What are the three agencies of education?

Such agencies include school, college, university, library, religious institution, the
recreation club, the museum, picture and art galleries, zoo, etc. Informal agencies are
those institutions which exercise a great educative influence upon the individuals
indirectly and ceaselessly throughout their life
Educational policies

K-12 Implementation
K-12 extends compulsory schooling to grades 11 and 12, adding two years to
secondary school, and makes secondary education compulsory. Prior to its
implementation, the Philippines was the only country in Asia, and one of only a few in
the world, to have a basic education system of just 10 years.

5 Ways teachers can drive their careers forward

Whatever your ultimate goals are, know that there are opportunities for
advancement in the education field. Join us as we explore the teacher career
path by identifying five distinct opportunities that could take you to the next level.

1. Specialist roles
Within the field of education, there are a number of specialist roles that are
distinct from typical classroom instruction. These include literacy specialist,
STEAM specialist, curriculum specialist, and instructional support specialist roles,
and more. While the specific duties will vary depending on the type of specialist
role, these positions exist to provide support to teachers and students alike.

Consider, for example, the following specializations offered within Bellarmine

University’s online Master of Arts in Education program:

 STEAM education–Designed to equip practicing educators with best

practices in science, technology, engineering, arts, and mathematics, the
STEAM education specialization can help transform your approach to
teaching. STEAM instruction provides a place where students can take a
deeper dive into integrated content, learning to problem-solve across
disciplinary boundaries.
 Literacy specialist–Offering educators an in-depth study of teaching,
learning, and literacy leadership, literacy specialist certification enables
classroom teachers like you to explore literacy issues related to
elementary, middle, and high school students. In many cases, literacy
specialists will practice with an emphasis on issues related to struggling
readers.
 Trauma-informed practices–Created to develop teachers who are well-
versed in trauma-informed leadership, this focus area informs educators
on the ways trauma can impact students’ learning and behavior,
appropriate interactions with and responses to children impacted by
trauma, and strategies for developing trauma-informed classrooms and
schools.

Other responsibilities in a specialist role can include evaluating current programs,

implementing new initiatives, and, in some cases, conducting professional
development or coaching exercises. To advance to a position in this realm, you’ll
typically need teaching experience paired with a master’s degree.

2. Department head
Depending on the age range of the students you teach, the department in which
you work or even the specific school where you practice, department head
positions can go by a few different names. In addition to department head, you
might see things like lead teacher or grade level chair.

Generally speaking, education professionals in these positions act as liaisons

between teachers and the administration. They may facilitate regular meetings to
collaborate on things like curriculum, assessment practices, and
school/department policies. The overarching goal of this role is to provide support
for other teachers, helping to foster a positive atmosphere.

Teachers who exhibit leadership qualities and a strong command of their

subjects are prime candidates for these positions. Some school districts will
select classroom instructors to serve in dual roles as teacher and department
head. Others hire individuals at the administrative level. The latter requires a
master’s degree.

Positions like this may or may not come with a pay increase, but it’s a way to
gain valuable leadership experience while still potentially retaining your typical in-
classroom duties.

3. School principal
Some who are looking to advance on their teacher career path may opt to leave
the classroom entirely and transition into jobs at the administrator level. One of
the more common options is school principal.

Regardless of the age range of the school’s students, principals are tasked with
setting an academic vision and supporting their staff in ways that help that vision
come to fruition. They are a critical component in cultivating a school’s overall
culture by building meaningful relationships not only with faculty members, but
also with students and parents within the school community.

Principals may also help provide professional development plans and resources
to aid in teacher growth. Some schools also employ assistant/vice principals who
assist with the principal’s duties.

In most cases, principals begin by gaining successful teaching experience. They

must also obtain an advanced degree and achieve their principal certification.

4. School counselor
Great teachers inevitably become invested in the overall well-being and success
of their students. That’s why it’s not all that uncommon for classroom instructors
to transition into roles as school counselors.

Professionals in this capacity advocate for students in all areas, including

academic achievement, social development, and preparation for college and
future careers. They perform assessments to evaluate students’ abilities and
interests. This helps them pinpoint issues that may affect school performance,
while also identifying a clearer path to help students develop skills that can
improve their educational experiences.

School counselors will meet with students both one-on-one and in groups. They
also collaborate closely with teachers, administrators, and parents to help young
learners succeed. In most states, you’ll need a master’s degree in school
counseling or a related field to qualify for this role.

5. College professor
For some elementary, middle, or high school teachers, their teacher career path
leads them to the collegiate level. As a college professor, your subject-specific
expertise will be highlighted as you are tasked with teaching multiple different
courses within your field. A math professor, for example, might teach one course
on calculus, one on statistics, another on linear algebra, and maybe even a
graduate seminar on top of it all.

In addition to daily teaching responsibilities, college professors are tasked with

crafting well-rounded syllabi that meet college and department standards,
advising students about which classes to take to achieve their goals,and working
with colleagues to develop or modify applicable degree or certificate programs.

