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State school

From Wikipedia, the free encyclopedia

https://en.wikipedia.org/wiki/State_school

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).

By region and country

Africa

South Africa

In South Africa, a state school or government school refers to a school that is state-controlled. These are officially called public schools according to the South African Schools Act of 1996, but it is a term that is not used colloquially. The Act recognised two categories of schools: public and independent. Independent schools include all private schools and schools that are privately governed. Independent schools with low tuition fees are state-aided and receive a subsidy on a sliding-scale. Traditional private schools that charge high fees receive no state subsidy.

State schools are all state-owned, including section 21 schools (formerly referred to as "model C" or semi-private schools) that have a governing body and a degree of budget autonomy, as these are still fully owned and accountable to the state.

Americas

Canada

Per the Canadian constitution, public-school education in Canada is a provincial responsibility and, as such, there are many variations among the provinces. Junior kindergarten (or equivalent) exists as an official program in only Ontario and Quebec while kindergarten (or equivalent) is available in every province, but provincial funding and the level of hours provided varies widely. Starting at grade one, at about age six, there is universal Crown-funded access up to grade twelve (or equivalent). Schools are generally divided into elementary schools (kindergarten to Grade 8) and high schools (Grades 9 to 12). However, in many areas, middle schools are also provided and in some schools, particularly in rural areas, the elementary and middle levels can be combined into one school. In 2003, Grade 13 (also known as the Ontario Academic Credit or "OAC" year) was eliminated in Ontario; it had previously been required only for students who intended to go on to university. Children are required to attend school until the age of sixteen in most provinces, while students in Ontario and New Brunswick must attend schools until the age of 18.

Some Canadian provinces offer segregated-by-religious-choice, but nonetheless Crown-funded and Crown-regulated, religiously based education. In Ontario, for example, Roman Catholic schools are known as "Catholic school" or "Separate school", not "Public school", although these are, by definition, no less "public" than their secular counterparts.

Latin America

In some countries, such as Brazil and Mexico, the term public schools (escuelas públicas in Spanish, escolas públicas in Portuguese) is used for educational institutions owned by the federal, state, or city governments which do not charge tuition. Such schools exist in all levels of education, from the very beginning through post-secondary studies. Mexico has nine years of free and compulsory primary and secondary education.

Panama has 11 years of compulsory education, from pre-kindergarten to 9th grade, with children first entering at four or five years old and parents are required by law to give financial support to their children until they are 25 years old if they are studying.

Education in Argentina is a responsibility shared by the national government, the provinces and federal district and private institutions, though basic guidelines have historically been set by the Ministry of Education. Closely associated in Argentina with President Domingo Sarmiento's assertion that "the sovereign should be educated" (sovereign referring to the people), education has been extended nearly universally and its maintenance remains central to political and cultural debate. Even though education at all levels, including universities, has always been free, there is a large number of private schools and universities.

United States

In the United States, the term state school is colloquial for state university, a college, or a university in a state university system. Instead, the term public school is used for elementary, middle, and high schools funded or run by a governmental entity. Private school generally refers to primary, secondary and tertiary educational institutions that are not government-owned; in practice the term is generally used to refer to non-sectarian schools.

Elementary, middle, and high schools that are operated by a religious organisation are commonly called parochial schools (though, in practice, the term is generally used to refer only to schools operated by the Catholic Church or some other mainline denomination; the term Christian school is generally used to refer to schools operated by Evangelical, Pentecostal/Charismatic, or Fundamentalist Christian churches).

The role of the federal government in education is limited and indirect. Direct control of education is a power reserved to the states under the Tenth Amendment to the United States Constitution because the Constitution does not explicitly or implicitly give the federal government authority to regulate education. However, any public or private school that accepts educational funding from the federal government, including participation in collegiate federal financial aid programs (such as Pell Grants and Stafford Loans), by accepting the funds or participating in a particular federal program, subjects itself to federal jurisdiction to the extent of that participation.

The United States Department of Education supervises the role of the federal government in education. Direct regulation of public, private and parochial schools is done by state and territorial governments; schools in Washington, D.C., are regulated by the District Government. Broad regulation of public schools is typically accomplished through a state education agency and a state department of education. There is usually a state superintendent of schools, who is appointed or elected to co-ordinate the state department of education, the state board of education, and the state legislature itself. Statewide education policies are disseminated to school "districts" or their equivalents. They are associated with counties, or with groups of counties, but their boundaries are not necessarily coterminous with county boundaries. The intermediate school districts encompass many local school districts. The local school districts operate with their own local boards, which oversee operations of the individual schools within their jurisdiction.

In most states, the county or regional "intermediate" school districts merely implement state education policy and provide the channels through which a local district communicates with a state board of education, state superintendent, and department of education. They do not establish county or regional policies of their own.

Local school districts are administered by local school boards, which operate public elementary and high schools within their boundaries. Public schools are often funded by local taxpayers, and most school boards are elected. However, some states have adopted new funding models that are not dependent upon the local economy.

Public schools are provided mainly by local governments. Curricula, funding, teaching, and other policies are set through locally elected school boards by jurisdiction over school districts. The school districts are special-purpose districts authorised by provisions of state law. Generally, state governments set minimum standards relating to almost all activities of elementary and high schools, as well as funding and authorisation to enact local school taxes to support the schools, primarily through real property taxes. The federal government funds aid to states and school districts that meet minimum federal standards. School accreditation decisions are made by voluntary regional associations. The first free public school in America was the Syms-Eaton Academy (1634) in Hampton, Virginia, and the first tax-supported public school in America was in Dedham, Massachusetts, founded by Rev. Ralph Wheelock. In the United States, 88% of students attend public schools, compared with 9% who attend parochial schools, 1% who attend private independent schools, and 2% who are homeschooled.

