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Liechtenstein:Organisation of Primary Education

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Overview Liechtenstein

Contents

Liechtenstein:Political, Social and Economic Background and Trends

Liechtenstein:Historical Development

Liechtenstein:Main Executive and Legislative Bodies

Liechtenstein:Population: Demographic Situation, Languages and Religions

Liechtenstein:Political and Economic Situation

Liechtenstein:Organisation and Governance

Liechtenstein:Fundamental Principles and National Policies

Liechtenstein:Lifelong Learning Strategy

Liechtenstein:Organisation of the Education System and of its Structure

Liechtenstein:Organisation of Private Education

Liechtenstein:National Qualifications Framework

Liechtenstein:Administration and Governance at Central and/or Regional Level

Liechtenstein:Administration and Governance at Local and/or Institutional Level

Liechtenstein:Statistics on Organisation and Governance

Liechtenstein:Funding in Education

Liechtenstein:Early Childhood and School Education Funding

Liechtenstein:Higher Education Funding

Liechtenstein:Adult Education and Training Funding

Liechtenstein:Early Childhood Education and Care

Liechtenstein:Organisation of Programmes for Children under 4 years

Liechtenstein:Teaching and Learning in Programmes for Children under 4 years

Liechtenstein:Assessment in Programmes for Children under 4 years

Liechtenstein:Organisation of Programmes for Children over 4 years

Liechtenstein:Teaching and Learning in Programmes for Children over 4 years

Liechtenstein:Assessment in Programmes for Children over 4 years

Liechtenstein:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Liechtenstein:Primary Education

Liechtenstein:Organisation of Primary Education

Liechtenstein:Teaching and Learning in Primary Education

Liechtenstein:Assessment in Primary Education

Liechtenstein:Organisational Variations and Alternative Structures in Primary Education

Liechtenstein:Secondary and Post-Secondary Non-Tertiary Education

Liechtenstein:Organisation of General Lower Secondary Education

Liechtenstein:Teaching and Learning in General Lower Secondary Education

Liechtenstein:Assessment in General Lower Secondary Education

Liechtenstein:Organisation of General Upper Secondary Education

Liechtenstein:Teaching and Learning in General Upper Secondary Education

Liechtenstein:Assessment in General Upper Secondary Education

Liechtenstein:Organisation of Vocational Secondary Education

Liechtenstein:Teaching and Learning in Vocational Secondary Education

Liechtenstein:Assessment in Vocational Secondary Education

Liechtenstein:Organisation of Post-Secondary Non-Tertiary Education

Liechtenstein:Teaching and Learning in Post-Secondary Non-Tertiary Education

Liechtenstein:Assessment in Post-Secondary Non-Tertiary Education

Liechtenstein:Higher Education

Liechtenstein:Types of Higher Education Institutions

Liechtenstein:First Cycle Programmes

Liechtenstein:Bachelor

Liechtenstein:Short-Cycle Higher Education

Liechtenstein:Second Cycle Programmes

Liechtenstein:Programmes outside the Bachelor and Master Structure

Liechtenstein:Third Cycle (PhD) Programmes

Liechtenstein:Adult Education and Training

Liechtenstein:Distribution of Responsibilities

Liechtenstein:Developments and Current Policy Priorities

Liechtenstein:Main Providers

Liechtenstein:Main Types of Provision

Liechtenstein:Validation of Non-formal and Informal Learning

Liechtenstein:Teachers and Education Staff

Liechtenstein:Initial Education for Teachers Working in Early Childhood and School Education

Liechtenstein:Conditions of Service for Teachers Working in Early Childhood and School Education

Liechtenstein:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Liechtenstein:Initial Education for Academic Staff in Higher Education

Liechtenstein:Conditions of Service for Academic Staff Working in Higher Education

Liechtenstein:Continuing Professional Development for Academic Staff Working in Higher Education

Liechtenstein:Initial Education for Teachers and Trainers Working in Adult Education and Training

Liechtenstein:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Liechtenstein:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Liechtenstein:Management and Other Education Staff

Liechtenstein:Management Staff for Early Childhood and School Education

Liechtenstein:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Liechtenstein:Education Staff Responsible for Guidance in Early Childhood and School Education

Liechtenstein:Other Education Staff or Staff Working with Schools

Liechtenstein:Management Staff for Higher Education

Liechtenstein:Other Education Staff or Staff Working in Higher Education

Liechtenstein:Management Staff Working in Adult Education and Training

Liechtenstein:Other Education Staff or Staff Working in Adult Education and Training

Liechtenstein:Quality Assurance

Liechtenstein:Quality Assurance in Early Childhood and School Education

Liechtenstein:Quality Assurance in Higher Education

Liechtenstein:Quality Assurance in Adult Education and Training

Liechtenstein:Educational Support and Guidance

Liechtenstein:Special Education Needs Provision within Mainstream Education

Liechtenstein:Separate Special Education Needs Provision in Early Childhood and School Education

