Cambridge International Primary Programme

Tests

The Cambridge Primary curriculum framework provides an optional testing structure - to assess learner performance and report progress to learners and parents. Cambridge Primary assessment gives parents extra trust in feedback on their child's progress - by using internationally benchmarked tests.

There are two assessment options within the Cambridge Primary stage:

• Cambridge Primary Progression Tests
• Cambridge Primary Achievement Tests

The Cambridge Primary testing structure enables teachers to:

• track the progress of their learners
• identify strengths and weaknesses within individuals and class groups
• develop further teaching and learning support using information from test results
• use test results to report to parents
• provide learners with a Statement of Achievement at the end of their primary schooling

The tests comprise structured questions with a selection of item types, including multiple choice, matching, short answer and long answer.

Cambridge Primary progression tests

Cambridge Primary progression tests provide valid internal assessment of knowledge and skills in English and Mathematics. The tests:

• are available for each year of primary education
• are optional (schools can choose any quantity of tests to take or just follow the curriculum without testing at all)
• can be used at any point during the year and as many times as the teacher requires
• are culturally sensitive without being culture-free, which makes them ideal for use in the international school context
• comprise structured questions with a selection of item types including matching, short answer and longer answers
• are marked by teachers in your school; full mark schemes and marking guidance are provided for this

Analysis tool software is part of Cambridge Primary. This software enables teachers to track student progress and to produce diagnostic feedback, enabling comparison between individuals and between groups of learners, and facilitating the identification of the strengths and weaknesses of individuals and groups.

The tests are freely available on the Cambridge Primary teacher support website and teachers can download them and make as many copies as they wish for internal school use. The papers will be renewed on a rolling basis. Test booklets also can be purchased through our publications department.

Cambridge Primary Achievement Tests

Cambridge Primary Achievement Tests are for learners at the end of their final year of primary education. The tests are available in three core subjects: English, Mathematics and Science, and:

• are marked by teachers
• are moderated by CIE
• provide learners with a Statement of Achievement
• can be taken at any point within a fixed period of time
• are available in June and November each year

Sample paper: English (210Kb)
Sample questions: Mathematics (88Kb)
Sample questions: Science (117Kb)

Sumber:

Cambridge International Education

Cambridge International Primary Programme

Overview

The Cambridge International Primary Programme, typically for 5–11 year olds, gives schools a curriculum framework to develop Mathematics, English and Science skills and knowledge in young children. Cambridge Primary provides guidance for curriculum development and classroom teaching and learning. It enables teachers to assess children's learning as they progress with two optional assessments: Cambridge Primary progression tests and Cambridge Primary Achievement Tests.

Benefits

Foundation for secondary education

Cambridge Primary aids identification of a student's strengths and weaknesses and can be used to support learning and development. It provides learners with excellent preparation so they can progresses seamlessly into Cambridge Secondary 1 and beyond.

External benchmark

As an international programme, Cambridge Primary provides teachers with an external benchmark to inform their teaching and easily measure learners' progress over time. It also enables detailed, structured reporting to parents.

International curriculum

Appropriate and relevant internationally, Cambridge Primary has been designed to be culturally sensitive. It includes top-quality teaching and assessment resources appropriate for teaching and learning in local and international schools.

Flexibility

Cambridge Primary complements a range of teaching methods and curricula. No part of the programme is compulsory and schools have freedom to choose the parts that best suit their situation.

Using the Primary Programme with other curricula

The modular nature of Cambridge Primary means that it can either be used as the central teaching curriculum or to complement other curricula.

Teachers may continue to follow a local curriculum, to meet the statutory requirements of their national system, whilst using the Cambridge Primary progression tests to enhance their teaching and reporting. Similarly, Cambridge Primary can be used for teaching and tracking the core skills in English, Mathematics and Science while another curriculum is used for any other subjects that may be taught.

Cambridge progression

Cambridge Primary forms part of Cambridge International Education for 5-19 years, offering routes candidates can follow from post-kindergarten stage through to university entrance. Cambridge's provision also includes first-class support for teachers through publications, online resources, training, workshops and professional development.

Sources:

Cambridge International Education

Sekolah Dasar di Jepang

Shōgakkō (小学校) are elementary schools in Japan.