Public school is normally split up into three stages: elementary school (kindergarten to 5th or 6th grade), middle ("intermediate" or junior high school) from 5th, 6th, or 7th grade to 8th or 9th grade, and high school (9th or 10th to 12th grade).

The middle school format is increasingly common in which the elementary school contains kindergarten or 1st grade to 5th or 6th grade and the middle School contains 6th or 7th and 8th grade. In addition, some elementary schools are splitting into two levels, sometimes in separate buildings: elementary school (usually K–2) and intermediate (3–5). Some middle schools are different.

The K-8 format is also an emerging popular concept in which students may attend only two schools for all of their K–12 education. Many charter schools feature the K-8 format in which all elementary grades are housed in one section of the school, and the traditional junior high school students are housed in another section of the school. Some very small school districts, primarily in rural areas, still maintain a K–12 system in which all students are housed in a single school. A few 7–12 schools also exist.

In the United States, institutions of higher education that are operated and subsidised by the states are also referred to as "public." However, unlike public high schools, public universities charge tuition, but fees are usually much lower than those charged by private universities, particularly for students who meet in-state residency criteria. Community colleges, state colleges, and state universities are examples of public institutions of higher education. In particular, many state universities are regarded as among the best institutions of higher education in the US but usually are surpassed in ranking by certain private universities and colleges, such as those of the Ivy League, which are often very expensive and extremely selective in the students they accept. In several states, the administrations of public universities are elected via the general electoral ballot.

Asia

Bangladesh

Public or Government-funded schools are found throughout Bangladesh. These schools mostly teach students from Year 1 to 10, with examinations for students in years 5, 8, and 10. All public schools follow the National Board Curriculum. Many children, especially girls, drop out of school after completing the 5th Year in remote areas. In larger cities such as Dhaka, however, this is fairly uncommon. Many good public schools conduct an entrance exam, although most public schools in the villages and small towns usually do not. Public schools are often the only option for parents and children in rural areas, but there are large numbers of private schools in Dhaka and Chittagong. Many Bangladeshi private schools teach their students in English and follow curricula from overseas, but in public schools lessons are taught in Bengali.

China

In China, state schools are funded and administered by the education sector within the government. Although some, especially high schools, have started to charge a fair portion of parents of students an additional tuition fee, due to the increased places offered by the schools in recent years. Top state schools are often very selective, however. Students who miss their entrance requirement may still gain places if they meet a relatively lower requirement and their parents are willing to pay for the additional fees. Some parents appreciate the idea as they may send their children to good schools even though they may not be academically qualified, while others believe that it is not fair for someone who has a background of poverty.

The public spending on schools in China has been uneven due to insufficient investment in education. This condition is in favor of urban schools and it is promoted by past policies such as the mandate for rural public schools to have a higher student-to-teacher ratio. The inequality of resources is exacerbated by the way public schools in urban areas enjoy more support since local governments have more developed economies. Aside from the disparity between urban and rural public schools, there was also the dichotomized system adopted since 1978, which divided schools into two groups: key schools (zhongdianxiao) and non-key schools (putongxiao). Key schools receive more funding due to the goal of developing first-class education in a limited number of schools in a short period of time. The key school system was canceled by the 2006 amendment to the Compulsory Education Law, along with the introduction of reforms that address education inequality.

Hong Kong

In Hong Kong the term government schools is used for free schools funded by the government.

There are also subsidised schools (which are the majority in Hong Kong and many of which are run by religious organisations), "Direct Subsidy Scheme" schools, private schools and international schools in Hong Kong. Some schools are international schools, which are not subsidised by the government.

India

During British rule, a number of state higher education establishments were set up (such as Universities in Chennai, Kolkata, and Mumbai), but little was done by the British in terms of primary and secondary schooling. Other indigenous forms of education are being revived in various ways across India. According to current estimates, 80% of all Indian schools are government schools making the government the major provider of education. However, because of the poor quality of public education, 27% of Indian children are privately educated. According to some research, private schools often provide superior educational results at a fraction of the unit cost of government schools. The teacher to student ratio is usually much lower in private schools than in the government ones, creating more competitive students. Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels: federal, state, and local. The Nalanda University was the oldest university-system of education in the world. Western education became ingrained into Indian society with the establishment of the British Raj.

Indonesia

Education in Indonesia is overseen by two government ministries: the Ministry of Education and Culture for all education matters up to the tertiary education, and the Ministry of Religious Affairs for Islamic school matters up to the tertiary education.

Education may be obtained from state schools, private schools, or through homeschooling. There is a 12-year compulsory education program from the government.

The Indonesian educational system is divided into three stages:

primary education (pendidikan dasar);
secondary education (pendidikan menengah);
tertiary education (perguruan tinggi)

Japan

Most students attend public schools through the lower secondary level, but private education is popular at the upper secondary and university levels.