Contemporary teaching methods is the act of using the ideas and philosophies of educators before us
and combining it with your own ideas and philosophies to form a new way of teaching the next
generation. ... Contemporary teaching is such an important aspect in education nowadays.

Contemporary forms of teaching

Collaborative Learning

Spaced Learning-Spaced Learning is a learning approach which proposes learning should be spaced
across a certain interval of time.

However, if you build regular breaks both within the course and the training program, learners will have
the much-needed break to relax, reflect, and generate insights on what they learned.

Flipped Classroom-

A flipped classroom is an instructional strategy and a type of blended learning, which aims to increase
student engagement and learning by having students complete readings at their home and work on
live problem-solving during class time.
Examples-Teachers assign lecture videos, as well as any other video or reading related to the day's
subject — think TED Talks, YouTube videos, and other resources. Class time is then devoted to
discussion and exploration of the subject.

Self-learning-self-learning is defined as: “a process by which individuals take the initiative, with or
without the assistance of others, in diagnosing their learning needs, formulating learning goals,
identifying human and material resources for learning, and evaluating learning outcomes”.

STRUCTURE OF EDUCATION SYSTEM

Pre-higher education:

Duration of compulsory education:

Age of entry: 6

Age of exit: 15

Structure of school system:

Primary

Type of school providing this education: Primary school (osnovna škola)

Length of program in years: 9

Age level from: 6 to: 15

General Secondary

Type of school providing this education: General Secondary School, Art School and Theology School
(Gymnazija, umjetničke i vjerske škole)

Length of program in years: 4

Age level from: 15 to: 19

Type of school providing this education: Vocational and Technical Schools (srednje stručne i tehničke
škole)

Age level from: 15 to: 19

Certificate/diploma awarded: Diploma

School education:

Primary education lasts for nine years.The pupils enrol in primary education when they are between 5 and
6 years old. Secondary education is provided by general, vocational and technical secondary schools.
Pupils graduating from general secondary schools, art schools and theology schools obtain the Diploma o
završenoj srednjoj školi and can enrol in any faculty or academy by passing the qualification examination
prescribed by the institution. Vocational secondary schools offer courses lasting for three years and
including a period of practical instruction. Technical secondary schools offer courses lasting for four
years. Pupils graduating from technical secondary schools obtain the Diploma and can enrol in any
Faculty or Academy by passing the qualification examination prescribed by the Institution.
Higher education:

The Republic of Bosnia and Herzegovina has eight universities: the University of Sarajevo, the University
of Banja Luka, the University of Tuzla, the University of Džemal Bijedić (East Mostar), the University of
Mostar (West Mostar), the University of Bihać, the University of Zenica and the University of East
Sarajevo. All higher education activities are subject to national (Republic Srpska) or cantonal (in the
Federation of B&H) laws on higher education.

Academic year:

Classes from: Oct to: Jun

Long vacation from: 1 Jul to: 30 Sep

Languages of instruction: Bosnian, Serbian, Croatian

National qualification frameworks bring together learning outcomes, profession specific standards,
entry standards to the profession and elements of profession related progression, as well as imply a
clear development of quality assurance procedures for teacher education and training providers.

EQF stands for the European Qualifications Framework. It is a common European reference framework
which will make it easier to understand, compare and recognize qualifications across different countries
and systems in Europe: It facilitates the identification of the level of qualifications in other European
countries.

The education system in Montenegro has been strongly influenced by the former education system of
the Socialist Federal Republic of Yugoslavia as well as by laws passed in the 1990s when Montenegro
was part of the Federal Republic of Yugoslavia. Educational policy is determined by the federal
government and the Ministry of Education and Science of the Republic of Montenegro, with significant
input from international partners, such as the European Union and several national governments and
nongovernmental organizations who have provided financial and technical support for education
reforms. Key educational reforms at the turn of the millennium included efforts to improve vocational
education and training in Montenegro and to upgrade the curriculum at various educational levels.

Compulsory education in Montenegro includes the 8 grades of primary school, attended by students
typically aged 7 through 14. Serbian is the official language of instruction in Montenegrin schools, almost
all of which are public. In some areas, Albanian is also offered as a language of instruction at the
elementary and secondary levels. About 95.8 percent of primary students in Montenegro were taught in
Serbian in the year 2000, while 4.2 percent of primary students were taught in Albanian. At the
secondary level, 97.6 percent of students were taught in Serbian, and 2.4 percent were taught in
Albanian. The official language of instruction at the university level was Serbian.