More than 99% of Japanese elementary school-age children are enrolled in school. All children enter first grade at age six, and starting school is considered a very important event in a child's life.

Virtually all elementary education takes place in public schools; less than 1% of the schools are private. Private schools tended to be costly, although the rate of cost increases in tuition for these schools had slowed in the 1980s. Some private elementary schools are prestigious, and they serve as a first step to higher-level private schools with which they are affiliated, and thence to a university. Competition to enter some of these "ladder schools" is quite intense.

Although public elementary education is free, some school expenses are borne by parents, for example, school lunches and supplies. For many families, there are also nonschool educational expenses, for extra books, or private lessons, or juku. Such expenses rose throughout the 1980s, reaching an average of 184,000 Yen in FY 1987 for each child. Costs for private elementary schools are substantially higher.

Elementary school classes are large, about thirty-one students per class on average, but higher numbers are permitted. Students are usually organized into small work groups, which have both academic and disciplinary functions. Discipline also is maintained^{[citation needed]}, and a sense of responsibility encouraged, by the use of student monitors and by having the students assume responsibility for the physical appearance of their classroom and school.

Course of study

A Shōgakkō or Elementary school class in Japan

The ministry's Course of Study for Elementary Schools is composed of a wide variety of subjects, both academic and nonacademic, including moral education and "special activities." "Special activities" refer to scheduled weekly time given over to class affairs and to preparing for the school activities and ceremonies that are used to emphasize character development and the importance of group effort and cooperation. The curriculum includes Japanese language, social studies, arithmetic, and science. Nonacademic subjects taught include art (including Japanese calligraphy) and handicrafts, music, homemaking, physical education, and moral education. Japanese language is an emphasized subject. The complexity of the written language and the diversity of its spoken forms in educated speech (keigo)(敬語) require this early attention.

A new course of study was established in 1989, partly as a result of the education reform movement of the 1980s and partly because of ongoing curriculum review. Important changes scheduled were an increased number of hours devoted to Japanese language, the replacement of the social sciences course with a daily life course- -instruction for children on proper interaction with the society and environment around them—and an increased emphasis on moral education. New emphasis also was to be given in the curriculum to the national flag and the Japanese national anthem. The ministry suggested that the flag be flown and the national anthem sung at important school ceremonies. Because neither the flag nor the anthem had been legally designated as national symbols, and because of the nationalistic wartime associations the two had in the minds of some citizens, this suggestion was greeted with opposition. The English Language is taught at some schools especially in the higher grades; it is not yet mandatory at this level, but it is being planned for 5th & 6th grade from 2011,[1] as in 2002 TOEFL scores in Japan were the worst in Asia after North Korea.[2]

Equipment

There is a system of educational television and radio, and almost all elementary schools use programs prepared by the School Education Division of Japan's ex Broadcasting Corporation (Nippon Hoso Kyokai--NHK) (日本放送協会). In addition to broadcast media schools increasingly are equipped with computers. Although only 6.5% of public elementary schools had personal computers in 1986, by 1989 the number had passed 20%.

Lunch

Virtually all elementary schoolchildren receive a full lunch at school. Although subsidized by the government, the program is not altogether free. Full meals usually consist of bread (or increasingly, of rice), a main dish, and milk. Although the program grew out of concern in the immediate postwar period for adequate nutrition, the school lunch is also important as a teaching device. Because there are relatively few cafeterias in elementary schools, meals are taken in the classroom with the teacher, providing another informal opportunity for teaching nutrition and health and good eating habits and social behavior. Frequently, students also are responsible for serving the lunch and cleaning up.

Problems

Japanese elementary schooling is seen^[who?] as effective, but not without some problems, notably increasing absenteeism and school refusal and troublesome number of cases of bullying (ijime) (いじめ). In addition, special provision for the young children returning to Japan from long periods spent overseas is an issue. The government also is concerned with the education of Japanese children residing abroad, and it sends teachers overseas to teach in Japanese schools.

Sources:

Wikipedia

Pupuh Dangdanggula

Dangdanggula ngarupakeun tembang pupuh nu ngagambarkeun katengtreman, kawaasan, kaagungan, jeung kagumbiraan. 

