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Liechtenstein:Organisation of Programmes for Children over 4 years

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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

Kindergarten

It is the Kindergarten's intention to educate children in cooperation with the family and according to the findings of education sciences and child psychology. This means that children are encouraged according to their age and their individuality in order to prepare an optimum transition to the primary school. Organisation as well as schooling and education at Kindergarten are legally regulated (Art. 21).

Attendance at Kindergarten is voluntary. However, the Government may declare the last year before the beginning of school a compulsory one. Children with a foreign language and children whose start of school has been postponed are obliged to attend Kindergarten (Art. 23). Public Kindergarten together with the primary schools are part of the so called municipality schools. They are collectively organised, i.e. there is a common school management for both types of school. Besides the state run Kindergarten there are also privately organised Kindergarten under state supervision.

Houses with structured Day Programmes and Day-Care Centres

Houses with structured day programmes organise care for children at Kindergarten age in the early morning (before school), at lunchtime and in the afternoon, supplementary to school and family life. Childcare and accompanying support by pedagogical experts include time for learning, free activities and rest time as well as food at lunchtime.

In most of the situations it is the Day-care Centres Association offering these services. In addition, there are primary schools offering childcare for the whole day (day-care centres). (For further information in connection with institutions and services of supplementary education and childcare see the chapter on primary schools).


Geographical Accessibility

Establishment and maintenance of the Kindergarten are the responsibility of the municipalities. Each municipality is required to establish as many facilities as to admit two year groups (Art. 20). Every Kindergarten is part of a catchment area that is detailed by the municipality's School Council.

Admission Requirements and Choice of ECEC Institution

The qualifying day of admission to the Kindergarten is determined by a governmental Act along with a deadline until which the parents have the right to decide on their own on the admission of their child to Kindergarten.

Children aged four years on the qualifying date of 30 June are entitled to admission to Kindergarten. The fixed period of time during which parents may decide on their own and after prior information by the school management on their child's admission to the Kindergarten is two months. It usually starts on the 1st July and ends on the 31st August. (See the Education Authority's brochure „Admission to the Kindergarten“, showing information for parents about their child's admission to Kindergarten.)

If a child is not yet entitled to be admitted to Kindergarten it is the municipality's School Council deciding – on the parents' application – on an early admission. The municipality's School Council may ask for relevant information.

Children with special needs are entitled to attend a special needs Kindergarten. The municipality's School Council decides on the parents' application if their child with special needs may attend a regular Kindergarten. The Council's decision also takes into consideration the special educational needs of the child and the school as a whole. Prior to the decision there are consultations with the parents, the municipality's School Council, Kindergarten teachers, with the physician as well as with the educational psychologist. Further details are regulated by the Statutory Order about Special Educational Measures, Pedagogical-Therapeutical Measures, Special Education and the School Psychological Service.

Usually children attend Kindergarten at their place of residence, or rather in their catchment area. For the admission to a Kindergarten outside of the relevant catchment area the parents are obliged to file an application disclosing the reasons to the Education Authority.

Age Levels and Grouping of Children

The duration of the Kindergarten is two years. Classes at disposal are in year groups, but may also be overlapping years or school types (primary school).

Classes include a minimum of 10 and a maximum of 20 pupils.

Organisation of Time

The duration of the school year is minimally 38 and maximally 40 weeks. The distribution of the holidays within the school year is regulated by governmental ordinance (Art. 12).

Please see the relevant details on the section 5.1.4 on the organisation of the school year in the section on primary education.

Organisation of the School Day and Week

Teaching time is (partly) regulated by Statutory Order on the Organisation of State Schools. Education at Kindergarten does not start before 8 a.m., lunch is minimally 75 minutes, there is a minimal break of 20 minutes in the morning and a minimum break of 15 minutes in the afternoon.

Classes are usually from 8 a.m. to 11.30 a.m. in the morning and from 1.30 p.m to 3 p.m. in the afternoon. On the parents' application a child may be excused from afternoon lessons until the autumn holidays in the first term of the school year (see the brochure „Admission to the Kindergarten“).


References