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Young people who study or train abroad not only gain knowledge in specific disciplines, but also strengthen key transversal skills which are highly valued by employers. Students benefitting from Erasmus funding can choose to study or take up a traineeship abroad. Erasmus not only improves career prospects, it also offers students broader horizons and social links. The new Erasmus+ programme will provide opportunities to go abroad for 4 million people, including 2 million higher education students and 300 000 higher education staff in the next seven years (2014-2020). In its strategy on the modernisation of higher education, the Commission highlighted the need to provide more opportunities for students to gain skills through study or training abroad. The Erasmus Impact Study was conducted by an independent consortium of experts led by Berlin-based specialists CHE Consult, together with Brussels Education Services, the Compostela Group of Universities and the Erasmus Student Network. Erasmus+, the new programme for education, training, youth and sport was launched in January 2014, with a total budget of nearly €15 billion for the next seven year - 40% higher than the previous level.
Literacy rate defined as knowledge of 1,500 Chinese characters in rural locations and 2,000 characters in urban areas. Before the Communist party took power in 1949, about 80% of China’s population was illiterate. Since 1998, China has invested in “a massive expansion of education, nearly tripling the share of GDP devoted to it. By the first semester of first grade, students are expected to recognize 400 Chinese characters and write 100 of them.
To boost literacy rates, the Communist party switched from “traditional” Chinese characters to a “simplified” form (using fewer strokes). During the early days of Mao’s Cultural Revolution (1966-76), higher education in China effectively shut down.
More than 60% of high school graduates in China now attend a university, up from 20% in the 1980s. The number of students in China enrolled in degree courses has risen from 1 million in 1997 to 5 million today. The number of higher-education institutions in China has more than doubled in the past decade, from 1,022 to 2,263. Today, China has over 2,000 universities and colleges, with over 2 million total students enrolled in higher education.
China is creating their version of the Ivy League, by singling out nine of its top universities. Between 2003 and 2009, the average starting salary for China’s college graduates has stayed the same…while the starting pay for migrant workers during the same period rose by nearly 80%.
Chinese students (over 127,000) are the largest group of foreign students in America’s universities. China has over 1,200,000 IT professionals and is adding 400,000 technical graduates each year. Since launching in 2008, Disney English has “rapidly expanded” with eight schools in Shanghai and three in Beijing—with plans to double the number of locations in the course of a year. Most students learning Mandarin are from Japan and South Korea, according to the Beijing Language and Culture University Press (the world’s biggest publisher of textbooks on learning Chinese).
The absolute value of the difference between the ratio of men to women with tertiary education and the ratio of men to women in the overall population. This visualization by the Deutsche Welle, shows how much is spent in education versus how much is spent in the military, as a percentage of the GDP, worldwide. On the right side of the dividing line, we have the nations spending more on the military relative to education spending.
This entry was posted in Countries, Maps, USA, World and tagged Cuba, education, GDP, Israel, Lesotho, military, Oman, Qatar, Saudi Arabia, United States by Claudia Soria. Among modern nations, Japan is the only country that established official comfort women system in the military force. While Japan behaves like an idealist when only words matters, it behaves extremely pragmatic and opportunistic when money matters. Bullying in Japan is so nitrous for causing many suicides of students that the word ijime is now internationally used. Houses in Japan are so narrow that when guests come, sliding doors are removed to make a more spatial room. In June 1908, An Jung-Geun fought with Japan in the northern frontier as an officer of Korean irregular army. The three shots of his gun astonished the whole world and cleared the resentment of all Koreans. Japan attempted to appease him so that the incident did not obstruct the annexation of Korea.
Yoon Bong-Gil threw his first bomb at the stage of Japanese army celebration of Emperor's birthday. Kim Gu checked the Japanese man's luggage and found his name was Tsuchida, a first lieutenant of Japanese army. In 1919, Kim Gu left Korea to join the Provisional Government of the Republic of Korea in Shanghai.
The United States was not impressed by Kim's provisional government and did not approve it. Yoon Bong-Gil (1908-1932) was a Korean independence activist who threw a bomb at Japanese military generals. Kim Gu (1876-1949) was a Korean independence activist who led the Provisional Government of the Republic of Korea in China. The modern school system of Japan began from the promulgation of the school system in 1872.
A new study on the impact of the European Union's Erasmus student exchange programme shows that graduates with international experience fare much better on the job market. The message is clear: if you study or train abroad, you are more likely to increase your job prospects. Tests before and after exchange periods abroad reveal that Erasmus students show higher values for these personality traits, even before their exchange starts; by the time they come back, the difference in these values increases by 42% on average, compared with other students.

The report reveals that more than one in three Erasmus trainees is offered a position at the enterprise where they do their traineeship.
40% have changed their country of residence or work at least once since graduation, almost double the number of those who were not mobile during studies. On this basis, the Commission estimates that around one million babies are likely to have been born to Erasmus couples since 1987. In addition, the programme will fund 135 000 student and staff exchanges involving non-European partner countries. Online surveys covered 34 countries (EU Member States, former Yugoslav Republic of Macedonia, Iceland, Liechtenstein, Norway, Switzerland, Turkey) and analysed responses from over 75 000 students and alumni, including over 55 000 who studied or trained abroad. Upgrade your browser today or install Google Chrome Frame to better experience this site.??? ????? ???? ?? ???? ???? ?? ????.
