By these days, the range of schoolsystems has expanded significantly. In addition to public schools, private and religious schools are becoming increasingly popular. In different countries the types and operations of these schools can greatly vary, or rather globally. Public schools must basically meet the same criteria within the country, as they are supported financially and controlled more by more or less by local, the state or a national management (mainly from taxes). Every country divides the school training into levels appropriate to age groups. According to the general apellation the secondary school is the second level of the education.
Drawing the conclusion, the questions of the research are specifically aplly to the public*, and, within that, the secondary schools. I have answers from total 48 countries of the world.
The asked countries: Austria, Belarus, Brazil, Bulgaria, Burkina Faso, Canada, China, Columbia, Cuba, Czechia, Egypt, Finland, France, Georgia, Germany, Greece, Hungary, India, Iran, Iraq, Israel, Italy, Japan, Kazahstan, Lebanon, Marocco, Mexico, Myanmar, Nepal, the Netherlands, Norway, Philippines, Poland, Romania, Russia, Serbia, Slovakia, Somalia, South Africa, Sri Lanka, Sweden, Switzerland, Thailand, Turkey, Ukraine, United Kingdom, United States, Vietnam and Yemen.
According to the Crisisgroup’s and the ISW’s classifications there are armed conflicts in Israel, Russia, Ukraine, Burkina Faso and Somalia. There is civil war in Yemen and Myanmar, and, at the same time, there is political conflict or diplomatic crisis between the United States, China and Iran.
The actual political situation can significantly affect to the school life, since the schools are maintained by states. This is why the majority do not go to school since 3 years in Myanmar. In Ukraine, the education is mostly work online.
* Somalia is an exception where there are 3-4 public schools alltogether since the 1991 civil war, ao the data is from private school. The other exception is Iran, where the schools are partly sustained by the government.
The more than 25 questions were asked in the same way in every country, which could be answered mainly with quantifiable and objective responses. To visualise the answers transparently, which do not show any comparisons or value judgement. The research is readable in details. However, the workings of the school systems cannot be pinpointly pictured, and I do not say that, that I seek to totality. The pedagogoues’s and student’s attitude and motivation is probably the most important, but certainly it cannot be visualised on charts.
The questions do not reffer to a school year, but to all the years of the secondary school.
The charts are interactive! Click below!
In the asked country, in that time, that person – student going there, the parent of the student going there, in the nearpast there graduated person or embassy information – is about the school which he/she knows. (It may occur, that someone has other experience in that country.
It might happen that there are answers from different aspects, too, in some countries.
Should the reader has any information from a certain country’s education which is still not in the research, and would share that with me, I would be greatful to if you could shared it with me. In the contact menu, you can take up the line with me.