Contrast to this, the American education system has a division between the elementary school and secondary school. The elementary school involves nine years of study while secondary school involves four years of study (Well, 2010).
Another difference comes in the number of days of schooling. In Europe, it is required that students attend 237 school days while in America; schooling days are required to be 170. The hours that students spend in class in a day also differs. In Belgium, students spend an average of eight hours in school while in America students spend a whole day in school (Emily, 2014). Additionally, the education system of Europe and America differs in the time that one goes to college. In German, students have to choose between vocational training schools and academic preparatory and a tender age of ten. However, this is not the case with America because students do not have to choose between the two schools. The education system of America gives an opportunity for anyone who has finished high school to either join college or the university depending on their performance in high school (Well, 2010).
The ways in which private schools are handled in both continents differ. In Europe, most of the private schools that have been put in place are religious while in America, private schools belong to individuals, practitioners, institution or to an organization (Emily, 2014). In addition, the government is involved in the payment of private schools in Europe which is not the case in America. In Europe, the government helps in paying a larger part of fees for students in private schools depending on the location. The government pays 80% in Austria and Denmark, 85% in Norway and 70% in Hungary. However, this is not the case in America because parents of students are the ones who pay for all the fees if their children are in private schools.
The number of students who attend higher education also differs
However, the education systems between America and Europe have major differences. In both continents, the standards of education that are up held are different depending on…
The aim of this report is to examine the position of enabling and foundation programmes for tertiary education systems in different universities and its benefits and advantages to students and the community at large. It also examines the disadvantages of enabling programmes in different universities.
That no matter how hard he works, he will never be able to measure up to the people he looks up too. That no matter how fast he moves or how many steps he takes, he will always be a step behind. Some days that person might stand strong and hope to prove everyone wrong, but in others, he might fail.
Some foreign students often even opt to go to the United States of America to get the best possible education that they believe they could not find in their own countries. Nowadays though, a consuming problem troubles America's education system and in effect America's future as a country; it is flailing.
Crucial to the development of social cohesion within a pluralist nation are educational policies and practices that strive to extend discourse on continuing inequalities and exclusion within the education system (Department of Education & Science, 2006).
According to the project one of the problems that the American schools are facing right now is how teachers as leaders can adapt to this cultural diversity. The current curriculums in American schools have not changed and this sometimes poses a problem in terms of academic achievement both for the teacher and the student.
lized learning plan for each student initiates a complete program modified for helping students learn in an innovative and flexible way (National Academy Press 7).
There are various challenges facing K-12 education in United States. For Example, teaching creationism that
According to the surveys conducted do not offer any special attention to LEP students. It is unreasonable for a state with at least 88% of schools with one child with LEP and 71% of schools with over 20 students with LEP to lack policy framework to address the multiplicity of culture in the education system.
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