text:
User:Nasiba.M/sandbox

= Education System in Japan = Objectives: This chapter: •	Provides an Overview: offers a comprehensive and concise overview of the Japanese education system, covering its structure, key characteristics, and core principles. •	Explains Compulsory Education: Details the mandatory education period in Japan, including the structure of elementary and lower secondary schooling, and others. •	Explores Academic Standards: Discusses the rigorous academic standards upheld in Japanese education, emphasizing key subjects, learning outcomes, and assessment methods. •	Discusses Extracurricular Activities: Explore the significance of extracurricular activities and clubs in the Japanese education system. •	Examines Education Facilities and Resources: Discusses the investment in education infrastructure and technology integration, highlighting Japan's commitment to providing high-quality learning environments. •	Explores Moral and Citizenship Education: Explores the incorporation of moral and citizenship education in the Japanese curriculum, emphasizing values and character development and preparing students for active participation in society.

= Overview of Education System. =

Children in Japan normally receive 12 years of official education, which includes elementary, lower secondary, and upper secondary education. Before starting elementary school at the age of six, children can attend kindergarten between the ages of three and five. Compulsory education lasts 9 years, beginning with 6 years of elementary school and ending with 3 years of lower secondary school. Students subsequently progress to upper secondary school, which is a three-year program for children who have finished their obligatory schooling. After elementary school, there is also the option of attending a secondary school that combines lower and upper secondary education. Localities with smaller populations have recently been granted the option of establishing compulsory education schools, which are schools that mix elementary and lower secondary education. Special needs schools are for students with moderate to severe disabilities and attempt to provide an education suited to their specific educational needs. Kindergarten, elementary, lower secondary, and upper secondary are the four levels of these schools. Students with lesser disabilities who attend standard elementary and lower secondary schools can also receive special needs education by enrolling in smaller-sized special courses or visiting resource rooms a few times each week for extra training. In Japan, higher education is separated into technology colleges, junior colleges, and universities.

Colleges of technology offer practical education to students who have finished their obligatory schooling and award associate degrees after five years of study. Junior colleges provide 2- to 3-year associate degree programs to students who have finished their upper secondary school, with a majority of courses focusing on the humanities, social sciences, and teacher education. Universities offer 4-year bachelor's degrees, 2-year master's degrees, and 3-year doctoral degrees to students who have finished their upper secondary school. Lastly, there are specialized training colleges and miscellaneous schools, which are mostly privately controlled institutions that offer practical vocational and technical education programs. Specialized training colleges provide upper secondary programs for those who have completed their compulsory education, post-secondary programs, and general courses. Students who complete the upper secondary program receive a technical associate degree. Miscellaneous schools, available to students who have completed their compulsory education, offer courses in dressmaking, cooking, and automobile repair among many other vocational trades, and generally last for 1 year. Finally, there are specialized training colleges and other schools, which are generally privately run organizations that provide practical vocational and technical education. Upper secondary programs, post-secondary programs, and general courses are available in specialized training colleges for students who have completed their compulsory education. Students who successfully finish the upper secondary program are awarded a technical associate degree. Miscellaneous schools, which are open to students who have finished their compulsory schooling, provide courses in dressmaking, cooking, and vehicle maintenance, among many other vocational crafts, and typically last a year.

= Facts in Numbers. = Here are some interesting facts about education in Japan presented in numbers: 1. Literacy Rate: Japan boasts an impressive literacy rate of 99%, indicating that the majority of its population can read and write proficiently. 2. Schooling Duration: Compulsory education in Japan spans nine years, starting from elementary school (grades 1-6) and continuing through lower secondary school (grades 7-9). 3. School Attendance Rate: Japan also has an incredibly high school attendance rate, with almost 100% of children attending primary and secondary schools. 4. Education Budget: Japan invests a substantial amount of its national budget in education. In 2021, the country allocated approximately 3.87 trillion yen (around $35 billion USD) to education, reinforcing their commitment to providing quality schooling. 5. Student-Teacher Ratio: The student-teacher ratio in Japanese schools tends to be low, fostering a more personalized approach to education. As of 2020, the average student-teacher ratio in Japanese primary schools was 16.5 students per teacher. 6. Longer School Days: Japanese students have longer school days compared to many other countries. They typically spend around 6 hours per day in the classroom, with additional time devoted to extracurricular activities and club participation. 7. Homework Hours: Japanese students are known for their dedication to studying and completing homework. On average, students in Japan spend approximately 3 hours per day on homework and self-study. 8. High School Entrance Exam Rates: Entrance exams play a crucial role in determining admission to prestigious high schools in Japan. For example, some competitive schools may accept as little as 3% of applicants based on exam performance. 9. Gender Equality in Education: Japan has made great strides in achieving gender equality in education. Girls' enrollment rates are nearly equal to that of boys, and efforts have been made to provide equal opportunities and support for both genders. 10. University Enrollment: Approximately 60% of Japanese high school graduates choose to pursue higher education at universities, colleges, or vocational schools. This indicates the high value placed on tertiary education in Japan.

= The positive sides to bring to Uzbekistan's education system. = Bringing positive aspects of Japanese education to Uzbekistan's educational system can contribute to enhancing educational practices and outcomes. Here are some positive aspects of Japanese education that could be beneficial:

1. Emphasis on Academic Excellence: The strong focus on academic achievement in Japanese education could be valuable in Uzbekistan. Emphasizing the importance of rigorous academic standards can help raise educational standards and performance levels.

2. Holistic Development: Japanese education places importance on holistic development, including character education, values, and discipline. Incorporating character development programs and promoting well-rounded education in Uzbekistan can help cultivate students' moral, ethical, and social skills alongside their academic abilities.

3. Teacher Training and Professional Development: The rigorous training and professional development opportunities for teachers in Japan contribute to high-quality instruction. Adopting similar practices in Uzbekistan, such as providing ongoing training and career development opportunities for teachers, can enhance teaching quality and student outcomes.

4. Efficient Use of Resources: Japan's investment in high-quality facilities, technology, and educational resources can serve as a model for Uzbekistan. Allocating resources effectively to provide modern infrastructure, educational materials, and advanced technology can create an optimal learning environment.

5. Extracurricular Activities and Clubs: Encouraging extracurricular activities and clubs can promote teamwork, leadership, and social skills among students. This aspect of Japanese education can be beneficial in Uzbekistan to foster a well-rounded education and provide opportunities for students to explore their talents and interests.

6. Internationalization and Global Perspective: Promoting an international perspective within the educational system can help Uzbekistan's students become global citizens. Encouraging foreign language learning, cross-cultural understanding, and international exchange programs can broaden students' horizons and prepare them for a globalized world.

7. Integration of Technology: Japan's focus on integrating technology into education can inspire Uzbekistan to explore innovative teaching methods and enhance digital literacy skills among students. Utilizing technology effectively can provide engaging learning experiences and prepare students for the digital era.

8. Safe and Respectful School Environment: Japanese education prioritizes safety and respect within schools. Incorporating measures to ensure a safe and inclusive learning environment in Uzbekistan, such as anti-bullying programs and fostering a culture of respect, can contribute to a positive educational experience for students. It's important to adapt these positive aspects to suit the specific cultural, social, and educational context of Uzbekistan. A thoughtful and collaborative approach, involving stakeholders from government, educators, parents, and students, can help in implementing these positive changes effectively. Taking inspiration from successful educational systems like Japan's, while still considering the unique needs and characteristics of Uzbekistan, can contribute to the ongoing improvement of the educational system in the country.

= References: =

title: User:Nasiba.M/sandbox


text:
User:Radjabova D./sandbox

= Education System in Japan = (Image) Objectives: This chapter: •	Provides an Overview: offers a comprehensive and concise overview of the Japanese education system, covering its structure, key characteristics, and core principles. •	Explains Compulsory Education: Details the mandatory education period in Japan, including the structure of elementary and lower secondary schooling, and others. •	Explores Academic Standards: Discusses the rigorous academic standards upheld in Japanese education, emphasizing key subjects, learning outcomes, and assessment methods. •	Discusses Extracurricular Activities: Explore the significance of extracurricular activities and clubs in the Japanese education system. •	Examines Education Facilities and Resources: Discusses the investment in education infrastructure and technology integration, highlighting Japan's commitment to providing high-quality learning environments. •	Explores Moral and Citizenship Education: Explores the incorporation of moral and citizenship education in the Japanese curriculum, emphasizing values and character development and preparing students for active participation in society.

= Overview of Education System. =

Children in Japan normally receive 12 years of official education, which includes elementary, lower secondary, and upper secondary education. Before starting elementary school at the age of six, children can attend kindergarten between the ages of three and five. Compulsory education lasts 9 years, beginning with 6 years of elementary school and ending with 3 years of lower secondary school. Students subsequently progress to upper secondary school, which is a three-year program for children who have finished their obligatory schooling. After elementary school, there is also the option of attending a secondary school that combines lower and upper secondary education. Localities with smaller populations have recently been granted the option of establishing compulsory education schools, which are schools that mix elementary and lower secondary education. Special needs schools are for students with moderate to severe disabilities and attempt to provide an education suited to their specific educational needs. Kindergarten, elementary, lower secondary, and upper secondary are the four levels of these schools. Students with lesser disabilities who attend standard elementary and lower secondary schools can also receive special needs education by enrolling in smaller-sized special courses or visiting resource rooms a few times each week for extra training. In Japan, higher education is separated into technology colleges, junior colleges, and universities.

