Tripartite system
The tripartite system is the arrangement currently used in the secondary school system for educating pupils in New Ingrea.
History
Based on systems employed in the Ingrea and Germany, the tripartite system of education was introduced in 1952.
The system in operation
As the name suggests, the system consists of three separate streams of schools, each of which cater to pupils of differing academic merit and ability.
Grammar schools
Consisting only of fourth and fifth forms, grammar schools teach pupils a traditional classic education. Grammar schools select from among the top 25% of pupils on the basis of academic merit and performance in the Selective Schools Admission Exam (SSAE). Whilst they are run by the government, these schools resemble the studious atmosphere found in many independent schools. In addition to the compulsory units of grammar, logic, rhetoric, civics, mathematics, physical education, and religion (which are themselves tailored to the classical), grammar schools also require pupils to undertake units in a classical language (Latin, Greek, or Hebrew), and a specially designed curriculum in history that ties together the entire grammar school framework. A number of classes are also taught according to the Socratic method in order to teach pupils techniques in critical thinking.
The culture of grammar schools is the most traditional of any school stream in the education system. The compulsory school uniforms worn in grammar schools are more traditional in style and nearly always include the wearing of blazers, ties, and wide-brimmed hats. Many grammar schools also utilise the prefect system with students, which embodies and reinforces the generally conservative culture and outlook taught in the grammar school system. There are currently 36 grammar schools located across the major urban centres of New Ingrea. At the end of fifth form, a grammar school pupil will attempt the Ordinary Certificate of Education (O-levels), which once passed will allow them to enrol in a matriculation college.
Technical schools
New Ingrea's technical schools are designed to teach mechanical, scientific and engineering skills to pupils in order to serve the needs of industry and science. Ideally, the technical schools aim to produce master builders, architects, engineers, and technicians in various professions. Like grammar schools, technical schools select pupils on the basis of academic merit and performance in the SSAE. However, the technical schools draw their pupils from a slightly wider base, and accept from the top 40% of pupils. Technical schools require pupils to undertake any three units in the areas of industry (automotive mechanics, civil engineering, electrical engineering, leatherworking, metalworking, and woodworking), technology (computer programming, CAD, robotics, technical drawing), or the sciences (agriculture, biology, chemistry, geology, and physics). These units are undertaken in addition to the compulsory units in grammar, literature, civics, mathematics, physical education, and religion.
There are 44 technical schools in the education system. New Ingrea's only agricultural college, Rosenham, is also considered to be a technical school. At the end of fifth form, a technical school pupil will attempt their O-levels, which once passed will allow them to enrol in a matriculation college.
Vocational schools
Vocational schools offer places to any student who went to a New Ingrea primary school, and admission is not dependent on a mark received in the SSAE. The aim of vocational schools is to prepare pupils for an apprenticeship, and as such much of the curriculum is tailored to the practical and vocational. Pupils completing study at a vocational school are required to either seek and obtain an apprenticeship at the end of the fifth form, or if they decide to seek further education, transfer to another school stream and attempt the Advanced Certificate of Education (A-levels).
Units offered at vocational schools have an emphasis on the practical, with pupils required to pick at least two vocational electives from the areas of industry (woodworking, leatherworking, metalworking, automotive mechanics, electronics) or home economics (cooking, sewing). A comprehensive style education is not offered in these schools. Pupils must also undertake compulsory units in grammar, literature, civics, mathematics, physical education, and religion.
Matriculation colleges
After completing of one of the three selective streams, pupils either move into an apprenticeship, or if they wish to attend a polytechnic or university, enrol in a matriculation college. To prepare for tertiary education, pupils must sit their A-levels, which in addition to building on previously taught material, subjects pupils to a more rigorous system of essays and examinations, just as it is in university. At matriculation, a pupil is expected to be able to write a 1,000 word essay. In addition, colleges act as something of a finishing school, with a compulsory unit of General Studies exposing pupils to classical literature, drama, and poetry.
Checks and balances
In order to ensure that all pupils are given the best education possible, a series of checks have been put in place by the Ministry of Education to level the playing field. In order to achieve this, the ministry has adopted practices that ensure equal funding, parental choice, special recommendation and second chance examinations, which together aim to give pupils the best chance possible of admission to a grammar or technical school.
Funding
In order to prevent unequal funding between the streams, the ministry has ensured that all schools are equally funded, with the allocation of money determined by effective full-time places or EFTPs. School boards are not expected to pay for the construction or upkeep of school buildings and grounds. This is the responsibility of the ministry, who fund all infrastructure projects on the basis of need through the Education Infrastructure Agency, an executive agency of the Ministry of Education.
Parental choice
All parents are given a high degree of choice as to which school they wish to send their children, as long as they meet any academic requirements. For parents, any vocational school in their region is open to take their children. Parents may also send their children to any of the grammar or technical school located across the country, as long as the pupil passes the SSAE.
Whilst all schools charge fees for basic services (usually between £50-£100 a year), as well as resources, uniforms, and extra-curricular activities, poor families can have these charges reimbursed if they can prove financial hardship.
Admission
For pupils to be eligible to attend a grammar or technical school, they must meet one of two conditions. Either, they must be in the top 25% or 40% of their form nationwide. Alternatively special selection can be granted in consultation between parents, headmaster, teachers, and pupils, with those who feel they have been wrongly assessed being allowed a year to prove themselves in either a grammar or technical school. This dual process ensures that pupils that are not performing at their best are given an opportunity to sit the exam and hopefully pass.
Two examinations
With the examination itself, pupils sit two separate tests which are taken one week apart. Only the highest mark from these two tests is taken into account, with the poorer mark discarded and not taken into consideration. The final determination for an offer of admission varies from year to year, but any pupil passing the exam can usually expect to be given an invitation to apply for admission to the grammar or technical school of their choice.
Late admissions
For those pupils that do not succeed in the SSAE, the path into the selective system remains open to them for every year until the beginning of upper fifth form. They, or any other student that performs well, can apply to sit a special examination, which is a test held at the end of each year. Each pupil sits one exam, and the result of these tests counts for 50% of the total marks given to a pupil seeking admission. The remaining 50% is determined by coursework assessments taken throughout the year. Places for later forms are much smaller in number, and are somewhat incumbent on existing grammar or technical school students dropping out of the system.