South Korea

(Contents from Wikipedia Korea) The first public education system on record was put in place during the Koryo Dynasty. The national school system was put in place under Hak-Je (Korean: 학제; Hanja: 學制; lit. Education Policy) enacted by King Seong Jong, which was modelled after the public education systems of the Song and Tang Dynasties in China. Hak-Je involved operating national universities, called Gukjagam in the capital and called HyangAk in other regions. In King SeongJong Year 6, 987 A.D., a pair of a medical doctor and a scholarly doctor were appointed to administer academic systems and curriculums at Hyang-Ak: scholarly education included subjects of geography, history, math, law, and others. In King SeongJong Year 11, 992 A.D., the first known national public schools called Ju-Hak (Korean: 주학; Hanja: 州學) were opened in each Ju and Gun, states and counties, to improve nationwide academic performances.

Joseon Dynasty (조선)

Joseon changed the name of the university to Seonggyungwan (성균관).

Dae-Han-Je-Guk (대한제국)

Im-Si-Jeong-Bu (임시정부)

Dae-Han-Min-Guk (대한민국, a.k.a. South Korea)

After the ceasefire agreement for the civil war was declared, north and south states of Korea established their own education system.

In South Korea, education in public schools (1–12) is compulsory with the exception of kindergarten. All aspects of public education are the responsibility of the Ministry of Education, which executes administration of schools, allocation of funding, certification of teachers and schools, and curriculum development with standardised textbooks across the country.

In the year 2000, South Korea spent 4.2% of its GDP in education. As of the 2007 UN Education Index, South Korea is ranked 8th in the world.

Malaysia

Education in Malaysia is overseen by two government ministries: the Ministry of Education for matters up to the secondary level, and the Ministry of Higher Education for tertiary education. Although education is the responsibility of the federal government, each state has an Education Department to help co-ordinate educational matters in their respective states. The main legislation governing education is the Education Act of 1996.

Education may be obtained from government-sponsored schools, private schools, or through homeschooling. By law, primary education is compulsory. As in other Asian countries such as Singapore and China, standardised tests are a common feature.

Philippines

Philippines has had a public education system since 1863 and is the oldest in Asia. It was created during the Spanish colonization of the islands and mandated the establishment of a school for boys and a school for girls in every municipality. The modern public schools in the Philippines are run by the Department of Education. Some public schools collect miscellaneous school fees to fund school extra-curricular activities or to improve school equipment and services.

Sri Lanka

Most of the schools in Sri Lanka are maintained by the government as a part of the free education. With the establishment of the provincial council system in the 1980s the central government handed control of most schools to local governments. However the old schools which had been around since the colonial times were retained by the central government, thus creating three types of government schools: National Schools, Provincial Schools, and Piriven.

National Schools come under the direct control of the Ministry of Education therefore have direct funding from the ministry. Provincial Schools consists of the vast majority of schools in Sri Lanka which are funded and controlled by the local governments. Piriven are monastic college (similar to a seminary) for the education of Buddhist priests. These have been the centres of secondary and higher education in ancient times for lay people as well. Today these are funded and maintained by the Ministry of Education.

Europe

Denmark

The Danish School system is supported today by tax-based governmental and municipal funding from day care through primary and secondary education to higher education and there are no tuition fees for regular students in public schools and universities.

The Danish public primary schools, covering the entire period of compulsory education, are called folkeskoler (literally 'people's schools' or 'public schools'). The folkeskole consists of a pre-school class (mandatory since 2009), the 9-year obligatory course and a voluntary 11th year. It thus caters for pupils aged 6 to 17.

It is also possible for parents to send their children to various kinds of private schools. These schools also receive government funding, although they are not public. In addition to this funding, these schools may charge a fee from the parents.

France

The French educational system is highly centralised, organised, and ramified. It is divided into three stages:

primary education (enseignement primaire);
secondary education (enseignement secondaire);
tertiary or college education (enseignement supérieur)

Schooling in France is mandatory as of age three. Primary ecucation takes place in kindergarten (école maternelle) for children from 3 to 6 and (école élémentaire) from 6 to 11. For public schools, both schools building and administrative staff are managed by the borough's (commune) while professors are (Education nationale) civil servants. Some children even start earlier at age two in pré-maternelle or garderie class, which is essentially a daycare facility.

French secondary education is divided into two schools:

the collège for the first four years directly following primary school;
the lycée for the next three years.

The completion of secondary studies leads to the baccalauréat.

The baccalauréat (also known as bac) is the end-of-lycée diploma students sit for in order to enter university, a Classe préparatoire aux grandes écoles, or professional life. The term baccalauréat refers to the diploma and the examinations themselves. It is comparable to British A-Levels, American SATs, the Irish Leaving Certificate and German Abitur.

Most students sit for the baccalauréat général which is divided into three streams of study, called séries. The série scientifique (S) is concerned with mathematics and natural sciences, the série économique et sociale (ES) with economics and social sciences, and the série littéraire (L) focuses on French and foreign languages and philosophy.

The Grandes écoles of France are higher education establishments outside the mainstream framework of the public universities. They are generally focused on a single subject area, such as engineering, have a moderate size, and are often quite (sometimes extremely) selective in their admission of students. They are widely regarded as prestigious, and traditionally have produced most of France's scientists and executives.

Germany

Landrat-Lucas in Leverkusen, one of the more modern German state schools

Education in Germany is provided to a large extent by the government, with control coming from state level, (Länder) and funding coming from two levels: federal and state. Curricula, funding, teaching, and other policies are set through the respective state's ministry of education. Decisions about the acknowledgment of private schools (the German equivalent to accreditation in the US) are also made by these ministries. However, public schools are automatically recognised, since these schools are supervised directly by the ministry of education bureaucracy.