Colleges of technology offer practical education to students who have finished their obligatory schooling and award associate degrees after five years of study. Junior colleges provide 2- to 3-year associate degree programs to students who have finished their upper secondary school, with a majority of courses focusing on the humanities, social sciences, and teacher education. Universities offer 4-year bachelor's degrees, 2-year master's degrees, and 3-year doctoral degrees to students who have finished their upper secondary school. Lastly, there are specialized training colleges and miscellaneous schools, which are mostly privately controlled institutions that offer practical vocational and technical education programs. Specialized training colleges provide upper secondary programs for those who have completed their compulsory education, post-secondary programs, and general courses. Students who complete the upper secondary program receive a technical associate degree. Miscellaneous schools, available to students who have completed their compulsory education, offer courses in dressmaking, cooking, and automobile repair among many other vocational trades, and generally last for 1 year. Finally, there are specialized training colleges and other schools, which are generally privately run organizations that provide practical vocational and technical education. Upper secondary programs, post-secondary programs, and general courses are available in specialized training colleges for students who have completed their compulsory education. Students who successfully finish the upper secondary program are awarded a technical associate degree. Miscellaneous schools, which are open to students who have finished their compulsory schooling, provide courses in dressmaking, cooking, and vehicle maintenance, among many other vocational crafts, and typically last a year.

= Facts in Numbers. = Here are some interesting facts about education in Japan presented in numbers: 1. Literacy Rate: Japan boasts an impressive literacy rate of 99%, indicating that the majority of its population can read and write proficiently. 2. Schooling Duration: Compulsory education in Japan spans nine years, starting from elementary school (grades 1-6) and continuing through lower secondary school (grades 7-9). 3. School Attendance Rate: Japan also has an incredibly high school attendance rate, with almost 100% of children attending primary and secondary schools. 4. Education Budget: Japan invests a substantial amount of its national budget in education. In 2021, the country allocated approximately 3.87 trillion yen (around $35 billion USD) to education, reinforcing their commitment to providing quality schooling. 5. Student-Teacher Ratio: The student-teacher ratio in Japanese schools tends to be low, fostering a more personalized approach to education. As of 2020, the average student-teacher ratio in Japanese primary schools was 16.5 students per teacher. 6. Longer School Days: Japanese students have longer school days compared to many other countries. They typically spend around 6 hours per day in the classroom, with additional time devoted to extracurricular activities and club participation. 7. Homework Hours: Japanese students are known for their dedication to studying and completing homework. On average, students in Japan spend approximately 3 hours per day on homework and self-study. 8. High School Entrance Exam Rates: Entrance exams play a crucial role in determining admission to prestigious high schools in Japan. For example, some competitive schools may accept as little as 3% of applicants based on exam performance. 9. Gender Equality in Education: Japan has made great strides in achieving gender equality in education. Girls' enrollment rates are nearly equal to that of boys, and efforts have been made to provide equal opportunities and support for both genders. 10. University Enrollment: Approximately 60% of Japanese high school graduates choose to pursue higher education at universities, colleges, or vocational schools. This indicates the high value placed on tertiary education in Japan.

= The positive sides to bring to Uzbekistan's education system. = Bringing positive aspects of Japanese education to Uzbekistan's educational system can contribute to enhancing educational practices and outcomes. Here are some positive aspects of Japanese education that could be beneficial:

1. Emphasis on Academic Excellence: The strong focus on academic achievement in Japanese education could be valuable in Uzbekistan. Emphasizing the importance of rigorous academic standards can help raise educational standards and performance levels.

2. Holistic Development: Japanese education places importance on holistic development, including character education, values, and discipline. Incorporating character development programs and promoting well-rounded education in Uzbekistan can help cultivate students' moral, ethical, and social skills alongside their academic abilities.

3. Teacher Training and Professional Development: The rigorous training and professional development opportunities for teachers in Japan contribute to high-quality instruction. Adopting similar practices in Uzbekistan, such as providing ongoing training and career development opportunities for teachers, can enhance teaching quality and student outcomes.

4. Efficient Use of Resources: Japan's investment in high-quality facilities, technology, and educational resources can serve as a model for Uzbekistan. Allocating resources effectively to provide modern infrastructure, educational materials, and advanced technology can create an optimal learning environment.

5. Extracurricular Activities and Clubs: Encouraging extracurricular activities and clubs can promote teamwork, leadership, and social skills among students. This aspect of Japanese education can be beneficial in Uzbekistan to foster a well-rounded education and provide opportunities for students to explore their talents and interests.

6. Internationalization and Global Perspective: Promoting an international perspective within the educational system can help Uzbekistan's students become global citizens. Encouraging foreign language learning, cross-cultural understanding, and international exchange programs can broaden students' horizons and prepare them for a globalized world.

7. Integration of Technology: Japan's focus on integrating technology into education can inspire Uzbekistan to explore innovative teaching methods and enhance digital literacy skills among students. Utilizing technology effectively can provide engaging learning experiences and prepare students for the digital era.

8. Safe and Respectful School Environment: Japanese education prioritizes safety and respect within schools. Incorporating measures to ensure a safe and inclusive learning environment in Uzbekistan, such as anti-bullying programs and fostering a culture of respect, can contribute to a positive educational experience for students. It's important to adapt these positive aspects to suit the specific cultural, social, and educational context of Uzbekistan. A thoughtful and collaborative approach, involving stakeholders from government, educators, parents, and students, can help in implementing these positive changes effectively. Taking inspiration from successful educational systems like Japan's, while still considering the unique needs and characteristics of Uzbekistan, can contribute to the ongoing improvement of the educational system in the country.

= References: =

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: User:Radjabova D./sandbox


text:
User:Shoira Shukhrat/sandbox

Upgraded Education of Singapore
“We have to prepare ourselves for a future of intense competition and shifting competitive advantages, a future of ever increasing change where technologies are replaced at an increasing pace.”

Goh Chok Tong Prime Minister, Singapore 1997 On August 9, 1965, Singapore declared independence from Malaysia. Every year, more tourists visit Singapore, drawn by the country's world-renowned food and cutting-edge architecture. It should be mentioned that education is a critical component in its development. The Singapore government improves the following disciplines on a regular basis through extracurricular practices, which comprise tones of research with foreign curriculum. State education and government-assisted private education typically consume about 20% of the annual national budget. Singapore has the highest performance in international education and tops the global rankings, according to PISA, a renowned worldwide research on educational systems.

The positive sites of the educational system of Singapore
To begin, English is the primary language of instruction and has been formally designated as a language of public education. Language skills are developed beginning in kindergarten and continue to grow until children reach primary school. However, though English is the language of instruction, they employ Malay, Mandarin Chinese, and Tamil during the lectures.

Kindergarten is a three-year educational programme for children aged three to six years old. Its major purpose is to prepare children for formal education in elementary school. The private sector, which includes community foundations, religious organizations, business groupings, and corporations, regulates kindergartens.

There are two types of phases in primary education: a four-year foundation stage and a two-year orientation stage. Homeschooling is also an option for people who are unable to attend public schools; however, after a four-year foundation programme, students must take a test to determine whether they may continue homeschooling. English, Mandarin Chinese or Tamil, Malay, mathematics, and science are all part of a four-year foundation stage. Other disciplines taught throughout the two-year orientation period include civics and moral education, arts and crafts, music, health education, and physical education. English is considered a first language in primary school since it is the language of worldwide business, technology, and science. If students arrive with advanced English skills, they are taught in their mother tongue.

After completing a two-stage of primary school, students must sit for the national primary school leaving examination (PSLE), which measures their previous knowledge. The following tests assist students in selecting a secondary school based on their results and merit.

According to PSLE scores, students will be assigned to one of three groups by the end of 2023: "Express," "Normal (Academic)," or "Normal (Technical)." From 2024, the system will be divided into G1, G2, and G3 bands, which will be defined by the subject-based banding structure. It should be emphasized that citizens cannot be admitted to overseas schools without the Ministry of Education's consent.

"Express" is a four-year programme that prepares students for the Singapore-Cambridge GCE O Level examination. The distinction between these two courses is that students in the "Special" stream study "Higher Mother Tongue" rather than "Mother Tongue."

"Normal (Academic)" is a four-year study leading up to the N(A)-level test, with the option of a fifth year going up to the GCE O-level exam. The Normal (Academic) programme is designed to prepare students for the O-level exam in the fifth year, contingent on satisfactory achievement in the N-level exam in the fourth year, and pupils study academic courses such as Principles of Accounting.

"Normal (Technical)" is a four-year programme that prepares students for the Normal (Technical) level (N(T)-level) test. Students in Normal (Technical) study subjects of a more technical nature, such as Design and Technology, and generally progress to the Institute of Technical Education (ITE) after passing the N(T)-level test in the fourth year.

