory basic education is provided for students aged 7-16
by "comprehensive schools".
- begins in August and ends in late May or early June, with the summer
vacation in June and July.
- Students are required to attend about 20 hours of tuition per week.

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 - In Grades 1-6, every student should basically receive the same
education, but schools may focus on different subjects in different ways
due to the flexible time allocation.
- In Grades 7-9, both common and elective subjects are included.

 General Upper Secondary Education

- Focused on natural sciences and humanities in addition to language.
- There are also some general upper secondary schools focusing on
education in arts or targeting at music or physical education.
- The scope of the syllabus is three years and teaching is organized in
modular form and not tied to year classes.

 Vocational education and Training

- Comprehensive school leavers may choose to receive vocational
education and training as an alternative to pursuing general upper
secondary education.
- Vocational education and training cover 10 fields, over 100 study
programs and accreditation of more than 50 vocational qualifications.

 Higher Education
- Universities engage in both education and research.
- Both universities and universities of applied sciences award bachelor's
and master's degrees.
- Licentiate and doctoral degrees are only awarded by universities.
- A bachelor's degree at universities generally takes 3 years to complete,
while a master's degree takes 2 years on top.
- The completion of a bachelor's degree awarded by universities of applied
sciences usually takes 3.5-4 years.
- After graduation, a candidate is required to obtain at least 3 years of work
experience before applying for a master's degree program, which lasts for
1-1.5 years in the universities of applied sciences.

 Innovations
 Free and Equitable Education for all levels
o Finnish education features a free and equitable system under which
education is free from pre-primary level to higher education.
o In addition to tuition-free education, students in pre-primary and
basic education are also entitled to free textbooks, daily meal and
transport.

 Finland’s education system is one of the best school systems in the world.

 66% of students in Finland go to college which is the highest rate in the

European Union. Also, 93% of students graduate from academic or vocational
high schools.

 In 2000, it showed that Finnish students were the best in the world when it
comes to reading.

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 On 2003 PISA test they achieved the best results in math.

 And in 2006, Finnish youth were first out of 57 countries in science.

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