Although the first kindergarten in the world was opened in 1840 by Friedrich Wilhelm August Fröbel in the German town of Bad Blankenburg, and the term kindergarten is even a loanword from the German language, they are not part of the German school system. Article 7 Paragraph 6 of the German constitution (the Grundgesetz) abolished pre-school as part of the German school system. However, virtually all German kindergartens are public. They are either directly run by municipal governments, or contracted out, most often, to the two largest Christian churches in Germany. These municipal kindergartens are financed by taxes and progressive income-based customer fees, but are not considered part of the public school system.

A German public school does not charge tuition fees. The first stage of the German public school system is the Grundschule (primary school – 1st to 4th grade or, in Berlin and Brandenburg, 1st to 6th grade) After Grundschule (at 10 or 12 years of age), there are four secondary schooling options:

Hauptschule (the least academic, much like a modernised Volksschule) until 9th or, in Berlin and North Rhine-Westphalia, until 10th grade. The students attending those types of school may be awarded the Hauptschulabschluss (school-leaving certificate) or in some cases also the Mittlere Reife
Realschule (formerly Mittelschule) until 10th grade, usually awards the Mittlere Reife
Gymnasium (high school) until 12th grade or 13th grade, with Abitur as exit exam, qualifying for admission to university.
Gesamtschule (comprehensive school) with all the options of the three "tracks" above.

A Gesamtschule largely corresponds to an American high school. However, it offers the same school leaving certificates as the other three types of German secondary schools: the Hauptschulabschluss (school leaving certificate of a Hauptschule after 9th grade or in Berlin and North Rhine-Westphalia after 10th grade), the Realschulabschluss, also called Mittlere Reife, (school-leaving certificate of a Realschule after 10th grade) and Abitur, also called Hochschulreife, after 13th or seldom after 12th grade. Students who graduate from Hauptschule or Realschule continue their schooling at a vocational school until they have full job qualifications. This type of German school, the Berufsschule, is generally an upper-secondary public vocational school, controlled by the German federal government. It is part of Germany's dual education system. Students who graduate from a vocational school and students who graduate with good GPA from a Realschule can continue their schooling at another type of German public secondary school, the Fachoberschule, a vocational high school. The school leaving exam of this type of school, the Fachhochschulreife, enables the graduate to start studying at a Fachhochschule (polytechnic), and in Hesse also at a university within the state. The Abitur from a Gesamtschule or Gymnasium enables the graduate to start studying at a polytechnic or at a university in all states of Germany.

A number of schools for mature students exists. Schools such as the Abendrealschule serve students that are headed for the Mittlere Reife. Schools such as the Aufbaugymnasium or the Abendgymnasium prepare students for college and finish with the Abitur. These schools are usually free of charge.

In Germany, most institutions of higher education are subsidised by German states and are therefore also referred to as staatliche Hochschulen (public universities) In most German states, admission to public universities is still cheap, about two hundred Euro per semester. In 2005, many states introduced additional fees of 500 Euro per semester to achieve a better teaching-quality; however, all of these states except Lower Saxony, which will follow in 2014–2015 have abolished tuition fees as of autumn 2013. Additional fees for guest or graduate students are charged by many universities.

Ireland

In the Republic of Ireland, post-primary education comprises secondary, community and comprehensive schools, as well as community colleges (formerly vocational schools). Most secondary schools are publicly funded, and regulated by the state, but privately owned and managed. Community colleges are state-established and administered by Education and Training Boards (ETBs), while community and comprehensive schools are managed by Boards of Management of differing compositions.

Privately owned and managed secondary schools receive a direct grant from the state, and are subdivided into fee-paying and non fee-paying schools. The vast majority of these schools are operated by religious organisations, primarily the Catholic Church and the Church of Ireland. The charging of fees is a decision of the individual school. The Irish constitution requires the state to "endeavour to supplement and give reasonable aid to private and corporate educational initiative, and, when the public good requires it, provide other educational facilities or institutions with due regard, however, for the rights of parents, especially in the matter of religious and moral formation." In practice, most people are educated by Catholic institutions as there are few alternatives in much of the country. Non fee-paying secondary schools are usually considered to be public or state schools, while private school and fee-paying schools are considered synonymous. This is colloquial and not technically accurate.

All schools which are provided for by the state, including privately run and fee-paying secondary schools, teach the national curriculum. All students are expected to take the standardised Junior Certificate examination after three years. An optional non-academic Transition Year is provided by most but not all secondary schools immediately following the Junior Certificate. Students subsequently take one of three Leaving Certificate programmes: the traditional Leaving Certificate, the Leaving Certificate Vocational Programme (LCVP) or the Leaving Certificate Applied (LCA). The vast majority of secondary school students take the traditional Leaving Certificate. Both the traditional Leaving Certificate and the Leaving Certificate Vocational Programme can lead to third-level education, with LCVP more focused on practical skills.

Italy

In Italy a state school system or education system has existed since 1859, two years before Italian unification). Italy has a long history of universities: founded in 1088, the University of Bologna is the oldest university in the world and 5 out of 10 of the oldest universities are currently based in Italy.