Liechtenstein:Support Measures for Learners in Early Childhood and School Education

Liechtenstein:Guidance and Counselling in Early Childhood and School Education

Liechtenstein:Support Measures for Learners in Higher Education

Liechtenstein:Guidance and Counselling in Higher Education

Liechtenstein:Support Measures for Learners in Adult Education and Training

Liechtenstein:Guidance and Counselling in a Lifelong Learning Approach

Liechtenstein:Mobility and Internationalisation

Liechtenstein:Mobility in Early Childhood and School Education

Liechtenstein:Mobility in Higher Education

Liechtenstein:Mobility in Adult Education and Training

Liechtenstein:Other Dimensions of Internationalisation in Early Childhood and School Education

Liechtenstein:Other Dimensions of Internationalisation in Higher Education

Liechtenstein:Other Dimensions of Internationalisation in Adult Education and Training

Liechtenstein:Bilateral Agreements and Worldwide Cooperation

Liechtenstein:Ongoing Reforms and Policy Developments

Liechtenstein:National Reforms in Early Childhood Education and Care

Liechtenstein:National Reforms in School Education

Liechtenstein:National Reforms in Vocational Education and Training and Adult Learning

Liechtenstein:National Reforms in Higher Education

Liechtenstein:National Reforms related to Transversal Skills and Employability

Liechtenstein:European Perspective

Liechtenstein:Legislation

Liechtenstein:Institutions

Liechtenstein:Bibliography

Liechtenstein:Glossary

Geographic Accessibility

A school district is fixed for each public school. In the case of the primary schools it is the municipal school council which determines the school districts. They are distributed geographically so that there are roughly equal-sized classes in each district. If kindergarten and primary classes are amalgamated, the municipal school council determines the applicable school district (Ordinance on the Organisation of Public Schools, Art. 3).

The children are in principle allotted to the primary school of their residential community. If there are special reasons (cf. choice of school below (LINK), the Education Office can dispense with this ruling (School Law Art. 6, 2).

Where necessary, the municipalities organise transport arrangements (school buses) for the children and cover the costs.

Admission Requirements and Choice of School

Starting age and readiness for School

Towards the end of the kindergarten stage a child’s readiness for school is assessed and a decision is made as to whether the child can start school or must wait another year. The relevant factors are age, stage of development, and the family circumstances of the child. Children who are judged to be not ready for school in certain aspects can attend special classes where they receive specific help to prepare them for school (cf. below). The decision-making process involves teachers, the parents and, if necessary, an educational psychologist.

School attendance is compulsory for all children who live in Liechtenstein and have reached the age of six years by the cut-off date (30 June). There is a discretionary period of four months i.e. parents can freely decide on their child’s entry into the primary school up to two months before and two months after the cut-off date (cf. table below). If the child reaches the age of six in the two months after the cut-off date, admission is provisory (trial period up to the autumn holidays) (School Law, Art. 74 ff).

G1: Picture illustrating flexible enrollement sytsem

At the request of the parents, the head of school, with the involvement of an educational psychologist, may admit to school prematurely a child who is neither obliged nor entitled to start school; or may defer entry to school, by a year, of a child who is of school age but who is deemed not to be ready for school (School Law, Art. 74ff., 86).

Choice of School

There is no option to choose a school in the public school system. Children attend the primary school in the municipality in which they live, or alternatively are allotted to the most appropriate primary school. In special cases (e.g. if a child is being looked after in a day-care centre or with a registered carer in another municipality), a request for the child to attend a different primary school may be granted.

Age levels and Grouping of Pupils

Classes or levels are normally organised according to age groups or grades. At the primary level, as well as in kindergartens, day schools and sports classes, classes may be formed, when necessary, which span more than one grade or even more than one type of school. In three small primary schools - out of the total of 14 primaries in the country - there are currently classes which span two grades.

The primary classes are taught by teachers who have been trained as generalists. These teachers teach all, or most, of the subjects. The class teacher looks after and bears responsibility for the class. By agreement with the municipal school council, the function of the class teacher can be carried out by two teachers, as long as each teacher spends at least 40% of their time with the class.

If necessary, specialist teachers can be employed for certain subject areas, for remedial teaching or for the teaching of children with special educational needs.

The class size guidelines are set by the government. In the primary school, the minimum class size is 12 pupils, the average is 20, and the maximum 24 (Ordinance on the Organisation of Public Schools, Appendix 1).

Special Preparatory Classes

For children who are somewhat backward in development at the decisive moment, there are special provisions - known as special preparatory classes - by means of which they are supported and prepared for the demands of the first or second stage of the primary school. This is based on targeted support diagnostics under conditions of the maximum possible individual attention.