Conto Tembang 

Mega beureum surupna geus burit
Ngalanglayung panas pipikiran
Cikur jangkung jahe koneng
Naha teu palay tepung

Sim abdi mah ngabeunying leutik
Ari ras cimataan Gedong tengah laut
Ulah kapalang nya bela
Paripaos gunting pameulahan gambir

Kacipta salamina

Hiji basa, hiji bangsa
Basa bangsa, Indonesia
Hiji bangsa, hiji nusa
Nusa tunggal, Nusantara
Seler-seler, suku bangsa
Di wewengkon, mana-mana
Sakasuka, sakaduka
Wujud bangsa, Indonesia

Pendidikan Bermutu di Tengah Pentas Budaya Instan II

Disusun dan Diedit Oleh: 

Wawan Nurwana dan Arip Nurahman

Indonesia University of Education 

Menurut Rizky Ananda: Bangsa Indonesia merupakan negara yang terkenal akan kekayaan dan kesuburan sumberdaya alam yang sangat melimpah dan tak ternilai harganya sehingga berpotensi memiliki aset yang sangat berharga bagi peradaban dunia, segala macam kekayaan biodiversity ada di negeri ini. 

Di Era yang serba modern, dengan dipengaruhi perkembangan teknologi dan informasi menyebabkan pihak asing berlomba-lomba menakhlukkan negara tercinta ini, walaupun Indonesia memiliki sumber daya alam yang melimpah bukan berarti memiliki sumber daya manusia yang melimpah dan berkualitas pula. 

Hal ini ditunjukkan oleh banyaknya tenaga kerja kita yang hanya dijadikan pembantu, pelayan dan pekerjaan yang tak layak lainnya di negeri lain.

Bangsa Indonesia merupakan negara yang memiliki etos kerja yang rendah dan juga pendidikan yang kurang, dengan kenyataan tersebut membuat rakyat semakin terpojokkan karena tidak mampu bersaing dengan warga asing, banyak anak Indonesia yang tak mampu meneruskan sekolahnya ke jenjang yang lebih tinggi dan bahkanada yang tidak dapat mengenyam bangku pendidikan sama sekali.

Pendidikan sangat berperan penting dalam meningkatkan kesejahteraan rakyat dan memotong rantai kemiskinan. Pendidikan dari setiap jenjang perlu diperbaiki dan ditingkatkan kualitasnya.

Sumber Dari:
Tata Sutabri S.Kom, MM.

Deputy Chairman of STMIK INTI INDONESIA, Pemerhati Dunia Pendidikan TI, Jl. Arjuna Utara No.35  Duri Kepa Kebon Jeruk, Jakarta Barat 11510 Telp. 5654969, e-mail : tata.sutabri@inti.ac.id  

Pendidikan Cenderung Dibisniskan. 


Munculnya berbagai cara yang mengarah pada pelanggaran etika akademik yang dilakukan perguruan tinggi kita untuk memenangkan persaingan, menunjukkan bahwa pendidikan kini cenderung dipakai sebagai ajang bisnis. Pola promosi yang memberikan kemudahan dan iming-iming hadiah merupakan suatu gambaran bahwa perguruan tinggi tersebut tidak ada inovasi dalam hal kualitas pendidikan. Kecenderungan tersebut akan menghancurkan dunia pendidikan, karena akhirnya masyarakat bukan kuliah untuk meningkatkan kualitas diri, melainkan hanya mengejar gelar untuk prestise.

Kondisi pendidikan tinggi saat ini cukup memprihatinkan. Ada PTS yang mengabaikan proses pendidikan. Bahkan ada PTS yang hanya menjadi mesin pencetak uang, bukan menghasilkan lulusan yang berkualitas. Hal Ini yang membuat persaingan menjadi semakin tidak sehat. Produk lulusan perguruan tinggi yang proses pendidikannya asal-asalan dan bahkan akal-akalan, juga cenderung menghalalkan segala cara untuk merekrut calon mahasiswa sebanyak-banyaknya, dengan promosi yang terkadang menjebak dengan iming-iming hadiah yang menggiurkan. Apakah ini gambaran pendidikan berkualitas ?.