The Italian school system is divided into three grades:

Primary education (non-compulsory nursery school and elementary school)
Secondary education (first grade (11–14) and second grade (14–19))
Higher education (university (19+))

In Italy there are three different types of schools and upper education:

Pubbliche – public/state-owned school: completely free of charge for the entire compulsory school (until the age of 16). After that, for the last two years of high school, students have to pay a tax of €15.13/year. Public university is free of charge for lower income students and increases based on income. Each university chooses the maximum amount of tuition and how to cluster it based on the student's income.
Paritarie – privately-owned school that has signed an agreement with the MIUR and that are included in the (Italian) National Education System. The government provides a specific grant for each student. Students usually have to pay a high fee for each year at the school. Paritarie schools are considered part of the educational system and students of those schools receive the same type of diploma and can access the same support (local school government) as the state-owned schools.
Non Paritarie – privately-owned school not included in the National Education System. They do not receive government funds and students have to pass the final exams in a public or paritarie school in order to get a diploma.

Differently from other countries, in the Italian educational system, public schools statistically give students a better preparation compared to paritarie and private schools.

The Netherlands

Public, special (religious), and general-special (neutral) schools are government-financed, receiving equal financial support from the government if certain criteria are met. Although they are officially free of charge, these schools may ask for a parental contribution. Private schools rely on their own funds, but they are highly uncommon in the Netherlands.

Romania

All schools up to high school are publicly funded in Romania and regulated by the Ministry of National Education. Higher education like universities may be state sponsored under certain conditions (family income and school performance). Although there are private schools in Romania, they are not a popular choice since the quality of education is on par with the public schools.

Russia

Education in Russia is provided predominantly by the state and is regulated by the Ministry of Education and Science. Regional authorities regulate education within their jurisdictions within the prevailing framework of federal laws. Russia's expenditure on education has grown from 2.7% of the GDP in 2005 to 3.8% in 2013, but remains below the OECD average of 5.2%.

Spain

Sweden

Swedish state schools are funded by tax money. This goes for both primary schools (Swedish: grundskola), and secondary school (Swedish: gymnasium) and universities. When studying at a university, however, students might have to pay for accommodation and literature. There are private schools as well which also receive funding from the government, but they may charge a fee from the parents.

Compulsory education starts at six years of age, starting in förskola (pre-school). The Swedish primary school is split into three parts; lågstadiet – 'the low stage', which covers grades 1 to 3. Students learn the basics of the three core subjects – in Swedish called kärnämnen – Swedish, English and mathematics. It also includes some natural science. Mellanstadiet, 'the middle stage', which covers grades 4 to 6, introduces the children to more detailed subjects. Woodwork and needlework, social and domestic science, and even a second, foreign language in grade 6, a B-språk (B-language). The languages available are usually French, Spanish or German depending on the school. Högstadiet, 'the high stage', is the last stage of compulsory education, between grades 7 and 9. This is when studies get more in-depth and are taken to an international level.

Swedish children take national exams at grades 3, 6 and 9. Children at grade 3 take these exams in two of the three main subjects: Swedish and mathematics. In grade 6 the exams extend to the third main subject, English, and in grade 9 the exams also extend to one of the subjects in natural sciences, and one of the four subjects in samhällsorientering (geography, history, religious studies, and civics). They first receive grades in grade 6. The grading system is letter-based, ranging from A–F, where F is the lowest grade and A is the highest. F means "not approved", while all other ratings above F mean "approved". There are only objectives for E, C and A; D means the person has met most (but not all) objectives for C, while B means the person has met most objectives for A. When applying to gymnasium (senior high schools) or universities, a meritvärde ('meritous point value') is calculated. E is worth 10 points, D 12.5 points, C 15 points, and so on. Children that are not approved in Swedish, English or mathematics will have to study at a special high school program called the introductory program. Once they are approved, they may apply to an ordinary high school program. Swedes study at high school for three years, between the ages of 16 and 18.

United Kingdom

England

There are a number of categories of English state-funded schools including academy schools, community schools, faith schools, foundation schools, free schools, grammar schools, studio schools, university technical colleges, and a small number of state boarding schools and City Technology Colleges. About one third of English state-funded schools are faith schools; i.e. affiliated with religious groups, most often from the Church of England (approximately 2/3 of faith schools), or the Roman Catholic Church (around 3/10). There are also schools affiliated to other Christian churches; in 2011, there were 42 Jewish, 12 Muslim, 3 Sikh and 1 Hindu faith schools. These faith schools include sub-categories such as faith-academy schools, voluntary aided schools, and voluntary controlled schools: most voluntary controlled schools are faith schools. All of these are funded through national and local taxation. All state-funded schools in England are required to follow the National Curriculum, which is made up of twelve subjects. Every state school must offer a curriculum which is balanced and broadly based and which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

For each of the statutory curriculum subjects, the Secretary of State for Education is required to set out a Programme of Study which outlines the content and matters which must be taught in those subjects at the relevant Key Stages. Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard. Teachers should use appropriate assessment to set targets which are deliberately ambitious. A number of state-funded secondary schools are specialist schools, receiving extra funding to develop one or more subjects in which the school specialises, such as Cirencester Deer Park School which currently has 5 specialisms. State schools may request payment from parents for extracurricular activities such as swimming lessons and field trips, provided these charges are voluntary.

Comprehensive schools typically describe secondary schools for pupils aged approximately 11–18, that do 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. About 90% of English secondary school pupils attend a comprehensive state school. Comprehensive schools provide an entitlement curriculum to all children, without selection whether due to financial considerations or attainment. A consequence of that is a wider ranging curriculum, including practical subjects such as design and technology and vocational learning.