Enrollment rate was below 20% for elementary school and about 6% of junior secondary school. NYT columnist Nicholas Kristof wrote about this “paradox: Chinese themselves are far less impressed by their school system.
According to data from China’s Ministry of Education, China has a 99% attendance rate for primary school. However, students must pay a small tuition fee after the compulsory nine years of education during middle and high school.
In the five years between 2005-2010, the market has nearly doubled in size to be worth around US$3.1 billion. Canadian women aged 25 to 64 are 17 per cent more likely than Canadian men to have a tertiary education.
Most countries seem to be concentrated on the left side of the line, meaning they spend more in education than in defense. When the number of women was short, Japan coerced Korean women into the comfort station under the name of labor mobilization. Onishi seems to have intentionally ignored that all the cartoonists differentiate between us and them. After taking the position of Prime Minister for four times between 1885 and 1901, he played the key role in establishing the Japan-Korea Annexation Treaty in 1907. In it are established as specific national principles of ?education : equal opportunity, compulsory education, co-education, school education, social education, prohibition of partisan political education, prohibition of religious education for a specific religion in the national and local public schools and prohibition of improper control of education. At the same time, the environment surrounding children has changed significantly, and a variety of issues have come to light. The revisions to the law clearly set out principles for education considered to be extremely important today while at the same time inheriting the universal principles set out in the previous law. The first comprehensive plan by the Government about education was formulated on July 1st, 2008.
All laws directly or indirectly affecting education must be in accord with the basic educational provisions of the Constitution.
Besides the Basic Act on Education, other major educational laws including the School Education Law dealing with the organization and management of the school system, the Social Education Law regulating the activities of social education, and the Law Concerning Organization and Functions of Local Educational Administration providing essential particulars on the system of local boards of education. The junior college system was established on a provisional basis in 1950 and on a permanent basis in 1964, following an amendment to the School Education Law. Kindergartens cater for children aged 3, 4 and 5, and provide them with one- to three-year courses. Elementary schools aim at giving children between the ages of 6 and 12 primary general education suited to the stage of their mental and physical development. Full-day courses last three years, while both part-time and correspondence courses last three years or more.
These courses may be further classified into: agriculture, industry, commerce, fishery, home economics, nursing, science-mathematics, physical education, music, art, English language and other courses. Secondary schools combine lower and upper secondary school education in order to provide lower secondary education and upper secondary general and specialized education through 6 years.
Special classes are small classes for children with comparatively mild disabilities that may be established in regular elementary and lower secondary schools. Universities require for admission the completion of upper secondary schooling or its equivalent, and offer courses of at least four years leading to a bachelor's degree (Gakushi). Junior Colleges (Tanki-daigaku) aim at conducting teaching and research in specialized subjects and at developing in students such abilities as are required for vocational or practical life. They were established in 1962, intended to conduct teaching in specialized subjects in depth and to develop in students such abilities as are required for vocational life. Each course gives at least 40 students systematic instruction, lasting not less than one year, for 800 class hours or more per year. Students who have completed an upper secondary course lasting three years or more of specialized training colleges designated by the Minister are entitled to apply for a university place. Most courses in miscellaneous schools require for admission the completion of lower secondary schooling. They are half as likely to experience long-term unemployment compared with those who have not studied or trained abroad and, five years after graduation, their unemployment rate is 23% lower.
The new Erasmus+ programme will offer EU grants to four million people between 2014 and 2020, allowing them to experience life in another country through studies, training, teaching or volunteering," said Androulla Vassiliou, European Commissioner for Education, Culture, Multilingualism and Youth.
Erasmus trainees are also more entrepreneurial than their stay-at-home counterparts: 1 in 10 has started their own company and more than 3 out of 4 plan to, or can imagine doing so. While 93% of students with international experience can imagine living abroad in the future, this is the case for only 73% of those who stay in the same country during their studies. Erasmus+ will be even more accessible thanks to increased linguistic support, more flexible rules and additional support for people with special needs, from disadvantaged backgrounds or from remote areas. Currently, around 10% of EU students study or train abroad with the support of public and private means.
In addition, 5,000 staff, 1 000 higher education institutions and 650 employers (55% SMEs) participated in online surveys. Almost every time I try to interview a Chinese about the system here, I hear grousing rather than praise.
The imbalance in educational attainment between Canadian men and women has increased over the past decade, raising questions about whether higher education in Canada is becoming less hospitable to male learners.

Countries in this group include the United States, Iran, Portugal, Italy, Germany, Canada, etc. It is worth noting that Oman shows the highest expenditure in defense (close to 12% of its GDP) relative to its expenditure in education (about 4% of its GDP). The view of old Japanese tourists following a tour conductor raising a flag has become an object of sightseeing at many sightseeing spots around the world.
