If a quality secondary school can produce a quality graduate in 3 years instead of 4, it will save a quarter of its costs. That means it can cut the price by a quarter!
The Hungarian education system is in an alarming state. Since the regime change in 1990, many both left-wing and right-wing governments tried to reform education; however, neither of those were successful.
Teachers’ salaries are a topic every year. This time, however, it is different. In addition to internal arguments about the state of education, external developments – inflation and the public deficit – also play an important role.
In Slovakia, we need more alternatives, more private schools to help all children. Especially in a situation where we have 2.6% of children attending private primary schools.
Uganda became the fourth country in the world that joined Lithuania and started teaching economics using material provided in the award-winning economics textbook created by the Lithuanian Free Market Institute (LFMI).
Whilst universities have always been in an advantageous situation because of digital tools and lessons available online, amd thanks to the fact that university students are used to digitalization, primary and secondary schools in Hungary are still in their infancy regarding digital education.
On the face of it, COVID-19 has changed everything. Suddenly, homeschooling seems to be the new norm and many parents have to tackle a tremendous challenge for which they have hardly been prepared.
Slovakia is a small country. It cannot afford to be uneducated. Still, the country has been sinking in the PISA rankings that measure “smartness” by comparing results of educational systems. Many small countries rank ahead of Slovakia.
Published in 2015 by the Lithuanian Free Market Institute, the economics textbook Economics in 31 Hours has transformed the way of teaching and learning economics in Lithuania. Already in its fifth edition, the textbook has reached over 53 thousand students in 463 secondary schools and nearly 500 teachers.
Estonia has set itself the goal of making better use of digital opportunities in teaching and developing students’ digital competence – the ability to use digital technology in order to better cope with studying and working, communicating within communities and simply as citizens in a rapidly changing information society.