Special Preparatory Classes begins when a child becomes of obligatory schooling age and lasts one or two school years. After the one-year Special Preparation the child will move into the first level of the primary school; after the two-year Special Preparation into level 2 of the primary school. The time spent in the special preparatory classes  is counted towards the school time required for satisfying the mandatory minimum schooling requirements.

Preparatory classes can take place in special classes or in the context of supplementary classes (Ordinance on special educational measures, paedagogic-therapeutic measures, special education and the educational psychology service, Art.7ff).

Organisation of the School Year

The school year is divided into two terms and lasts between 38 and 40 weeks overall - around 200 school days between mid-August and the beginning of July (School Law, Art. 12). School holidays are in summer, autumn, at Christmas, in February and in the spring (Ordinance on the Organisation of the Public Schools; Ordinance on the Organisation of Public Schools, Appendix 2, Art. 7a, para.1) and are organized as follows:

Holidays
Start
Length
Autumn holidays
First Saturday in October
2 weeks
Christmas holidays

24 December

If 24 December falls on a Tuesday, the holidays begin on 21 December

 Until 6 January.

If 6 January falls on a Thursday, the holidays will end on 9 January

Second term of the school year

2 February

If 2nd February falls on a Tuesday, the 1st February is also a holiday. If 2nd February falls on a Thursday, the 3rd February is also a holiday


Sports holidays
Saturday of Carnival Week
Sunday in Lent
Easter holidays
Midday on Maundy Thursday
Until the Sunday of the second week after Easter
Long weekend Ascension Thursday
Sunday after Ascension

Long weekend Feast of Corpus Christi
  Sunday after Corpus Christi

Summer holidays
First Saturday in July

If the first Saturday of July falls on the first day of the month, the holidays will begin on the second Saturday in July


 

The national holiday calender is published on the website of the Office of Education: National School holidays calender for School years 2013/14 till 2015/16

Organisation of the School Day and Week

Number of lessons per week per subject and class The number of lessons per week is set out in the table of lessons in the syllabus:

  • 23 in the first class
  • 26 in the second class
  • 28 in the third class and
  • 30 in the fourth and fifth classes.

Each lesson lasts 45 minutes.

In the morning, there is a break of 20 minutes after the second lesson and another break of 15 minutes after the second lesson in the afternoon.

In the kindergarten and the primary school lessons do not start before 8 am and the lunch break lasts at least 75 minutes.

Compulsory or voluntary-compulsory lessons may not take place during the lunch break (except for home economics where lunch is taken during the lesson). In the first and second years of primary school, there is an extra afternoon with no lessons in addition to the regular free afternoon on Wednesdays. (Ordinance on the Organisation of Public Schools, Art. 8)



Out-of-hours provision

(before lessons)

Lessons

Morning

Lunch

break

Lessons

Afternoon

Out-of-hours provision

(after lessons)

Monday
determined according to school provision, dependent on availability of care service provisions
Start not before 8 am
at least 70 minutes; in the case of schools which provide lunch at least 40 minutes (normally 11.30 at the latest until 13.30 at the earliest)
compulsory and voluntary-compulsory lessons finish at 5 pm at the latest
determined according to school provision, dependent on availability of care service provisions
Tuesday
Wednesday
no lessons
Thursday
compulsory and voluntary-compulsory lessons finish at 5 pm at the latest
Friday

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Supplementary Child Care

Supplementary child care services outside of Schools falls within the remit of the Office of Social Affairs and is governed by the relevant laws and decrees for out-of-home supervision and care. The care staff are employed by the municipalities, which also cover the costs (Ordinance on out-of-home Supervision and Care of Children and young Persons).

In Liechtenstein there are two models for supplementary care for school children, as follows:

Day care centres: Responsibility for certification/approval and supervision rests with the Office of Social Services. The providers (mostly associations) are responsible for the day-to-day operation. The municipalities make available buildings and infrastructure. So far, day centre provision in Liechtenstein is mainly organised by the Association of Childrens’ Day Centres. Their range of services covers the following areas: kindergartens and primary schools with flexible starting times, help with school homework, as well as providing lunch and childcare before and after lessons. The supplementary care provision is free and parents can opt in and out as they wish (à la carte system).

Day schools: In respect of municipal schools, responsibility for the teaching staff and the syllabus rests with the Office of Education, while responsibility for nursery/after-school care staff and infrastructure rests with the municipality. In the case of country schools, full responsibility rests with the Office of Education. Day schools are based on a particular educational model. Lessons and care/supervision flow into each other. During lesson times, the day school is obligatory for all from Monday to Friday (except for a maximum of two afternoons). Day schools are governed by two principles: voluntary participation and absence of fees. Currently there are two day schools in Liechtenstein (Schaan and Vaduz) offering a whole day programme (National Concept for Day Care Provisions).