Statutes enacted by the National Diet, cabinet orders and ministerial ordinances constitute the legal basis for education. The last two courses are mainly intended for young workers who wish to pursue their upper secondary studies in a flexible manner in accordance with their own needs. These courses normally last one year or more with at least 680 class hours per year, but there are also shorter courses of three months or more. The study, compiled by independent experts, is the largest of its kind and received feedback from nearly 80 000 respondents including students and businesses. They can also expect faster career advancement; staff with international experience are given greater professional responsibility according to 64% of employers. The qualitative study focuses on eight countries, diverse in terms of size and location: Bulgaria, Czech Republic, Finland, Germany, Lithuania, Portugal, Spain and the UK. The country that immediately grabs our attention is Cuba, showing the highest expenditure in education (about 13% of its GDP) relative to its expenditure in defense (about 4% of its GDP).
Colleges of Technology are also allowed to offer a two-years advanced courses,which follow the five-year program in order to provide a higher level of technical education. Just 20 years ago, a smaller proportion of women than men had a tertiary education, and a key challenge was to make higher education more accessible and welcoming to women.
While the challenge remains in some of the mathematics, computer, and engineering disciplines, the overall gender imbalance tipped in women’s favour in Canada in the early 1990s.1 Many are asking whether there is a “boy crisis” in education and wondering what can be done to address it. In fact, a growing “boy gap” in education can be seen across OECD countries, with the problem beginning long before students reach post-secondary age. According to a recent report, “boys, as a group, rank behind girls by nearly every measure of scholastic achievement”—including reading and writing scores—and they are “also more likely to be picked out for behavioural problems, more likely to repeat a grade and to drop out of school altogether.”2 How does Canada’s performance on the gender gap in tertiary education indicator compare to those of its peer countries?
Every peer country exhibits a gender imbalance in higher education of some magnitude, though some are closer to an equal distribution than others. Although Canada is awarded a respectable “B” for having only a moderate gender gap in educational attainment, it ranks 9th out of 16 peer countries. For every 100 Canadian women aged 25 to 64 who have completed tertiary education, only 83 Canadian men have. In first-place Japan, by contrast, for every 100 women with tertiary education, a nearly equal number (103) of Japanese men have one. At the other end of the spectrum, gender imbalances of between 25 and 30 per cent are seen in Germany, Finland, and Sweden.
In 6 of the 16 peer countries, men aged 25 to 64 are more likely than women in that age cohort to have tertiary education. However, when we examine the more recent cohort of graduates—those aged 25 to 34—nearly every country has a gender imbalance that favours women.
For every 100 Canadian women aged 25 to 34 with a tertiary education, only 75 men have one. In this light, there is evidence to support rising concerns about a “boy crisis” in education. At the same time, it is important to keep in mind that college and university are only two of many possible educational avenues.
Indeed, men’s lower rate of tertiary education may be due in part to their pursuing apprenticeships and other vocational paths to lucrative careers. Moreover, although more women than men graduate overall from Canadian tertiary institutions, men still dominate many of the fields with superior employment and income prospects for graduates. For example, while women are more likely than men to be enrolled in the humanities, social and behavioural sciences, and education, men are much more likely than women to be enrolled in architecture, engineering, mathematics, and computer and information sciences.3 In short, although there is reason to be concerned about the gender gap in Canadian higher education, debate and decision-making should take into account the many variations in participation and outcomes by program and institution, and how these align with employment and income. But it is just as important to know how a younger age group—those aged 25 to 34—is faring, given that the experiences of this group provides a better sense of how the system currently performs, or has performed in more recent years. In other words, for every 100 Canadian men aged 25 to 34 with a tertiary education there are 125 women with the same. Whereas Canadian universities and colleges graduated 90 men for every 100 women in 1998–99, this fell to 83 men for every 100 women by 2010. While many of Canada’s peers also slipped a grade, Japan and the Netherlands not only held onto their “A” grades but also leapt over Canada in the standings by reducing the gender gaps between 1998 and 2010. In 1998–99, Japan had a much larger gap that favoured men—120 Japanese men for every 100 Japanese women attained tertiary education.
But over the next decade, more women than men had tertiary education, leading to a better balance in the overall population.
Whether Japan will continue to have a good gender balance, or whether the trend toward more female graduates will lead to an overall gap that favours women, remains to be seen. What is clear is that across almost all peer countries, the trend towards more female than male graduates is intensifying and producing greater gender imbalances. If Canada wants to improve its gender balance in higher education, it will have to take steps to improve boys’ performance in elementary and secondary school and increase the rates at which they apply to, enroll in, and complete tertiary education.
At the same time, Canada needs to continue to make efforts to repair gender imbalances in specific fields and programs.
Action in both areas will be essential to achieving a more equitable distribution of educational opportunities and achievements, which can contribute to economic prosperity and social well-being. Female Enrolment in Canadian Colleges and Universities by Field of Study.” Based on data from Statistics Canada, Public Post-Secondary Enrolments by Institution Type, Sex, and Field of Study (CANSIM 477-0019).

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