Teachers are the foundation of Singapore's educational system. The Ministry of Education is dedicated to fostering and motivating teachers to grow and achieve their personal and professional goals in accordance with their aspirations and interests. Teacher academies, language institutes, and HQ divisions develop a strong culture of professional excellence based on a teacher ownership and teacher leadership (TOTL) philosophy.

Administration believes that parents and the community play an important role in the development of students and encourages them to collaborate with schools to provide an overview of the educational system and to establish a caring and conducive learning environment in schools, at home, and in the community.

Units of Lifelong Learning Furthermore, lifelong learning units have been established to organize and monitor programmes that cater to adult learners, such as increasing the delivery of shorter, bite-sized courses. Some of these lead to micro-credentials, such as graduate certificates, which provide recognition without requiring a longer-term commitment. Universities are also increasing their assistance for alumni's ongoing learning.

SkillsFuture is a national programme that aims to provide Singaporeans of all backgrounds with chances to reach their full potential via lifelong learning and skill development. Individuals, employers, industry associations, unions, training providers, and government agencies are among the parties involved in the movement.

SkillsFuture's four main thrusts are as follows:

- Assist individuals in making well-informed decisions about education, training, and careers;

- Create a comprehensive high-quality education and training system that adapts to continually changing demands;

- Promote employer recognition and career growth based on skills and mastery;

- Create a culture that encourages and honors lifelong learning.

Future CreditSkills Singapore Citizens aged 25 and above are eligible for a $500 SkillsFuture Credit to help stimulate a culture of lifelong learning and encourage individual ownership of their skill development. In 2020, a $500 broad-based top-up was announced, along with a $500 SkillsFuture Credit (Mid-Career Support) for Singaporeans aged 40 to 60 to be utilized on career transition programmes at CET Centres.

Universities and colleges are run in other developed and developing countries, but here it should be mentioned that students are accepted based on their GCE O level results, which is hardly seen in Asia at all.

Elements that can be worked on in Uzbekistan:

 * Every curriculum must    include national values, traditions, and customs, so by also keeping our     individualism, we can make it more patriotic.

For example, in Singapore, we can also determine English as a language of instructions because it is a language of technology, business, and science.

 * Primary school schedules    are good at using subjects on purpose because the following system helps     pupils realize their interests and skills step by step accurately.
 * Primary school has its    examination, which can help administration be aware of the level of their     pupils, and in secondary school, in order to keep a balance among pupils,     they make individual programmes that will lead them to have similar     results at the end.
 * Secondary school helps    pupils focus on their talent and skills, which can be a good start to their future careers.
 * Using the A-level    Cambridge programme, the ministry of education in Singapore requires that youth be attentive to information about worldwide changes. Because most international examinations are built on broadening horizons, they also     give students extra privileges when entering high-ranked universities all over the world.

In conclusion, Singapore's education system is built on encouraging critical and creative thinking, increasing curriculum diversity, increasing structural diversity, and increasing resourcing to stimulate innovation and improvements in teacher education, service, and working environments.

                  References

1.    Overview of Singapore`s Education System

2.    The Education System in Singapore: The Key to its Success Professor Gopinathan Curriculum, Teaching & Learning Academic Group

title: User:Shoira Shukhrat/sandbox


text:
User:Nasiba Muminova/sandbox

= What Features of the Indian Education System of the Present Stand Out? =

= Objectives = By the end of this chapter, students will be able to:

-         Learn about Indian education.

-         Positive aspects of Indian education

-         Being aware of the challenges and problematic elements in education

-         Understanding the elements of a successful educational system

-         Comprehending the educational differences between different countries

Education is a fundamental human right, a catalyst for growth, and one of the most powerful instruments for eradicating poverty and advancing gender equality, health, peace, and stability. We currently live in a knowledge-based age where education is the most important tool for development. Education is a journey that should be treasured rather than a destination. This is a route that shapes not only individual lives but also the histories of whole countries and lays the groundwork for advancement. Education is a comprehensive process that fosters not only individual progress but also positive social and national development. It is the cornerstone of any nation's progress.

= Education System in India = India has a distinctive educational system created to protect the history, beliefs, and customs of the country. In the past, children from upper castes in India had more access to schooling. The new education policy, on the other hand, aspires to ensure equality of opportunity and the right to education for every kid, irrespective of social class.

Every child between the ages of three and 18 is guaranteed compulsory and free schooling under India's Right to Education Act 2020. According to data on education in India, 26% of the country's 1.39 billion people are between the ages of 0 and 14, which presents a significant opportunity for the primary education sector. (Department of school Education & Literacy, 2021)

India’s four-level free and compulsory education:

1.                 Foundation stage (ages 3 to 8), according to the NEP (National Education Policy), the five-year foundational stage of education consists of two years of primary school followed by three years of preschool.

2.                 Preparatory stage (ages 8 to 11), In this three-year period, language development will be prioritized, but numeracy skills will also be covered. Activity-based classroom interactions will also continue, with an emphasis on the aspect of discovery.

3.                 Middle stage (ages 11 to 14), The three-year plan's emphasis moves for classes six through eight to critical learning goals, such as hands-on instruction in the humanities, social sciences, arts, and sciences.

4.                 Secondary stage (ages 14 to 18)

Students can select from a range of subject pairings for classes 9, 10, 11, and 12, depending on their interests and ability sets. Critical thinking, an open mind, and flexibility of thought are encouraged at this point.

= India has the best international educational system   = The quality of education in India is of the highest order; this also applies to international students. The Indian government has also started a number of initiatives to ensure the quality of education in India. The government's "Indian Education Initiative" has increased its focus on raising the bar for higher education. Indian educational institutions are recognized for providing students with a thorough education that fosters their personal development. (Amiotte, 2008)

Numerous of India's greatest universities have demonstrated their ability to generate top-notch students through their rigorous admissions processes. Indian educational institutions provide students with more than just theoretical information; they also help them comprehend how to put it to use through practical instruction. Students in Indian universities have a space to test out and put their theories into practice. Students benefit from this as they develop their capacity for critical thought and problem-solving.

The responsibility for upholding educational standards and quality rests with the Indian government, which is also in charge of conducting research, integrating educational possibilities with labor market needs, and funding advanced research and study. (Gupta & Dubey, 2019)

= The Indian Curriculum Covers a Wide Range of Subjects = Education is simply the idea of teaching in a specific way. The level of societal material and cultural development affects the fundamentals of education, including its content.

The "Indian curriculum" is the name given to the educational program that is implemented in schools and institutions throughout India. It is a comprehensive and well-organized curriculum that aims to provide students with a solid education across a range of subjects and disciplines. The Indian curriculum aims to develop in students a variety of skills and capacities, including critical thinking, problem solving, communication, and teamwork. (Chhokar, 2010) The Indian educational system consists of the basic, secondary, and upper secondary levels of instruction. Math, science, social studies, and languages are frequently studied by children in primary school. In high school, the curriculum is expanded to include harder classes like physics, chemistry, biology, history, and geography. In accordance with their interests and future plans, students can also select electives.

= Problems in Education = According to reports, 6.1 million children missed school in 2014, compared to 13.46 million in 2006. Out of 100 students, 29% of boys and girls leave elementary school before completing the required coursework, and usually, these are the most disadvantaged children. (Source: SRI-IMRB Surveys from 2009 and 2014)

One of the main problems with the Indian education system is that children are not included in education. Despite the country's remarkable economic growth and rising incomes, many rural and underprivileged communities lack access to high-quality education. This problem affects more girls than boys. Last years, India has increased access to high-quality schooling, increased elementary school attendance, and lowered the percentage of children who are not in school.

The Indian educational system is frequently criticized in a variety of ways for failing to provide students with the necessary employability in accordance with business requirements and for failing to contribute to overall development in the nation (Gupta & Dubey,2019).

India's educational system is also having trouble with a shortage of financing in addition to these problems. Despite the government's commitment to education, many institutions and schools continue to lack the resources needed to provide their students with a top-notch education. This includes funding for necessary buildings like classrooms and libraries as well as assistance with the development of new curricula and teacher preparation programs.

= Conclusion = Humanity now sees education as a basic need because it gives them the knowledge they need to solve life's problems. Nelson Mandela's quote "Education is the most powerful weapon you can use to change the world" has not lost its relevance until now. There is no doubt that education has become an important component of modern society as it contributes greatly to social and economic development as well as the development of humanity and nation. If a person wants to succeed and advance in life, he must be educated. Similarly, for the development of the country, its education system and population should be developed in all aspects.

I would substitute the Uzbek educational system with the top-notch teaching methods employed by Indian universities. The complexity of their entry-level requirements implies that the student must learn more and study more, all of which are crucial steps in developing mature employees. The utilization of creativity, innovations, research, and technological resources in the lesson has further elevated the standard of instruction. The modern Indian educational system is more efficient, adaptable, and practical as a result of these aspects. I think that bringing these aspects to our education will also raise our education level to high results.

= References: = Gupta, B. & Dubey, S. (2019) Contemporary Issues and Challenges in the Indian Education System. Education System. International Journal of Engineering and Management Research, 9(1), 190–194.