Bahkan ada beberapa PTS di Jakarta yang memainkan range nilai untuk meluluskan mahasiswanya, karena mereka takut, ketika selesai ujian akhir (UTS/UAS) banyak mahasiswanya yang tidak lulus alias IP/IPK nasakom. Sehingga mereka lulus dengan angka pas-pasan yang sebenarnya mahasiswa tersebut tidak lulus. Dalam hal ini semua pihak harus melakukan introspeksi untuk bisa memberi pelayanan pendidikan yang berkualitas. Kopertis, harus bersikap tegas menindak Perguruan Tinggi Swasta (PTS) yang melanggar dan mensosialisasikan aturan yang tak boleh dilanggar oleh PTS.

Pengelola perguruan tinggi juga harus menghentikan semua langkah yang melanggar aturan. Kunci pengawasan itu ada secara bertahap di tangan Ketua Program Studi, Direktur, Dekan, Rektor dan Ketua Yayasan. Tantangan Lulusan Sarjana di Era Informasi. Ketika para sarjana memadati berbagai arena bursa kerja untuk menawarkan ilmu dan ijazah mereka, iklan-iklan penerimaan mahasiswa baru juga nyaris memenuhi halaman-halaman surat kabar. Dua fenomena tersebut ironis.

Promosi Perguruan Tinggi untuk menjaring calon mahasiswa sama "gencarnya" dengan peningkatan pengangguran lulusan. Di sisi lain, perlu diajukan pertanyaan, kualifikasi apakah sebenarnya yang disyaratkan oleh para pencari tenaga kerja lulusan sarjana Perguruan Tinggi ini ? Jawaban yang diperoleh para peneliti umumnya adalah campuran kualitas personal dan prestasi akademik. Tetapi pencari tenaga kerja tidak pernah mengonkretkan, misalnya, seberapa besar spesialisasi mereka mengharapkan suatu program studi di Perguruan Tinggi.

Kualifikasi seperti memiliki kemampuan numerik, problem-solving dan komunikatif sering merupakan prediksi para pengelola Perguruan Tinggi daripada pernyataan eksplisit para pencari tenaga kerja. Hasil survei menunjukkan perubahan keinginan para pencari tenaga kerja tersebut adalah dalam hal kualifikasi lulusan Perguruan Tinggi yang mereka syaratkan. Tidak setiap persyaratan kualifikasi yang dimuat di iklan lowongan kerja sama penting nilainya bagi para pencari tenaga kerja.

Dalam prakteknya, kualifikasi yang dinyatakan sebagai "paling dicari" oleh para pencari tenaga kerja juga tidak selalu menjadi kualifikasi yang "paling menentukan" diterima atau tidaknya seorang lulusan sarjana dalam suatu pekerjaan. Yang menarik, tiga kualifikasi kategori kompetensi personal, yaitu kejujuran, tanggung jawab, dan inisiatif, menjadi kualifikasi yang paling penting, paling dicari, dan paling menentukan dalam proses rekrutmen. Kompetensi interpersonal, seperti mampu bekerja sama dan fleksibel, dipandang paling dicari dan paling menentukan. Namun, meskipun sering dicantumkan di dalam iklan lowongan kerja, indeks prestasi kumulatif (IPK) sebagai salah satu indikator keunggulan akademik tidak termasuk yang paling penting, paling dicari, ataupun paling menentukan.

 Di sisi lain, reputasi institusi Pendidikan Tinggi yang antara lain diukur dengan status akreditasi program studi sama sekali tidak termasuk dalam daftar kualifikasi yang paling penting, paling dicari, ataupun paling menentukan proses rekrutmen lulusan sarjana oleh para pencari tenaga kerja. Ada kecenderungan para pencari tenaga kerja "mengabaikan" bidang studi lulusan sarjana.

Dalam sebuah wawancara, seorang kepala HRD sebuah bank di Cirebon menegaskan, kesesuaian kualitas personal dengan sifat-sifat suatu bidang pekerjaan lebih menentukan diterima atau tidaknya seorang lulusan Perguruan Tinggi. Misalnya, posisi sebagai kasir bank menuntut kecepatan, kecekatan, dan ketepatan. Maka, lulusan sarjana dengan kualitas ini punya peluang besar untuk diterima meskipun latar belakang bidang pendidikannya tidak sesuai.