Technical and vocational education in somprehensive schools are introduced during the secondary school years and goes on until further and higher education. Further education incorporates vocational oriented education as well as a combination of general secondary education. Students can also go on to a further education college or sixth form colleges to prepare themselves for the Business and Technology Education Council (BTEC), T-levels, and National Vocational Qualifications (NVQs). Major provider of vocational qualifications in England include the City and Guilds of London Institute and Edexcel. Higher National Certificates and Higher National Diplomas typically require 1 and 2 years of full-time study and credit from either HNE or Diplomas can be transferred toward an undergraduate degree. Along with the HNC and HND, students who are interested in other vocational qualifications may pursue a foundation degree, which is a qualification that trains people to be highly skilled technicians. The National Apprenticeship Service also offers vocational education where people at ages of 16 and older enter apprenticeships in order to learn a skilled trade. There are over 60 different certifications can be obtained through an apprenticeship, which typically lasts from to 3 years. Trades apprentices receive paid wages during training and spend one day at school and the rest in the workplace to hone their skills.

Maths free schools like Exeter Mathematics School are for 16 to 19 year pupils who have a great aptitude for maths. As set out in the government's Industrial Strategy, maths schools help to encourage highly skilled graduates in sectors that depend on science, technology, engineering and maths (STEM) skills. The aim of maths schools is to prepare the most mathematically able pupils to succeed in mathematics-related disciplines at highly selective maths universities and pursue mathematically intensive careers. Maths schools can also be centres of excellence in raising attainment, supporting and influencing the teaching of mathematics in their surrounding area, and are central to their associated universities' widening participation commitments.

Grammar schools may be run by the local authority, a foundation body or an academy trust. They select their pupils based on academic ability. 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. In some localities children can enter a prestigious grammar school if they pass the eleven plus exam; there are also a number of isolated fully selective grammar schools and a few dozen partially selective schools. The oldest state school in England is Beverley Grammar School, which was founded in 700 AD.

Outside of the state school system there are private fee-charging schools, also described as "independent schools" or "public schools". In England and Wales, the term "public school" is used to refer to fee-charging schools for students aged around 13 to 18. They acquired the name "public" as in they were open to anyone who could meet the fees. Some public schools are associated with a particular religious denomination.

Scotland

The Church of Scotland was established in 1560, during the Protestant Reformation period as the official state religion in Scotland, and in the following year it set out to provide a school in every parish controlled by the local kirk-session, with education to be provided free to the poor, and the expectation that church pressure would ensure that all children took part. In the year of 1633 the Parliament of Scotland introduced local taxation to fund this provision. Schooling was not free, but the tax support kept fees low, and the church and charity funded poorer students. This had considerable success, but by the late 18th century the physical extent of some parishes and population growth in others led to an increasing role for "adventure schools" funded from fees and for schools funded by religious charities, initially Protestant and later Roman Catholic.

In 1872, education for all children aged 5 to 13 was made compulsory with "public schools" (in the Scots meaning of schools for the general public) under local school boards. The leaving age was raised to 14 in 1883, and a Leaving Certificate Examination was introduced in 1888 to set national standards for secondary education. School fees were ended in 1890. The Scottish Education Department ran the system centrally, with local authorities running the schools with considerable autonomy. In 1999, following devolution from the Parliament of the United Kingdom to the new Scottish Parliament, central organisation of education was taken over by departments of the Scottish Executive, with running the schools coming under unitary authority districts.

In Scotland, the term public school, in official use since 1872, traditionally means "a state-controlled school run by the local burgh or county education authority, generally non-fee-paying and supported by contributions from local and national taxation". Largely due to the earlier introduction of state-administered universal education in Scotland and opposed to the rest of the United Kingdom, the term became associated with state schools. The designation was incorporated into the name of many of these older publicly run institutions.

Children in Scottish state schools (or public schools) typically start primary school, or attend a junior school, aged between four and a half and five and a half depending on when the child's birthday falls. Children born between March and August would start school at the age of five years and those born between September and February start school at age four-and-a-half. Pupils remain at primary school for seven years completing Primary One to Seven.

Then aged eleven or twelve, pupils start secondary school for a compulsory period of four years, with a final two years thereafter being optional. Pupils take National 4 & 5 examinations at the age of fifteen/sixteen, sometimes earlier, most often for up to eight subjects. These include compulsory exams in English, mathematics, a foreign language, a science subject and a social subject. It is now a requirement of the Scottish Government that all pupils have two hours of physical education a week. Each school may arrange these compulsory requirements in different combinations. The minimum school leaving age is generally sixteen, after completion of Standard Grade examinations. Pupils who continue their school education after the age of sixteen, may choose to study for Access, Intermediate or Higher Grade and Advanced Higher exams.

The Curriculum for Excellence was introduced to secondary schools in session 2012/2013. The assessment of pupils' attainment will change, with 'National' qualifications replacing most Standard Grade and Intermediate Grade qualifications.

Oceania

Australia

Government schools (also known as public or state schools) are free to attend for Australian citizens and permanent residents, whereas private schools charge attendance fees. They can be divided into two categories: open and selective schools. The open schools accept all students from their government-defined catchment areas, whereas selective schools admit students based on some specific criteria, e.g. academic merit. As of 2022, Australia has one of the most privatised education systems in the world with more than 30 per cent of primary students and over 40 per cent of secondary students attending private schools, while the OECD average is around 18 per cent

Regardless of whether a school is part of the Government or private systems, they are required to adhere to the same curriculum frameworks of their state or territory. The curriculum framework however provides for some flexibility in the syllabus, so that subjects such as religious education can be taught. Most school students wear uniforms.