Amiotte, Sh. (2008) Bureau of Indian Education and tribal school leaders' perceptions of school -level factors leading to academic achievement for Native American students. University of South Dakota ProQuest Dissertations.

Chhokar, K. B. (2010) Higher education and curriculum innovation for sustainable development in India. International Journal of Sustainability in Higher Education. ISSN: 1467-6370

title: User:Nasiba Muminova/sandbox


text:
A Guide to Sylheti Wikipedia

Table of Contents

 * Introduction
 * Movement
 * Getting Started
 * Contributing
 * Advanced Editing
 * Community and Collaboration
 * No Significance Beyond the Community
 * Challenges and Future Prospects

 * Promotion and Outreach

 * Appendices
 * Useful external links
 * Glossary
 * Recommended reading

title: A Guide to Sylheti Wikipedia


text: Category:Book:Sylheti Wikipedia

title: Category:Book:Sylheti Wikipedia


text:
Cookbook:Sadza (Zimbabwean Corn Porridge)

Sadza is also known as pap, nsima, or ugali in different regions. It's a simple and hearty maize porridge that's often served as a staple food. It’s a popular recipe in Zimbabwe

Ingredients

 * 4 cups water
 * 2 cups white maize meal (cornmeal or maize flour)
 * 1 cup cold water
 * Salt to taste

Equipment

 * Large cooking pot with a lid
 * Wooden spoon or spatula

Procedure

 * 1) Bring the water to a boil in a large pot.
 * 2) In a separate bowl, mix the maize meal with the cold water. Stir until you have a smooth, lump-free paste.
 * 3) Once the water in the pot is boiling, gradually add the maize paste into the boiling water while stirring continuously. This is crucial to prevent lumps from forming.
 * 4) Continue stirring the mixture vigorously with a wooden spoon or spatula. It will start to thicken.
 * 5) After a few minutes of stirring, reduce the heat to low.
 * 6) Cover the pot with a lid and let the sadza simmer on low heat for about 20–30 minutes. Stir occasionally to prevent it from sticking to the bottom of the pot.
 * 7) Add more water or maize meal as needed to achieve your desired consistency. Some prefer a thick, stiff sadza, while others like it softer.
 * 8) Season with salt to taste and continue to cook for another 5–10 minutes, stirring occasionally.
 * 9) Once the sadza has reached your preferred consistency and is cooked through, remove it from the heat. It should be smooth, stiff, and free from any raw taste of maize.


text: Category:Subject:Sylheti language

title: Category:Subject:Sylheti language


text: Shelf:Sylheti language

title: Shelf:Sylheti language


text: Shelf:Sylheti language/ancestry

title: Shelf:Sylheti language/ancestry


text: Category:Shelf:Sylheti language/all books


text: Category:Shelf:Sylheti language

title: Category:Shelf:Sylheti language


text:
Sylheti/Authors

Contributors

 * ꠢꠣꠍꠘ ꠞꠣꠎꠣ (Hason Raza)
 * Sriveenkat

title: Sylheti/Authors


text:
Cookbook:Mayonnaise

Mayonnaise is a smooth sauce made from oil and the yolk of eggs. It is an emulsion in which the oil is dispersed in tiny droplets. Egg yolk contains lecithin which prevents the oil and water from separating out. Mustard is also a good emulsifier and is frequently added. Vinegar, usually wine vinegar, or lemon juice are added for flavour and because acidity is necessary for the emulsion to properly form. Garlic is a frequent addition. The oil used is normally a flavourless type such as sunflower oil or corn oil, but you can substitute some for a stronger tasting oil such as olive oil.

title: Cookbook:Mayonnaise


text:
Cookbook:Muboora (Zimbabwean Pumpkin Leaves Stew)

Muboora is a popular Zimbabwean pumpkin leaf stew.

Ingredients

 * 1 bunch of fresh pumpkin leaves (muboora)
 * 1 medium-sized onion, finely chopped
 * 2–3 cloves of garlic, minced
 * 2–3 ripe tomatoes, chopped
 * 1 cup peanut butter
 * 2–3 tablespoons vegetable oil
 * 1 teaspoon curry powder (optional)
 * Salt to taste
 * Pepper to taste
 * Water for cooking

Equipment

 * Large pot or saucepan
 * Wooden spoon
 * Knife
 * Cutting board

Procedure

 * 1) Wash the pumpkin leaves thoroughly and remove any tough stems or veins. Chop the leaves into small pieces and set them aside.
 * 2) Heat the vegetable oil in the large pot over medium heat. Add the onions and garlic. Sauté until they become translucent and fragrant.
 * 3) Add the tomatoes and curry powder to the pot. Cook until the tomatoes break down and form a thick sauce, stirring occasionally.
 * 4) Reduce the heat to low. Gradually spoon in the peanut butter, stirring continuously. Continue stirring until the peanut butter is well blended with the tomato sauce. This should create a creamy, thick mixture.
 * 5) Start adding the chopped pumpkin leaves to the pot in batches. Stir and allow each batch to wilt and mix with the sauce before adding more. Continue this process until all the pumpkin leaves are in the pot.
 * 6) Pour in enough water to cover the mixture, making it into a stew-like consistency. Season with salt and pepper to taste. Stir everything together, ensuring the leaves are submerged.
 * 7) Cover the pot and let the muboora simmer on low heat for about 20–30 minutes. Stir occasionally and check for desired tenderness of the pumpkin leaves. Add more water if necessary to maintain the desired consistency.
 * 8) Once the pumpkin leaves are tender and the flavors are well blended, your muboora is ready to be served.


text:
Cookbook:Lemon Cake with Lemon Glaze

This is a simple cake, perfect for a sweet and zesty treat.

Ingredients

 * 2 cups all-purpose flour
 * ½ cup granulated sugar
 * ½ cup unsalted butter, softened
 * 2 eggs
 * 1 tsp baking powder
 * ½ tsp salt
 * ½ cup milk
 * 1 tsp vanilla extract
 * Zest of 1 lemon
 * ½ cup powdered sugar (for glaze)
 * Juice of 1 lemon (for glaze)

Equipment

 * Mixing bowls
 * Electric or hand mixer
 * Lemon juicer
 * Baking pan (9x9 inches)
 * Parchment paper
 * Wire rack

Procedure

 * 1) Preheat your oven to 350°F (180°C) and line the baking pan with parchment paper, leaving some overhang for easy removal later.
 * 2) In a mixing bowl, cream together the softened butter and granulated sugar until it becomes light and fluffy.
 * 3) Add the eggs, one at a time, mixing well after each addition.
 * 4) In another bowl, whisk together the all-purpose flour, baking powder, and salt.
 * 5) Gradually add the dry mixture to the wet mixture, alternating with the milk. Begin and end with the dry mixture. Mix until just combined.
 * 6) Stir in the vanilla extract and lemon zest.
 * 7) Pour the batter into the prepared baking pan and spread it evenly.
 * 8) Bake in the preheated oven for 25–30 minutes, or until a toothpick inserted into the center comes out clean and the top is lightly golden brown.
 * 9) While the cake is baking, prepare the glaze. In a small bowl, whisk together the powdered sugar and lemon juice until smooth.
 * 10) Once the cake is done baking, remove it from the oven and allow it to cool in the pan for about 10 minutes.
 * 11) Using the parchment paper overhang, carefully lift the zondo out of the pan and place it on a wire rack.
 * 12) While the cake is still warm, drizzle the lemon glaze over the top, allowing it to soak in.
 * 13) Let the cake cool completely before cutting it into squares.
 * 14) Enjoy your homemade zondo squares!

title: Cookbook:Lemon Cake with Lemon Glaze


text: A Guide to Sylheti Wikipedia/Printable version


text:
Talk:Shia Islam/Imam Ali

This article is for Shia and Sunni.
Hello,This book is for the opinions of Shiites and Sunnis as well, I do not write material that causes weakness of faith for Muslims, please do not say that this article is unbiased. This book is not an encyclopedia like Wikipedia. Germany Poul Ah (discuss • contribs) 03:34, 17 September 2023 (UTC)

title: Talk:Shia Islam/Imam Ali


text: Talk:Religion of Islam/Imam Ali

title: Talk:Religion of Islam/Imam Ali


text:
Talk:A Guide to Sylheti Wikipedia

About this book
I'm currently in the process of creating an outline for the project, aiming to provide both a foundational guide for contributors and a brief overview of the project's scope. This outline will serve as a starting point, with the potential for expansion in the future. -- ꠢꠣꠍꠘ ꠞꠣꠎꠣ (discuss • contribs) 06:59, 17 September 2023 (UTC)

 * I'm curious—is there a reason this book should exist on wikibooks? It seems to document the policy of a separate wiki project, which should already be hosted on that wiki, right? —Kittycataclysm (discuss • contribs) 14:04, 18 September 2023 (UTC)
 * Different from our policy pages (ꠃꠁꠇꠤꠙꠤꠒꠤꠀ). I have followed this Wikimedia project books, I have started here in Sylheti Wikibooks (ꠍꠤꠟꠐꠤ ꠃꠁꠇꠤꠙꠤꠒꠤꠀ) first and this book is the English edition.
 * {|class="wikitable"