Kepala HRD itu mengatakan, "Saya pernah menerima Sarjana Pertanian dari Bogor sebagai kasir di bank kami dan menolak Sarjana Ekonomi manajemen dari Bandung yang IPK-nya sangat bagus." Kualifikasi-kualifikasi yang disyaratkan dunia kerja tersebut penting diperhatikan oleh pengelola Perguruan Tinggi untuk mengatasi tidak nyambung-nya antara Perguruan Tinggi dengan dunia kerja dan pengangguran lulusan.

Jika pembenahan sistem seleksi mahasiswa baru dimaksudkan untuk menyaring mahasiswa sesuai kompetensi dasarnya, perhatian pada kualifikasi yang dituntut pasar kerja dimaksudkan sebagai patokan proses pengolahan kompetensi dasar tersebut. Untuk itu semua, kerja sama Perguruan Tinggi dan dunia kerja adalah perlu.

Selesai

Paradigma Pengembangan Sekolah Unggulan

Diedit dan ditambah Oleh:
Wawan Nurwana dan Arip Nurahman
Indonesia University of Education

dari
Drs. Abdul Hadis

Sekolah Unggulan dapat diartikan sebagai sekolah bermutu namu dalam penerapan saya bahkan penerapan semua kalangan bahwa dalam kategori unggulan tersirat harapan-harapan terhadap apa yang dapat diharapkan dimiliki oleh siswa setelah keluar dari sekolah unggulan. Harapan itu tak lain adalah sangat penting dan sangat dibutuhkan oleh orang tua siswa, pemerintah, masyarakat bahkan oleh siswa itu sendiri yaitu sejauh mana keluaran (output) sekolah itu memiliki kemampuan intelektual, moral dan keterampilan yang dapat berguna bagi masyarakat.

Untuk menyikapi semua itu, kita harus mengubah system pembelajaran yang selama ini berlaku disemua tingkat pendidikan yaitu adanya keterkungkungan siswa dana guru dalam melaksanakan PBM, saya selaku pengajar di SMA Negeri 1 Bulukumba telah merubah sisten itu sejak januari 2006. Sistem yang saya maksud adalah system dimana Siswa dan Guru dikejar dengan pencapaian target kurikulum dalam artian guru dituntut menyelesaikan semua materi yang ada dalam kurikulum tanpa memperhatikan ketuntasan belajar siswa, disamping itu adanya anggapan bahwa belajr adalah berupa transformasi pengetahuan (Transfer of knowlwdge).

Pada sisi unggulan semua system itu seharusnya tidak diterapkan agar apa yang menjadi harapan siswa, orang tua siswa, pemerintah, masyarakat bahkan kita selaku pengajar dan pendidik dapat tercapai. Mari kita sama-sama merubah semua itu dengan mengembangkan Learning How to Learn (Murphi,1992) atau belajar bagaimana belajar, artinya belajar itu tidak hanya berupa transformasi pengetahuan tetapi jauh lebih penting adalah mempersiapkan siswa belajar lebih jauh dari sumber-sumber yang mereka temukan dari pengalaman sendiri, pengalaman orang lain maupun dari lingkungan dimana dia tumbuh guna mengembangkan potensi dan perkembangan dirinya atau dengan kata lain belajar pada hakekatnya bagaimana mengartikulasikan pengetahu an-pengetahuan siswa kedalam kenyataan hidup yang sedang dan yang akan dihadapi oleh siswa.

Secara pribadi dalam hal mengembangkan sekolah kearah sekolah unggulan (sekolah bermutu) disamping perubahan-perubahan tersebut masih banyak hal yang perlu diperhatikan diantaranya : Sarana dan prasarana, Menejmen persekolahan,Visi dan Misi sekolah, Profesionalisme Guru dan lain-lain. Untuk Profesionalisme bukan berarti menguasai sebagian besar pengetahuan tatapi lebih penting adalah bagaimana membuat siswa dapat belajar, guru dan siswa disederhanakan agat tidat tercipta gep, adanya perilaku guru yang membuat siswa tersisih atau terpisah dari gurunya, guru dan siswa harus terjalin komunikasi agar dalam proses pembelajaran ada keterbukaan siswa mengeritik dan mengeluarkan pendapat. Sebab bukan tidak mungkin dengan pengaruh perkembangan teknologi siswa lebih pintar dari gurunya.

