Education In Italy Case Study

873 Words 4 Pages
Education
Italy
Education in Italy focuses primarily on highly centralized public school systems that are financially covered through the central and local governments. The central government covers teacher and staff salaries while the local governments focus on school maintenance and cost of school buildings. Resources such as economic finances are depended on the country parameters and the areas of higher educational support, which has created regional differences among students’ scores towards math, reading, science, and problem solving. In higher socioeconomic areas of Italy, children have greater chances of succeeding educationally and meeting government standards for educational standards (Di Giacomo & Pennisi, 2015). Children in higher
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In 2005 alone, 20% of aged 20-29 citizens were enrolled in higher educational institutions with a high dropout rate of over 40% (“Italy”, 2008). Differences in the academic success and acceptance into higher educational institutions can be attributed to socioeconomic differences and low financial returns in wages from receiving a higher education. Although enrollment fees into a university are considered lower compared to other European countries, parents in Italy are more likely to financially support their children in higher education if they are deemed higher in socioeconomic status. This creates lower educational achievement in Italy by the high dropout rates recorded and the decreased support for lower socioeconomic families to attend higher educational institutions (Checchi, 2000). In 2010, Italy had recently decreased government control over higher education and began gaining public control and responsibility with government control over basic principals. With the increase in involvement form the public service reforms, Italy shows a greater improvement for lower socioeconomic representation and increased enrollment rates (Donina, Meoli, & Paleari, …show more content…
The education consisted of Ge’ez, classic Ethiopian tongue, and children were required to learn 265 characters and commit to memory parts of biblical texts in Ge’ez. Children at this level are also introduced to numbers and writing will be attempted for highly developed students (Milkias, 2012). Higher education in the traditional era focused on specializations in music, poetry, and texts. All of the specialties require two years of learning and exercise and other programs require years of training afterwards. To achieve higher education, students must travel to Gojam, Gondar, Tigre, and Wallo because of the lack of institutions offered in Ethiopia. Nevertheless, traditional education is still taught throughout Ethiopia for students inquiring a religious education, but there has been a recent increase in Western education at the secondary and higher educational levels. However, preprimary school is still a prerequisite to government-established public schools to allow for the teaching of reading and writing (Milkias, 2012). Primary educational institutions account for 11,754 buildings and have on average 7,876,188 students attending (World,

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