 * QID || Sylheti edition || English edition
 * Q2044560 || ꠍꠤꠟꠐꠤ || Sylheti
 * Q118646488 || ꠍꠤꠟꠐꠤ ꠃꠁꠇꠤꠙꠤꠒꠤꠀ || Sylheti Wikipedia
 * }
 * While Wikipedia policy pages are mendatory and in our native language, Introductory Wikibook like this are optional and it can be in any language, may be more suitable title would be "About Sylheti Wikipedia project". Let me know your opinion. -- ꠢꠣꠍꠘ ꠞꠣꠎꠣ (discuss • contribs) 05:26, 20 September 2023 (UTC)
 * }
 * While Wikipedia policy pages are mendatory and in our native language, Introductory Wikibook like this are optional and it can be in any language, may be more suitable title would be "About Sylheti Wikipedia project". Let me know your opinion. -- ꠢꠣꠍꠘ ꠞꠣꠎꠣ (discuss • contribs) 05:26, 20 September 2023 (UTC)

title: Talk:A Guide to Sylheti Wikipedia


text:
User talk:95.5.254.234

how to stop this

The Wikibooks community has accepted video game strategy guides on this wiki! See Wikibooks:Strategy guides for the newly-created policy on strategy games. We're looking forward to your contributions. 95.5.254.234 (discuss) 07:43, 17 September 2023 (UTC)

Blocked
You cannot edit for 1 week due to disruptive editing. You are welcome to contribute constructively when editing privileges are restored. You may appeal this action with a reasonable argument by adding the text below. —Atcovi (Talk - Contribs) 14:06, 17 September 2023 (UTC)

title: User talk:95.5.254.234


text:
User:BPplays/common.css

body { font-family: "A-OTF Shin Go Pr6N", "A-OTF UD Shin Go Pr6N", "Cousine NF" !important }

.mw-body h1, .mw-body h2 { font-family: "A-OTF Shin Go Pr6N", "A-OTF UD Shin Go Pr6N", "Cousine NF" !important }   font-family: "A-OTF Shin Go Pr6N", "A-OTF UD Shin Go Pr6N", "Cousine NF" !important }   /* Japanese font */ *:lang(ja) { font-family: "A-OTF UD Shin Go Pr6N" !important }

title: User:BPplays/common.css


text:
User talk:62.49.24.164

Warning
Hello. Your contributions are a copy + paste from ducksters.com (https://www.ducksters.com/history/ancient_egypt/late_period_and_persian_rule.php, for example). Please review WB:Copyrights and desist. Thanks. —Atcovi (Talk - Contribs) 14:20, 17 September 2023 (UTC)

title: User talk:62.49.24.164


text:
Salom, Jonatan!/Mon 5

Monlari – Mon 4 – Mon 5 – Mon 6

Limayum mon (5yum mon)
Care de mesi lima (4 de mesi 5).

Nundin, Jonatan xa turi cel Konte Drakula. In hotel, te oko hotelyen, ji oko suratu de Konte Drakula in hanta de hotelyen. Te loga tas hotelyen in Doycisa, “Salom. Fe lutuf, am gibe tas mi suratu.” Hotelyen gibe tas te suratu.

Xafe to, te swal in Doycisa, “Suratu sen keto? Drakula le eskri keto in suratu?” Mas hotelyen loga, “Mi no pala Doycisa, mi no pala Doycisa.” Jonatan fikir: “Ajabu! Jaledin, mi le pala ton hotelyen in Doycisa, ji fe nunya, te loga ki te no pala Doycisa! Keseba?” Te swal hotelyen, “Kam yu jixi ku Konte Drakula sen kete?” mas fe nunya, hotelyen no pala.

Jonatan fikir, “Ajabu! Mi le pala ton hotelyen in Doycisa. Te ingay na pala Doycisa, mas te pala ki te no pala to! Mi ingay na swal te max, mas mi no hare watu. Mi ingay na idi.”

Fe nunya, Jonatan sen in tesu kamer in hotel. Xafe un satu, te ingay na xoridi. Mas am oko! Lao ixu le ata cel tesu kamer.

Lao ixu: “Yu xoridi keseba? Fe lutuf, am no xoridi! Nundin no sen bon din! To sen bur din, din har bur xey!”

Jonatan: “Mi sen bon, mi ata cel na tonata doste. Fe lutuf, am no pala tem bur xey.”

Lao ixu: “Kam yu no jixi ki nundin sen din de Santo Jorje? Fe satu des dua (12), bur xey xa ata! Kam yu jixi ku yu idi cel keloka?”

Jonatan: “No no, lao ixu, moyto sen bon. Mi sen bon, ji mal xey xa no ata nundin.”

Lao ixu: “Fe lutuf, am no xoridi! Am no xoridi!”

Jonatan: “No, mi ingay na xoridi. Fe lutuf, am no wawa.”

Lao ixu: “Prehay persaluba. Persaluba sen tas yu.”

Jonatan: “A…Engliyen no suki persaluba…mas xukra. Fe lutuf, am no wawa.” Jonatan pensa, “In Engli, imi suki saluba, mas no persaluba. In Rumani, ete suki persaluba, no saluba.”

Fe nunya, lao ixu idi, ji Jonatan sen solo in tesu kamer. Te fikir, “Hin loka sen ajabu! Lao ixu hu da gibe persaluba! Mas mi ingay na xoridi.”

title: Salom, Jonatan!/Mon 5


text:
Cookbook:American Potato Salad II

Ingredients

 * 3 pounds small white potatoes (use waxy or red potatoes)
 * Salt
 * Ground pepper
 * 5 large hard boiled eggs, chopped
 * 1 medium red onion, chopped finely
 * 2 tbsp chopped sweet basil leaves
 * 1 cup corn
 * ½ cup freshly-squeezed lemon juice (from 2–3 lemons)
 * ½ cup extra-virgin olive oil
 * 2 tbsp pasta seasoning

Procedure

 * 1) Place potatoes and 2 tablespoons of salt in a large pot of water. Bring the water to a boil, and cook for 15–20 minutes, until the potatoes are tender when pierced with a knife. Drain the potatoes in a colander.
 * 2) Place the chopped eggs in a large bowl.
 * 3) Sauté the onions until light golden brown and add to the bowl with the eggs.
 * 4) When the potatoes are cool enough to handle, cut them in quarters, or smaller, depending on their size. Place the potatoes in the bowl with the eggs. Add the corn along with some salt, pepper and pasta seasoning to the potato and egg mixture. Set aside.
 * 5) In a small bowl add the lemon juice while whisking in olive oil slowly. Add to the potatoes, mix all ingredients. Chill for 30 minutes before eating.

title: Cookbook:American Potato Salad II


text: Category:Potato salad recipes

title: Category:Potato salad recipes


text:
User:Xushetskiy brat

= Internationalization of higher education in France =

Key aspects of the internationalization efforts in higher education in France
Increasing international student enrollment: France aims to attract more international students by offering a wide range of programs taught in English, promoting scholarships, simplifying visa procedures, and improving the overall experience of international students.

Promoting student mobility: French universities encourage their students to participate in exchange programs, study abroad, or engage in international internships. This allows students to gain international exposure, develop intercultural skills, and enhance their employability.

Strengthening international collaborations: French universities actively seek partnerships with other institutions globally. This includes agreements for joint research projects, dual degree programs, joint supervision of doctoral theses, and exchange of faculty members for teaching and research purposes.

Enhancing the global reputation of French universities: France is focused on improving the international rankings and reputation of its higher education institutions. This is achieved by investing in research, improving the quality of education, and promoting the achievements of French universities globally.

Diversifying the international student body: France is making efforts to attract students from a wide range of countries, aiming for a more diverse international student community. This diversification supports intercultural exchange and the development of a global perspective on campus.

Language support and cultural integration: French universities are providing language support services to international students, which include French language courses and support materials. Additionally, efforts are made to facilitate cultural integration through student associations, cultural events, and support services.

Objective Overview of the Chapter
After reading this chapter, the learner will

• Be able to identify the concept of internationalization and its significance in the higher education sector

• Know the historical context of internationalization in France

• Understand the various strategies and policies that have been implemented to promote internationalization in the French higher education system

• Know the future prospects and recommendations for the internationalization of higher education in France

Concept
Internationalization in the Higher Education Sector of France refers to the process of integrating an international perspective throughout the teaching, research, and administrative activities of universities and educational institutions to enhance global engagement and competitiveness. This concept has gained significant importance in recent years due to the increasing role of internationalization in shaping higher education globally and France's aspirations to attract talented international students, develop globally competitive research, and promote cultural exchange.

Attraction of International Students: Internationalization plays a crucial role in attracting talented students from around the world to study in France. The country has become the third-most popular destination for international students globally, with a target to host 500,000 international students by 2027 (CIPES, 2019). This influx of international students contributes to the cultural diversity and enriches the academic environment in France.

Research and Innovation: Internationalization fosters collaborations between French institutions and their international counterparts, leading to research collaborations, joint publications, and access to international funding opportunities. French universities actively engage in research partnerships with institutions worldwide, enhancing research quality and competitiveness. For instance, Horizon Europe, the European Union's research and innovation program, promotes cross-border research collaboration, enabling French institutions to leverage international cooperation (Ministère de l'Enseignement supérieur, 2021).

