A selective school is a school that admits students on the basis of some sort of selection criteria, usually academic. The term may have different connotations in different systems and is the opposite of a comprehensive school, which accepts all students, regardless of aptitude.
The split between selective and comprehensive education is usually at secondary level; primary education is rarely selective. At the university level, selection is almost universal, but a few institutions practice open admissions or open-door enrollment, allowing students to attend regardless of prior qualification.
In New South Wales, selective high schools are government schools that select students on the basis of academic ability. Most students enter a selective high school in Year 7, after sitting the Selective High Schools Test in the previous year. The process of entering selective schools is much like that of a university, with students electing their preferences and being chosen for schools based on their performance on the Selective High Schools Test.
Compared to the other states, New South Wales has many more selective schools than other states, (see List of selective high schools in New South Wales).
In Victoria, Australia, there are four general selective schools: Melbourne High School, Mac.Robertson Girls' High School, Nossal High School and Suzanne Cory High School.
There are also a number of selective schools specialising in specific areas, such as the Victorian College of the Arts Secondary School (specialising in the arts), John Monash Science School (specialising in science) and Maribyrnong College (specialising in sport). The University High School also operates a selective science-specialist subschool called Elizabeth Blackburn Sciences.
In addition to these, there are also over 40 schools in Victoria offering Select Entry Accelerated Learning (SEAL) programs, in which academically gifted students may either complete secondary education in five years (instead of six) or complete their Victorian Certificate of Education in three years (instead of two).
This page is automatically generated and may contain information that is not correct, complete, up-to-date, or relevant to your search query. The same applies to every other page on this website. Please make sure to verify the information with EPFL's official sources.
A comprehensive school is a secondary school for pupils aged 11–16 or 11–18, that does not select its intake on the basis of academic achievement or aptitude, in contrast to a selective school system where admission is restricted on the basis of selection criteria, usually academic performance. The term is commonly used in relation to England and Wales, where comprehensive schools were introduced as state schools on an experimental basis in the 1940s and became more widespread from 1965.
A grammar school is one of several different types of school in the history of education in the United Kingdom and other English-speaking countries, originally a school teaching Latin, but more recently an academically oriented secondary school. The original purpose of medieval grammar schools was the teaching of Latin. Over time the curriculum was broadened, first to include Ancient Greek, and later English and other European languages, natural sciences, mathematics, history, geography, art and other subjects.
A state school or public school is a primary or secondary school that educates all students without charge. Such schools are funded in whole or in part by taxation. State-funded schools exist in virtually every country of the world, though there are significant variations in their structure and educational programmes. Government funded education generally encompasses primary and secondary education (4 years old to 18 years old).
Following the path initiated by Britain and the United States, where the evolution of education and the importance of the architecture of schools were debated vigorously by school boards, and mainly under the influence of Germany and the Netherlands, Switz ...
EPFL2019
The research consists of three successive and interdependent parts. The 1st part seeks to reconstruct the typological evolution of primary schools and their associated daylighting strategies between 1945 and 2015 in Switzerland – a country widely recognize ...