Itulah asumsi saya mengenai pengembangan sekolah unggulan, mudah-mudahan, pemerintah termasuk kawan-kawan seprofesi dapat menerapka hal tersebut bahkan mengembangkan lebih jauh lagi.

Education in International Perspective

Add & Edited By:
Wawan Nurwana & Arip Nurahman
Indonesia University of Education
SDN 3 Bangunharja Menuju Sekolah Dasar International 2010

Education encompasses both the teaching and learning of knowledge, proper conduct, and technical competency. It thus focuses on the cultivation of skills, trades or professions, as well as mental, moral & aesthetic development.^[1]

Formal education consists of systematic instruction, teaching and training by professional teachers. This consists of the application of pedagogy and the development of curricula. In a liberal education tradition, teachers draw on many different disciplines for their lessons, including psychology, philosophy, information technology, linguistics, biology, and sociology. Teachers in specialized professions such as astrophysics, law, or zoology may teach only in a narrow area, usually as professors at institutions of higher learning. There is much specialist instruction in fields of trade for those who want specific skills, such as required to be a pilot, for example. Finally, there is an array of educational opportunity in the informal sphere- for this reason, society subsidizes institutions such as museums and libraries. Informal education also includes knowledge and skills learned and refined during the course of life, including education that comes from experience in practicing a profession.

The right to education is a fundamental human right. Since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. At world level, the United Nations' International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under its Article 13.

Contents

• 1 Systems of Formal Education
  • 1.1 Primary education
  • 1.2 Secondary education
  • 1.3 Higher education
  • 1.4 Adult education
  • 1.5 Alternative education
  • 1.6 Emotional/Human education
• 2 Process
  • 2.1 Curriculum
  • 2.2 Learning modalities
  • 2.3 Teaching
  • 2.4 Technology
• 3 History
• 4 Philosophy
• 5 Psychology
• 6 Economic implications of Education
• 7 Sociology of education
  • 7.1 Education in developing countries
  • 7.2 Internationalisation
• 8 See also
• 9 References
• 10 External links

Systems of Formal Education

Education systems are established to provide education and training, in most cases for children and the young. A curriculum defines what students should know, understand and be able to do as the result of education. A teaching profession delivers teaching which enables learning, and a system of polices, regulations, examinations, structures and funding enables teachers to teach to the best of their abilities. Sometimes education systems can be used to promote doctrines or ideals as well as knowledge, which is known as social engineering. This can lead to political abuse of the system, particularly in totalitarian states and government. Education is a broad concept,it refers to all the experiences in which children can learn something. Instruction refers to the intentional facilitating of learning toward identified goals, delivered either by an instructor or other forms. Teaching refers to learning facilitated by a real live instructor. Training refers to learning toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately.

Primary education

Main article: Primary education

Primary (or elementary) education consists of the first years of formal, structured education. In general, primary education consists of six or seven years of schooling starting at the age of 5 or 6, although this varies between and sometimes within countries. Globally, around 70% of primary-age children are enrolled in primary education, and this proportion is rising.^[2]. Under the Education for All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools with the transition to the final stage of secondary education taking place at around the age of fourteen. Mostly schools, which provide primary education, are referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior schools.

Secondary education

Main article: Secondary education

In most contemporary educational systems of the world, secondary education consists of the second years of formal education that occur during adolescence.^{[citation needed]} It is characterised by transition from the typically compulsory, comprehensive primary education for minors to the optional, selective tertiary, "post-secondary", or "higher" education (e.g., university, vocational school) for adults.^{[citation needed]} Depending on the system, schools for this period or a part of it may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these varies between the systems. The exact boundary between primary and secondary education varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States and Canada primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1-13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession.

Higher education

Main article: Higher education

Higher education, also called tertiary, third stage or post secondary education, is the non-compulsory educational level following the completion of a school providing a secondary education, such as a high school, secondary school, or gymnasium^{[citation needed]}. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions.Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees.

Higher education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Higher education in that country generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy.

Sources:

Wikipedia