Global Rankings and Competitiveness: Internationalization efforts contribute significantly to the global rankings and competitiveness of French universities. Rankings such as the QS World University Rankings and the Times Higher Education World University Rankings take into account various internationalization indicators, including international student ratio, faculty diversity, and international research collaborations. Higher positions in these rankings enhance the reputation and visibility of French institutions globally.

Cultural Exchange and Soft Power: Internationalization promotes cultural exchange, providing opportunities for French students to gain international exposure and develop international networks. This cultural exchange fosters mutual understanding, intercultural skills, and empathy among students from different cultural backgrounds. France, known for its cultural diversity, uses educational diplomacy and soft power to strengthen its global influence and promote French language and culture abroad (Ministère de l'Enseignement supérieur, 2021).

The historical context
The internationalization of France can be traced back to several key historical events and periods. Here are a few significant ones:

Colonialism and Empire: France was one of the major colonial powers from the 17th to the 20th centuries. It established colonies in various parts of the world, including Africa, Southeast Asia, and the Caribbean. The French Empire allowed for the spread of French culture, language, and influence, and served as the foundation for the internationalization of France.

French Revolution and Napoleon Bonaparte: The French Revolution of 1789 and the subsequent rise of Napoleon Bonaparte brought about significant political and social changes in France. Napoleon's campaigns and conquests across Europe elevated France's status as a major global power, spreading French influence and ideas to different regions.

Industrial Revolution and Global Trade: The Industrial Revolution in the 19th century transformed France's economy and increased its participation in global trade. This led to the internationalization of French industries, such as textiles, iron, and coal, and their expansion into international markets.

World Wars and International Relations: France experienced significant political and economic upheavals during both World Wars. These periods of conflict and reconstruction prompted France to re-evaluate its international relationships, leading to the establishment of various international organizations like the League of Nations and later the United Nations.

European Integration: After World War II, France played a significant role in the establishment of European integration processes to ensure peace and stability on the continent. France was a founding member of the European Coal and Steel Community (ECSC), which eventually evolved into the European Union (EU). This integration allowed France to deepen economic ties and engage in closer cooperation with its European neighbors.

Post-Colonial Era and Decolonization: Following the decolonization wave in the mid-20th century, France had to redefine its international relations with former colonies. This period was marked by efforts to maintain influence in former colonies through cultural, economic, and military cooperation, as well as through the creation of the Francophonie organization.

Overall, the historical context of internationalization in France is shaped by its colonial legacy, political events, economic transformations, and participation in regional and international organizations. These factors have influenced France's position as a global actor and its engagement with the international community.

Strategies and Policies
ERASMUS+ Program: France actively participates in the European Union's ERASMUS+ program, which promotes student and staff mobility within European countries. This program offers funding for student exchanges, internships, and academic staff training, allowing French students to study abroad and international students to study in France.

Creation of English-Taught Degree Programs: To attract international students, French universities have developed a wide range of English-taught degree programs at the undergraduate and postgraduate levels. By offering courses in English, these programs make French higher education more accessible to non-French speakers.

International Research Collaboration: France encourages international research collaboration by promoting joint research projects with foreign institutions. Funding schemes such as the “Make Our Planet Great Again” initiative and the French government's bilateral agreements support research partnerships between French and international researchers.

Enhancing French Language Education: To increase the attractiveness of France as a study destination, the French government has implemented policies to improve French language education worldwide. Initiatives such as the “French Institutes” abroad and the development of online resources aim to enhance the teaching and learning of the French language.

Simplifying Visa Processes: The French government has implemented measures to simplify visa processes for international students. The PASTEL system (a digital platform for student visa applications), the “Welcome to France” portal, and the “Studying in France” visa application process have made it easier for international students to apply for and obtain visas.

Future prospects
Future prospects for the internationalization of higher education in France:

Increased student mobility: France can expect to attract more international students due to its rich cultural heritage, quality of education, and vibrant research environment. The government's target of hosting 500,000 international students by 2027 reinforces this trend.

Diversification of programs: French universities can offer a wider range of English-taught programs across various disciplines to attract students from non-French speaking countries, thereby enhancing their global reach.

Research collaborations: Strengthening partnerships with international universities and research institutions can lead to increased joint research projects, fostering innovation, and attracting international researchers.

Online learning: France can explore the potential of online education platforms to attract a larger number of students who may not be physically present in the country but can benefit from French education remotely.

Conclusion
The internationalization of higher education in France has become a significant priority for the country. Through various initiatives, policies, and programs, France aims to attract international students, foster global partnerships, and enhance the quality of education and research. The introduction of English-taught programs, simplified visa procedures, and scholarship opportunities have contributed to the growing number of international students in France. Additionally, the establishment of international campuses and collaboration with foreign universities has strengthened France's position as a global higher education destination. To ensure sustainable internationalization, ongoing efforts such as promoting student mobility, diversifying academic offerings, and increasing support services for international students should be continued. Overall, the internationalization of higher education in France has proven beneficial for both the country and international students, fostering cross-cultural exchange and enhancing the global reputation of French universities.

Review Questions
1.What challenges does France face in the internationalization of higher education?

2.What initiatives does the French government take to encourage collaboration and partnership between French and international higher education institutions?

3. How does France address the language barrier and promote multilingualism in higher education?

4. What is the current state of internationalization in higher education in France?

title: User:Xushetskiy brat


text:
A Guide to Sylheti Wikipedia/Introduction

Sylheti Wikipedia in the Wikimedia Incubator is an ongoing collaborative project aimed at creating a free online encyclopedia in the Sylheti language. This initiative is part of the broader Wikimedia movement, which is committed to providing free knowledge to people worldwide. The Sylheti Wikipedia project is currently hosted within the Wikimedia Incubator, where new language editions are developed and tested before becoming independent Wikimedia projects.

The Sylheti Language
Sylheti is an Indo-Aryan language predominantly spoken in the Sylhet region of Bangladesh, India and among the Sylheti diaspora worldwide. It employs its own script, which resembles the Kaithi script but incorporates distinct characters to represent the unique Sylheti sounds.

Wikimedia Incubator
The Wikimedia Incubator serves as a dedicated space within the Wikimedia ecosystem for nurturing new language editions of Wikimedia projects such as Wikipedia, Wiktionary, and Wikibooks. This platform enables language communities to create content and conduct testing before attaining full independence as Wikimedia projects. Wikimedia Incubator, established on June 2, 2006, is a wiki-based platform operated by the Wikimedia Foundation, a non-profit organization known for hosting Wikipedia and various other projects.

History of Sylheti Wikipedia
The Sylheti Wikipedia project was started with the objective of creating an extensive knowledge repository in the Sylheti language. It commenced its journey within the Wikimedia Incubator, where early contributors actively worked on articles, templates, and other content. The project's primary goal is the preservation and dissemination of the unique culture, history, and knowledge of the Sylheti-speaking community.

Sister Projects

 * 1) Sylheti Wiktionary (hosted at Wikimedia Incubator)
 * 2) Sylheti Wikibooks (hosted at Wikimedia Incubator)
 * 3) Sylheti Wikinews (hosted at Wikimedia Incubator)
 * 4) Sylheti Wikiquote (hosted at Wikimedia Incubator)
 * 5) Sylheti Wikivoyage (hosted at Wikimedia Incubator)
 * 6) Sylheti Wikisource (hosted at Wikisource)
 * 7) Sylheti Wikiversity (hosted at Beta Wikiversity)


text:
A Guide to Sylheti Wikipedia/Challenges and Future Prospects

As with many Wikimedia Incubator projects, the Sylheti Wikipedia faces various challenges, including a limited number of active contributors, the necessity for additional reliable sources in Sylheti, and the expansion of its content base. Nevertheless, through the unwavering commitment of its community, these challenges can be surmounted.The future outlook for the Sylheti Wikipedia project is promising. As it continues to grow and mature, it may eventually transition out of the Incubator, becoming an independent Wikimedia project. This evolution would significantly enhance access to knowledge in the Sylheti language for a global audience.


text:
A Guide to Sylheti Wikipedia/Movement

Sylheti Wikipedia in the Wikimedia Incubator is a commendable initiative focused on preserving and disseminating knowledge in the Sylheti language. By providing a platform for collaboration and contribution among Sylheti speakers and enthusiasts, this project plays a vital role in advancing the broader Wikimedia movement's mission of making knowledge freely accessible to all. With the ongoing dedication of its community, the Sylheti Wikipedia project is poised to become a substantial resource for Sylheti language and culture.

title: A Guide to Sylheti Wikipedia/Movement


text:
A Guide to Sylheti Wikipedia/No Significance Beyond the Community

 * Misconception: Some might assume that Sylheti Wikipedia has limited significance outside of the Sylheti-speaking community.