The name for a government-funded primary school varies by state and territory. In New South Wales, the name "public school" is used. In Queensland, the name "state school" is used. In every other state and territory, the name "primary school" is used.

New Zealand

Both state and state-integrated schools are government-funded. The latter are former private schools which are now "integrated" into the state system under the Private Schools Conditional Integration Act 1975 "on a basis which will preserve and safeguard the special character of the education provided by them". According to an OECD report, about 86% of all school-aged children attend state schools and 10% attend state integrated schools.

The government provides education as a right—it is freely available up to the end of the calendar year following a student's 19th birthday. Primary and secondary education is compulsory for students between the ages of 6 and 16, although in practice most children enrol at school on their 5th birthday. Most students start at age 5 and remain in school for the full 13 years. While there is overlap in some schools, primary school ends at Year 8 and secondary school at Year 13. The last two years of primary school are normally considered intermediate school instead of primary school, and is normally a school in itself, leaving primary school to end at Year 6.

Guerrilla warfare

From Wikipedia, the free encyclopedia

https://en.wikipedia.org/wiki/Guerrilla_warfare

Guerrilla warfare is a form of unconventional warfare in which small groups of irregular military, such as rebels, partisans, paramilitary personnel, armed civilians including recruited children, use ambushes, sabotage, terrorism, raids, petty warfare or hit-and-run tactics in a rebellion, in a violent conflict, in a war or in a civil war to fight against regular military, police or rival insurgent forces.

Although the term "guerrilla warfare" was coined in the context of the Peninsular War in the 19th century, the tactical methods of guerrilla warfare have long been in use. In the 6th century BC, Sun Tzu proposed the use of guerrilla-style tactics in The Art of War. The 3rd century BC Roman general Quintus Fabius Maximus Verrucosus is also credited with inventing many of the tactics of guerrilla warfare through what is today called the Fabian strategy. Guerrilla warfare has been used by various factions throughout history and is particularly associated with revolutionary movements and popular resistance against invading or occupying armies.

Guerrilla tactics focus on avoiding head-on confrontations with enemy armies, typically due to inferior arms or forces, and instead engage in limited skirmishes with the goal of exhausting adversaries and forcing them to withdraw, see also attrition warfare. Organized guerrilla groups often depend on the support of either the local population or foreign backers who sympathize with the guerrilla group's efforts.

Etymology

Spanish guerrilla resistance to the Napoleonic French invasion of Spain at the Battle of Valdepeñas

The Spanish word guerrilla is the diminutive form of guerra ('war'); hence, ‘little war’. The term became popular during the early-19th century Peninsular War, when, after the defeat of their regular armies, the Spanish and Portuguese people successfully rose against the Napoleonic troops and defeated a highly superior army using the guerrilla strategy, see also attrition warfare against Napoleon. In correct Spanish usage, a person who is a member of a guerrilla unit is a guerrillero ([geriˈʎeɾo]) if male, or a guerrillera ([geriˈʎeɾa]) if female. Arthur Wellesley adopted the term "guerrilla" into English from Spanish usage in 1809, to refer to the individual fighters (e.g., "I have recommended to set the Guerrillas to work"), and also (as in Spanish) to denote a group or band of such fighters. However, in most languages guerrilla still denotes a specific style of warfare. The use of the diminutive evokes the differences in number, scale, and scope between the guerrilla army and the formal, professional army of the state.

History

Prehistoric tribal warriors presumably employed guerrilla-style tactics against enemy tribes.

Primitive (and guerrilla) warfare consists of war stripped to its essentials: the murder of enemies; the theft or destruction of their sustenance, wealth, and essential resources; and the inducement in them of insecurity and terror. It conducts the basic business of war without recourse to ponderous formations or equipment, complicated maneuvers, strict chains of command, calculated strategies, timetables, or other civilized embellishments.

Evidence of conventional warfare, on the other hand, did not emerge until 3100 BC in Egypt and Mesopotamia. The Chinese general and strategist Sun Tzu, in his The Art of War (6th century BC), became one of the earliest to propose the use of guerrilla warfare. This inspired developments in modern guerrilla warfare.

In the 3rd century BC, Quintus Fabius Maximus Verrucosus, used elements of guerrilla warfare, such as the evasion of battle, the attempt to wear down the enemy, to attack small detachments in an ambush and devised the Fabian strategy, which the Roman Republic used to great effect against Hannibal's army.

In the medieval Roman Empire, guerrilla warfare was frequently practiced between the eighth through tenth centuries along the eastern frontier with the Umayyad and then Abbasid caliphates. Tactics involved a heavy emphasis on reconnaissance and intelligence, shadowing the enemy, evacuating threatened population centres, and attacking when the enemy dispersed to raid. In the later tenth century this form of warfare was codified in a military manual known by its later Latin name as De velitatione bellica ('On Skirmishing') so it would not be forgotten in the future.

The Normans often made many forays into Wales. in which Guerilla Warfare was used against them. The Welsh used the mountainous region, which the Normans were unfamiliar with, to spring surprise attacks.