Participation in preschool programming is optional, with infants and children up to three years of age
sometimes cared for in childcare settings and preprimary schooling available for children between the
ages of three and seven. Basic education includes the 8 years of compulsory schooling and is divided
into two stages: lower primary, covering grades 1 through 4 for children generally 7 through 10 years of
age; and upper primary, covering grades 5 through 8 for children aged 11 through 14. In 2000 about 84
percent of Montenegrin students were completing their compulsory education in 8 years.
Upper secondary schooling includes either 4 years of general education for students 15 through 18 years
of age or 2, 3, or 4 years of vocational education for students starting at age 15. Specialized secondary
schools also exist to provide four years of education in the arts, music, or ballet. Tertiary education is
provided at the University of Montenegro and its 15 associated faculties. No nonuniversity higher
education existed in Montenegro as of the 2000-2001 academic year, although university programs
could be relatively long (lasting 4 through 6 years, beginning at age 19) or short (lasting 2 years).
Postgraduate studies leading to the Master of Art or Master of Science degree also existed, although no
special doctoral programs were to be found. Students interested in preparing a doctoral thesis could do
so upon successful completion of a Master's degree program.

Serbia

es of the Education System

Educational system in Serbia includes preschool, primary, secondary and higher
education. The total duration of compulsory education in Serbia is 9 years. Children
enter compulsory education at the age of 5½, when they start the pre-school
preparatory programme, followed by 8 years of primary education. The leaving age in
full-time compulsory education is 14½.
Preschool education and care is intended for children from 6 months until the
primary school starting age. It comprises three levels determined by the age of
children:

 nursery (jaslice) - children from 6 months to 3 years of age;

 kindergarten (vrtić) - children from 3 to 5½ years of age;
 preschool preparatory programme (pripremni predškolski program – children
from 5½ to 6½ years of age).

The nine month long preschool preparatory programme is the first part of compulsory
education.
Primary education is compulsory, takes eight years and is carried out in two
educational cycles.

 Cycle I: 1st to 4th grade (children from 6½ to 10½ years old);

 Cycle II: 5th to 8th grade (children from 10½ to 14½ years old).

Most subjects in Cycle I are taught by class teachers. Each subject in Cycle II is taught
by a different subject teacher.
Public primary education is free and the only admission criterion is the age. All children
enroll in primary school between 6 ½ and 7 ½ years old with the certificate of preschool
programme attendance.
Secondary education consists of the following:

 four years of general education;

 two to four years of vocational education.

There are two types of grammar schools:

 general grammar schools (gimnazija opšteg tipa);

 specialized grammar schools, intended for education of talented students in
certain areas (specijalizovana gimnazija).

Children acquire secondary vocational education in vocational schools (srednja stručna

škola) in 15 different areas.
Pupils are usually 15 years old when they enter secondary education and 18½ when
they leave four-year programmes. They are admitted to schools based on primary
school achievements and the final exam results.
Pupils who graduate from grammar schools can enroll at almost any faculty. Vocational
school students can proceed to tertiary education at faculties and colleges fitting their
specialisation. Students enrolled in three-year vocational education and training (VET)
programmes can take additional exams to qualify for taking university entrance exams.
The Higher Education System has two types of studies:

 academic studies organized at universities;

 applied studies organized either at colleges of applied studies or at universities.

The reform of the Serbian Higher Education System started by joining the Bologna
Process in 2003. It received its legal support in 2005 by the adoption of a new Law on
Higher Education. This law introduced the following:
  European Credit Transfer System;
 three-cycle system of study;
 diploma supplement

-Experienced teachers are on average more effective in raising student achievement than their less
experienced counterparts. This happens not just because experienced teachers are more likely to work
in schools and classrooms with more advantaged students.

-Teachers do better as they gain experience. Researchers have long documented that teachers improve
dramatically during their first few years on the job. Less clear has been what happens after those early
years.

-Experienced teachers also strengthen education in other ways beyond improving test scores.

The main difference between Teacher and Mentor is that the Teacher is a person who helps others to
acquire knowledge, competences or values and Mentor is a guidance relationship. ... The mentor may be
older or younger than the person being mentored, but he or she must have a certain area of expertise.

Teacher as counselors-As a teacher, you teach classes, create lesson plans, grade homework, assign
presentations and serve as a mentor for your students. School counselors can also find themselves in
mentorship roles, but their work is more focused on helping students reach certain academic goals or
overcome social or behavioral issues.

The main responsibility of a class advisor is to “advise” class officers in their responsibilities. All
recommendations regarding Class activities (fund raising, T-shirts, activity account actions, posters, field
trips, etc…)

In fact, any teacher who has asked a question deemed essential to practice and used a systematic
method to find an answer has engaged in a form of research. Attentive teachers observe their students
and, through systematic and embedded study, come to understand the culture of their learning
environment.

Teaching students about the six components of the learning process – attention, memory, language,
processing and organizing, graphomotor (writing) and higher order thinking, then, demystifies learning
and provides an opportunity to increase their metacognition. It also enhances their sense of self-worth.

Assessment is feedback from the student to the instructor about the student's learning. Evaluation uses
methods and measures to judge student learning and understanding of the material for purposes of
grading and reporting. Evaluation is feedback from the instructor to the student about the student's
learning.