Clarification: Sylheti Wikipedia has the potential to serve as a valuable resource for those interested in Sylheti culture, language, and history, regardless of their linguistic background. It contributes to the broader Wikimedia mission of making knowledge accessible to all.


text:
Elementary Sylheti

Table of contents
{|width="100%" cellspacing="0" cellpadding="15"
 * valign="top" width="33%"|
 * valign="top" width="33%"|

Introductory Material

 * /About/
 * /Introduction/
 * /How this book works/
 * /Survival kit for parents/

Units
 * /Unit1.1/
 * /Unit1.1/
 * /Unit1.2/
 * /Unit2.1/
 * /Unit2.1/
 * /Unit2.2/
 * /Unit3.1/
 * /Unit3.1/
 * /Unit3.2/
 * /Unit4.1/
 * /Unit4.1/
 * /Unit4.2/
 * /Unit5.1/
 * /Unit5.1/
 * /Unit5.2/

Talking about today

 * Unit 1 - Family 1
 * 1-a. Talking with each other
 * 1-b. Talking with your children
 * 1-c. Talking with acquaintances
 * Unit 2 - Jobs
 * 2-1. Talking with each other
 * 2-b. Talking with your children
 * 2-c. Talking with acquaintances
 * Ser / Estar / Tener

Talking about the past

 * Unit 3 - Family 2
 * 3-a. Talking with each other
 * 3-b. Talking with your children
 * 3-c. Talking with acquaintances
 * 3-d. Talking After School
 * 3-e. School Vocab Additions
 * Unit 4 - Education
 * 4-a. Talking with each other
 * 4-b. Talking with your children
 * 4-c. Talking with acquaintances

Planning for the future

 * Unit 5 - Weekend Plans
 * 5-a. Talking with each other
 * 5-b. Talking with your children
 * 5-c. Talking with acquaintances
 * Unit 6 - Holiday Plans
 * 6-a. Talking with each other
 * 6-b. Talking with your children
 * 6-c. Talking with acquaintances

Extra Help
/Supplemental lessons/

/Dialogues/

/Vocabulary/

 * valign="top" width="33%"|

Conclusions

 * /Conclusions/

References and further reading

 * Cable, C. (2014). Primary Teaching Assistants Curriculum in Context. United Kingdom: Taylor & Francis.
 * Martin-Jones, M., Jones, K. (2001). Multilingual Literacies: Reading and Writing Different Worlds. Netherlands: John Benjamins Publishing Company.
 * Revitalizing Endangered Languages: A Practical Guide. (2021). United Kingdom: Cambridge University Press.
 * Weber, J., Horner, K. (2013). Introducing Multilingualism: A Social Approach. United Kingdom: Taylor & Francis.
 * Thomas, C. (2012). Growing Up with Languages: Reflections on Multilingual Childhoods. United Kingdom: Multilingual Matters.

Other resources

 * The Number Story 1: Small Book One English-Sylheti by Miss Anna.
 * }

Related Wikibooks

 * Sylheti
 * Elementary English
 * Elementary Spanish

title: Elementary Sylheti


text: Category:Book:Elementary Sylheti

title: Category:Book:Elementary Sylheti


text:
Elementary Sylheti/About

The "Elementary Sylheti" Wikibook is a valuable resource for individuals interested in learning the Sylheti language, which is spoken primarily in the Sylhet region of South Asia and among Sylheti diaspora communities worldwide. This collaborative project on Wikimedia provides a comprehensive and accessible introduction to the language, catering to beginners and language enthusiasts alike. The Wikibook covers essential basic topics such as pronunciation, grammar, vocabulary, and enabling learners to develop a solid foundation in Sylheti. It offers a dynamic and evolving platform for language learners, fostering a sense of community and cultural exchange. Whether you're a Sylheti heritage speaker looking to reconnect with your roots or a newcomer eager to explore a unique South Asian language, the "Elementary Sylheti" Wikibook could be a handy resource.

title: Elementary Sylheti/About


text: Elementary Sylheti/Printable version

title: Elementary Sylheti/Printable version


text:
Wikibooks:Collections/Elementary Sylheti

 * Help:Collections


text:
Elementary Sylheti/Introduction

Welcome to the world of Sylheti language and culture! The "Elementary Sylheti" Wikibook is your gateway to unlocking the beauty and depth of Sylheti, a language spoken in the enchanting Sylhet region of South Asia and cherished by Sylheti communities around the globe. Whether you're a curious beginner eager to grasp the basics or a heritage speaker looking to strengthen your connection to your roots, this collaborative Wikibook is here to guide you. Our mission is to provide you with a comprehensive, accessible, and engaging resource that not only teaches you the fundamentals of Sylheti pronunciation, grammar, and vocabulary but also immerses you in the rich cultural context of the language. Through this Wikibook, you'll embark on a journey of language learning, cultural exploration, and community building. So, let's embark on this adventure together as we discover the fascinating world of Sylheti language and heritage!

title: Elementary Sylheti/Introduction


text:
Elementary Sylheti/How this book works

One of the crucial skills to acquire during your academic journey is the ability to navigate unfamiliar language interactions. If you've primarily taken structured language courses in school, you might not have encountered this skill, as such classes often emphasize incremental mastery of each language element. Immersive language learning, on the other hand, equips you with the tools necessary to communicate effectively in a native speaker environment, exposing you to elements of the language that you may not have encountered before. This approach mirrors how children naturally learn in school.

title: Elementary Sylheti/How this book works


text:
Wikibooks:Reading room/Administrative Assistance/Archives/2023/July

Block for Vandman328
Leonidlednev (discuss • contribs) 10:03, 5 June 2023 (UTC)
 * Reason: Lock evasion by Vandman1
 * Reason: Lock evasion by Vandman1

 * Marking as ✅ for record's sake. SHB2000 (discuss • contribs) 13:33, 29 July 2023 (UTC)

the book titled "Chess Guide for the Intermediate Player" is not for Intermediate players
I want to rewrite this book because it is poorly written and its title is misleading, what I mean by this is that the book covers very basic ideas, the book describes its target audiance the following way:

"You need to understand the rules of chess. This book is for intermediate players, so we'll talk about openings, tactics, and strategy.

You also need to understand the chess notation, such as 4. Nc3!?.

If you know rules and notation, then you can read this book!"

Basically the book is for those who just learned chess, I'm asking for the book to be renamed to a more fitting title such as ""Chess Guide For Chess Beginners" or ""Chess Guide for Amatuer Players" Doctorbeak (discuss • contribs) 13:32, 25 July 2023 (UTC)

 * This is not an administrative issue. Consider bringing this up on the relevant talk page(s) in question. SHB2000 (discuss • contribs) 13:25, 29 July 2023 (UTC)

2001:8004:E01:8968:0:0:0:0/64
--Leonidlednev (discuss • contribs) 09:03, 28 July 2023 (UTC)
 * Vandalism
 * Vandalism

 * Is that the right /64 range? I see no contributions from this range. --SHB2000 (discuss • contribs) 04:36, 29 July 2023 (UTC)
 * The page in question (user talk:2001:8004:E00:B0DA:38FB:96EF:237A:F34B) was deleted as vandalism. --Leonidlednev (discuss • contribs) 05:13, 29 July 2023 (UTC)
 * I'm going to mark this as ❌ – vandalism from a single IPv6 address does not mean the entire /64 range should be blocked. I already took care of 2001:8004:E00:B0DA:38FB:96EF:237A:F34B on the 28th, so nothing needs to be done here. SHB2000 (discuss • contribs) 13:25, 29 July 2023 (UTC)

Semiprotection of Wikijunior:Ancient Civilizations/Khmer
Would one of the local admin team please protect this for a bit? It's a target of a persistent LTA pest. Thank you in advance - Antandrus (discuss • contribs) 17:20, 29 July 2023 (UTC)

 * ✅; IPs blocked. --SHB2000 (discuss • contribs) 22:36, 29 July 2023 (UTC)

Unicode/Versions
Alexlatham96 (discuss • contribs) 01:52, 29 July 2023 (UTC)
 * Vandalism by what I assume is a sockpuppet army. Inserting false data like before.

 * I went ahead and semi-protected the page again. I can't tell which edits are valid, so please ping again with future issues! —Kittycataclysm (discuss • contribs) 14:28, 30 July 2023 (UTC)
 * Last good version restored fwiw. 𝟙𝟤𝟯𝟺𝐪𝑤𝒆𝓇𝟷𝟮𝟥𝟜𝓺𝔴𝕖𝖗𝟰 (𝗍𝗮𝘭𝙠) 21:24, 31 July 2023 (UTC)


text:
A Guide to Sylheti Wikipedia/Reading

 * Read this book in Sylheti.

title: A Guide to Sylheti Wikipedia/Reading


text: User talk:2402:7500:4E5:1D2F:E045:C341:CE6F:40D6


text:
User talk:Pluviophile5

Higher Education in Spain
The education system in Spain is organized by the national government and the individual governments of each of the 17 autonomous regions in Spain. Elementary (primary) and middle (secondary) school in Spain are obligatory and education is free for all children from the ages of 6 to 16. After finishing secondary education, students will be awarded a graduation certificate, and can continue their studies on higher education if they want.

The Spanish education system is divided into four stages, two of which are optional, preschool and upper secondary education, and the other two are compulsory, specifically primary and secondary education.

