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Education In Suriname
The education in Suriname was initially set up in analogy to the Dutch education system. In terms of structure, the education system is now a mixture of school types that were common in the Netherlands before, during and after the Mammoetwet. The language of instruction is Dutch language, Dutch; mainly Surinamese Dutch. The four exceptions to this rule are thInternational Academy of Suriname administered by a local Christian foundation, Christian Liberty Academy, Suriname, Christian Liberty Academy, administered by the Caribbean Christian Ministries, and the AlphaMax Academy, a private nonsectarian school administered by the AlphaMax Foundation, and since 2011 Suriname International School, which provides k12 online school for high school students. The adult literacy rate is 94.4%. The Human Rights Measurement Initiative (HRMI) finds that Suriname is fulfilling only 61.6% of what it should be fulfilling for the right to education based on the country's level of income. HRMI breaks d ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Voorbereidend Wetenschappelijk Onderwijs
''Voorbereidend wetenschappelijk onderwijs'' (VWO, meaning "preparatory scientific education" in Dutch) is the highest variant in the secondary educational system of the Netherlands, attended by approximately a fifth of all Dutch high school students. After leaving primary or elementary school students are enrolled in different types of secondary schools, according to their academic ability. The course is a six-year course and successful completion allows the candidate admission to Dutch universities. The VWO is therefore a matriculation exam. The VWO includes the so-called Gymnasium variant, which differs from the regular VWO variant (also called Atheneum) in that it has Latin and/or Classic Greek as an additional, compulsory part of the curriculum (some schools offer additional courses as well). A few schools offer only the Gymnasium variant, called 'Categoraal Gymnasium'. Of all VWO students, around a quarter follow gymnasium, accounting for approximately 5-6% of all Dutch hig ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Paramaribo (2720316874)
Paramaribo (; ; nicknamed Par'bo) is the capital city, capital and largest city of Suriname, located on the banks of the Suriname River in the Paramaribo District. Paramaribo has a population of roughly 241,000 people (2012 census), almost half of Suriname's population. The historic inner city of Paramaribo has been a UNESCO World Heritage Site since 2002. Name The city is named for the Paramaribo tribe living at the mouth of the Suriname River; the name is from Tupi–Guarani languages, Tupi–Guarani ''para'' "large river" + ''maribo'' "inhabitants". History The name Paramaribo is probably a corruption of the name of a native village, spelled Parmurbo in the earliest Dutch sources. This was the location of the first Dutch settlement, a trading post established by Nicolaes Baliestel and Dirck Claeszoon van Sanen in 1613. English and French traders also tried to establish settlements in Suriname, including a French post established in 1644 near present-day Paramaribo. All e ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Anton De Kom University Of Suriname
Anton de Kom University ( nl, Anton de Kom Universiteit van Suriname) is the only university in Suriname. It is located in the capital, Paramaribo, and named for Anton de Kom, an anti-colonialist activist who was killed by the Nazis while in exile in the Netherlands. History Founding Tertiary education in Suriname dates back to the 19th century. In 1882 there was already tertiary education provided at the Geneeskundige School and there also existed an organized juridical education (The Law-school), which was founded in the late forties. Furthermore, there were other para-university courses, namely the discipline to become a surveyor, dentist and pharmacist. At the centenary of the Estates of Suriname in 1966, this organization took the important decision to cooperate with the government of Suriname to found a university. The proclamation was made on 1 November 1968, in the then still existing Theatre Star. Since then, the first of November is celebrated as Founders' Day. Lin ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
HAVO
''Hoger algemeen voortgezet onderwijs'' (havo, meaning "higher general continued education" in Dutch) is a stream in the secondary educational system of the Kingdom of the Netherlands and Suriname. It has five grades and is generally attended at ages of 12 to 17. It provides access to the hogeschool-level (polytechnic) of tertiary education. The first three years are the ''Basisvorming'' (literally "basis formation"). All pupils follow the same subjects: languages, mathematics, history, arts and sciences. In the third year, pupils must choose one of four profiles. A profile is a set of different subjects that will make up for the largest part of the pupil's timetable in the fourth and fifth year. It is called the ''Tweede Fase'' (literally "second phase"). A profile specialises the pupil in an area, and some studies therefore require a specific profile. Students must also choose one to three additional subjects. Furthermore, Dutch and English, as well as some other subjects, are c ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Meer Uitgebreid Lager Onderwijs
Meer Uitgebreid Lager Onderwijs (Dutch, "more advanced primary education") was during part of the twentieth century a level of education in the Netherlands (and the Dutch East Indies), comparable with the junior high school level in the US education system. Its successors were the mavo and vbo, now both replaced by vmbo. This level of education was used up to 2021 in Suriname, when it was replaced with "voortgezet onderwijs". In Suriname, MULO was a four year program. It was split into MULO-A which was focused on business and MULO-B which was focused on science. After graduating, students could move onto three-year VWO leading to university or a two-year HAVO leading to higher vocational training. See also * Education in the Netherlands Education in the Netherlands is characterized by division: education is oriented toward the needs and background of the pupil. Education is divided over schools for different age groups, some of which are divided in streams for different educatio ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Dutch Language
Dutch ( ) is a West Germanic language spoken by about 25 million people as a first language and 5 million as a second language. It is the third most widely spoken Germanic language, after its close relatives German and English. ''Afrikaans'' is a separate but somewhat mutually intelligible daughter languageAfrikaans is a daughter language of Dutch; see , , , , , . Afrikaans was historically called Cape Dutch; see , , , , , . Afrikaans is rooted in 17th-century dialects of Dutch; see , , , . Afrikaans is variously described as a creole, a partially creolised language, or a deviant variety of Dutch; see . spoken, to some degree, by at least 16 million people, mainly in South Africa and Namibia, evolving from the Cape Dutch dialects of Southern Africa. The dialects used in Belgium (including Flemish) and in Suriname, meanwhile, are all guided by the Dutch Language Union. In Europe, most of the population of the Netherlands (where it is the only official language spoken country ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Adult Literacy
Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. Merriam, Sharan B. & Brockett, Ralph G. ''The Profession and Practice of Adult Education: An Introduction''. Jossey-Bass, 2007, p. 7. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner. and to ensure the fulfillment of an individual. In particular, adult education reflects a specific philosophy about learning and teaching based on the assumption that adults can and want to learn, that they are able and willing to take responsibility for the learning, and that the learning itself should respond to their needs. Driven by what one needs or wants to learn, the available opportunities, and the manner in which one learns, adult learning is affected by demographics, globalizat ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
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