Upper Secondary Education
Upper secondary education is not compulsory for students in Spain. After finishing mandatory secondary education, Spanish school graduates may either choose to go on 2-year studies for the Bachillerato certificate, which makes them eligible for university education, or vocational training which will make them eligible for the growing demand of job market.

I. Bachillerato

In order to get the Bachillerato certificate (Spanish Baccalaureate), 16-year old students finishing secondary education in Spain, should undertake a two-year period of studies and take an exam at the end. This certification will give students a chance to enter university and go on to further stages of higher education. Specifically, after earning the Bachillerato, students themselves choose whether to go apply for vocational training or just to take an exam known as “Selectividad” to be enrolled in one the universities in Spain.Bachillerato is one of the flexible way to study and there are some spheres for them to choose such as sciences, humanities and social sciences, as well as arts. This level lasts 2 years in which students learn three different fields of subjects including core subjects, specific subjects, and subjects that are organized by the Autonomous Communities.

''II. Vocational''

Students who choose vocational training Ciclos Formativos after secondary school can get training in plenty of working spheres where they are able to obtain different skills. It lasts four years and is divided into two stages: Grado Medio which gives basic training to students and Grado Superior being lasted by further two years. The second can be continued only by those who are above 18. It means that students who wish to get vocational education can access it after graduating Bachillerato.

III. Universities

Higher education in Spain includes 76 universities, 45 of them are funded by the country. Students must receive their certificate of Bachillerato and need to pass their university entrance exams known as ‘Selectividad’. Spain’s universities attract students not only from native people there, but also from other foreign countries like from Mexico, the USA and Uzbekistan too. From approximately 1.6 million students in the higher education sector, there are around 194,743 international students enrolled in Spanish universities, out of which 56,892 are international students on mobility programmes like ERASMUS. The education system in Spain has a variety of benefits by properly preparing students for the job market and providing high quality education, and internationally-recognized qualifications. Pluviophile5 (discuss • contribs) 23:50, 18 September 2023 (UTC)

Universities
''Cheapest Universities in Spain for International Students ''

Studying in Spain is a wholesome experience, academically, culturally, and socially. Thousands of students worldwide are interested in pursuing their studies in Spain. One of the reasons that makes Spain an ideal country to gain a degree is that Spanish universities, besides their academic excellence, are also pocket-friendly, especially when compared with major study abroad countries, like the US or Australia. Public universities in Spain are usually cheaper than private universities. Therefore, if you are looking for an option at a reasonable price, public universities might be what you need. The tuition fees for overseas students are higher in Spain than for domestic/EU students. However, in general, the average tuition fees are reasonable and affordable, especially when matched with the cost of living and rent in Spain. In the following sections, I have given some of the cheapest universities in Spain for foreign students, to make the process of choosing a university easier. At public universities in Spain, tuition fees are set by the respective Autonomous Community. Before you go on: To better understand how tuition (cost per credit) works at public universities in Spain, read through our cost of studying in Spain guide. Please keep in mind: Ranking system in Spanish universities is assessed according to the cost per credit in the first enrollment in each respective Autonomous Community. However, since the cost per credit in the first enrollment changes depending on the degree program, there could be discrepancies in ranking — meaning the cheapest university for humanities may not necessarily be the cheapest for degrees in health sciences or architecture.

Here are the cheapest universities in Spain for international students:

1. University of Salamanca

2. University of Valencia

3. University of Alicante

4. University of Jaén

5. University of Granada

6. University of A Coruña

7. University of Santiago de Compostela

8. University of Zaragoza

9. Autonomous University of Madrid

10. Pompeu Fabra University Pluviophile5 (discuss • contribs) 23:52, 18 September 2023 (UTC)

Positive sides of Spanish Education System in Spain which can be introduced in many countries
There is a friendly atmosphere in the schools from both peers and instructors. Each of them try to assist newcomers so that they will not have any problem in adapting to a new place. Many schools are bilingual and both children and teachers can speak English apart from their own mother tongue.

Making a child psychologically comfortable is one of the main value in Spanish educational faculties, and this is the element which many countries lack. Children are not given pressure or race for grades. They are not asked to adjust to someone’s pace in order to make everyone study in a similar way. Teacher just writes a task on the board and allows students to go on their paces and parents also disapprove the necessity of giving a lot of tasks instead of making a child happy at the end.

The big plus is having no homework. There is a mobile application which is also given to parents to have access to correspondence. Teachers give classroom task to fill at home. A diary is kept as a communicating tool between teachers and parents. A meeting is held once a semester to talk about problems and challenges children are facing. Specific students are not the main topic in these debates.

During the trimester two tours organized for children. For example, in this trimester, the daughter went to the theatre and the cheese factory. The school organizes events. I remember when at Halloween the kids were supposed to come to the lessons in costumes. Every time everything is fun and colorful. The children had bright impressions. Pluviophile5 (discuss • contribs) 23:56, 18 September 2023 (UTC)

Conclusion
Spain is considered one of the most popular countries according to its universities where education is taught to children on a proffesional level, so I think there are a lot that we as citizens and people responsible for the educaton system and for bringing new methods of teaching in learning. Pluviophile5 (discuss • contribs) 00:00, 19 September 2023 (UTC)

title: User talk:Pluviophile5


text:
User:W.Kalin

BSc, MSc Aerospace Engineer with a particular interest in astrodynamics, optimization, and programming.

title: User:W.Kalin


text:
User:Bndrasserii44

Quick Calculators: These are a set of advanced computer tools designed to meet the needs of individuals, engineers, doctors, pharmacists, hospitals, and companies. All calculators have been developed using trusted global sources such as the World Health Organization. These calculators are distinguished by their support for open APIs, allowing developers to easily use them in their software development.

You can easily calculate your age, measure your body's health, track pregnancy stages and menstrual cycles for women, calculate Zakat, and perform mathematics and academic calculations.

title: User:Bndrasserii44


text:
User talk:Rakhmadi3179

--Xania   talk 04:50, 19 September 2023 (UTC)

title: User talk:Rakhmadi3179


text:
Sylheti Grammar

= Sylheti Grammar =

Sylheti Grammar provides an overview of the grammatical aspects of the Sylheti language, an Indo-Aryan language primarily spoken in the Sylhet and among the Sylheti diaspora.

Phonology
Sylheti exhibits a wide range of vowel and consonant sounds, including nasalized vowels and retroflex consonants.

Nouns
Some Sylheti nouns are gender-neutral and can be singular or plural. Plural forms are often created by adding suffixes.

Pronouns
Sylheti pronouns encompass subject, object, and possessive forms, with distinct polite and familiar forms.

Verbs
Verbs in Sylheti are conjugated based on tense, aspect, and mood. Affirmative and negative sentences use different verb forms, often indicating completion or ongoing actions.

Word Order
The typical word order in Sylheti sentences is Subject-Object-Verb (SOV). However, word order can vary depending on context.

Adjectives and Adverbs
Adjectives typically follow the nouns they modify, while adverbs can be positioned before or after the verb.

Syntax
Sylheti employs postpositions instead of prepositions, and context and intonation play a significant role in conveying meaning.

Questions and Negation
Questions in Sylheti are formed using question particles or by altering word order. Negation is typically expressed through specific negative particles.

Tone and Politeness
Politeness is emphasized in Sylheti's speech, with different levels of politeness. Tone and intonation contribute to conveying politeness.

References and recommended reading

 * 1) "Phonological Adaptations of Some English Loanwords in Sylheti" by Mohammed Abdur Rashid.
 * 2) "Sylheti Verb Conjugation" by Chandan Das.
 * 3) "A Comparative Study of Bangla and Sylheti Grammar" by Amrita Rani Das.
 * 4) "Sound change and tonogenesis in Sylheti" by Priti Raychoudhury and Shakuntala Mahanta.
 * 5) Linguistic studies and research papers on the Sylheti language are available through academic databases like JSTOR and Google Scholar.

title: Sylheti Grammar


text: Category:Book:Sylheti Grammar

title: Category:Book:Sylheti Grammar


text: Sylheti Grammar/Printable version

title: Sylheti Grammar/Printable version


text:
User:Sylveon Casino 4001

Welcome to my userpage!

title: User:Sylveon Casino 4001


text: Category:Book:Sylheti Grammar Worksheet

title: Category:Book:Sylheti Grammar Worksheet


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Sylheti/Reading

 * References and recommended reading

 * 1) "Learning Sylheti" by Rod Chalmers (1996).
 * 2) "A Short Dictionary of Londoni Sylheti"   by Roger Gwynn (2014).
 * 3) Bhuiya, Md. Abdul Musabbir (2000). Jalalabadi Nagri: A Unique Script & Literature of Sylheti Bangla. Badarpur, Assam: National Publishers.
 * 4) Sylheti: a language of Bangladesh. n.a. 2018. SIL International. oai:ethnologue.com:syl
 * 5) LINGUIST List Resources for Sylheti. Damir Cavar, eLinguistics Foundation Board Member (editor); Malgorzata E. Cavar, Director of Linguist List (editor). 2022-05-31. The LINGUIST List (www.linguistlist.org). oai:linguistlist.org:lang_syl

title: Sylheti/Reading