Since the Enlightenment, ideologies such as nationalism, liberalism, socialism, and religious fundamentalism have played an important role in shaping insurgencies and guerrilla warfare.

In the 17th century, Chhatrapati Shivaji Maharaj, founder of the Maratha Empire, pioneered the Shiva sutra or Ganimi Kava (Guerrilla Tactics) to defeat the many times larger and more powerful armies of the Mughal Empire.

Kerala Varma (Pazhassi Raja) (1753-1805) used guerrilla techniques chiefly centred in mountain forests in the Cotiote War against the British East India Company in India between 1793 and 1806. Arthur Wellesley (in India 1797–1805) had commanded forces assigned to defeat Pazhassi's techniques, but failed. It was the longest war waged by East India Company during their military campaigns on the Indian subcontinent. It was one of the bloodiest and hardest wars waged by East India Company in India with Presidency army regiments that suffered losses as high as eighty percent in 10 years of warfare.

The Dominican Restoration War was a guerrilla war between 1863 and 1865 in the Dominican Republic between nationalists and Spain, the latter of which had recolonized the country 17 years after its independence. The war resulted in the withdrawal of Spanish forces and the establishment of a second republic in the Dominican Republic.

The Moroccan military leader Abd el-Krim (c. 1883 – 1963) and his father unified the Moroccan tribes under their control and took up arms against the Spanish and French occupiers during the Rif War in 1920. For the first time in history, tunnel warfare was used alongside modern guerrilla tactics, which caused considerable damage to both the colonial armies in Morocco.

In the early 20th century Michael Collins and Tom Barry both developed many tactical features of guerrilla warfare during the guerrilla phase of the 1919–1921 Irish War of Independence. Collins developed mainly urban guerrilla-warfare tactics in Dublin City (the Irish capital). Operations in which small Irish Republican Army (IRA) units (3 to 6 guerrillas) quickly attacked a target and then disappeared into civilian crowds frustrated the British enemy. The best example of this occurred on Bloody Sunday (21 November 1920), when Collins's assassination unit, known as "The Squad", wiped out a group of British intelligence agents ("the Cairo Gang") early in the morning (14 were killed, six were wounded) – some regular officers were also killed in the purge. That afternoon, a Royal Irish Constabulary force consisting of both regular RIC personnel and the Auxiliary Division took revenge, shooting into a crowd at a football match in Croke Park, killing fourteen civilians and injuring 60 others.

In West County Cork, Tom Barry was the commander of the IRA West Cork brigade. Fighting in west Cork was rural, and the IRA fought in much larger units than their fellows in urban areas. These units, called "flying columns", engaged British forces in large battles, usually for between 10 – 30 minutes. The Kilmichael Ambush in November 1920 and the Crossbarry Ambush in March 1921 are the most famous examples of Barry's flying columns causing large casualties to enemy forces.

The Algerian Revolution of 1954 started with a handful of Algerian guerrillas. Primitively armed, the guerrillas fought the French for over eight years. This remains a prototype for modern insurgency and counterinsurgency, terrorism, torture, and asymmetric warfare prevalent throughout the world today. In South Africa, African National Congress (ANC) members studied the Algerian War, prior to the release and apotheosis of Nelson Mandela; in their intifada against Israel, Palestinian fighters have sought to emulate it. Additionally, the tactics of Al-Qaeda closely resemble those of the Algerians.

The Mukti Bahini (Bengali: মুক্তিবাহিনী, translates as 'freedom fighters', or liberation army), also known as the Bangladesh Forces, was the guerrilla resistance movement consisting of the Bangladeshi military, paramilitary and civilians during the Bangladesh Liberation War that transformed East Pakistan into Bangladesh in 1971. An earlier name Mukti Fauj was also used.

Growth during the 20th century

The growth of guerrilla warfare in the 20th century was inspired in part by theoretical works on guerrilla warfare, starting with the Manual de Guerra de Guerrillas by Matías Ramón Mella written in the 19th century and, more recently, Mao Zedong's On Guerrilla Warfare, Che Guevara's Guerrilla Warfare, and Lenin's Guerrilla warfare, all written after the successful revolutions carried by them in China, Cuba and Russia, respectively. Those texts characterized the tactic of guerrilla warfare as, according to Che Guevara's text, being "used by the side which is supported by a majority but which possesses a much smaller number of arms for use in defense against oppression".

Foco theory

A Tuareg rebel fighter with a DShK on a technical in northern Niger, 2008

Why does the guerrilla fighter fight? We must come to the inevitable conclusion that the guerrilla fighter is a social reformer, that he takes up arms responding to the angry protest of the people against their oppressors, and that he fights in order to change the social system that keeps all his unarmed brothers in ignominy and misery.
— Che Guevara

In the 1960s, the Marxist revolutionary Che Guevara developed the foco (Spanish: foquismo) theory of revolution in his book Guerrilla Warfare, based on his experiences during the 1959 Cuban Revolution. This theory was later formalised as "focal-ism" by Régis Debray. Its central principle is that vanguardism by cadres of small, fast-moving paramilitary groups can provide a focus for popular discontent against a sitting regime, and thereby lead a general insurrection. Although the original approach was to mobilize and launch attacks from rural areas, many foco ideas were adapted into urban guerrilla warfare movements.

Strategy

Guerrilla warfare is a type of asymmetric warfare: competition between opponents of unequal strength. It is also a type of irregular warfare: that is, it aims not simply to defeat an invading enemy, but to win popular support and political influence, to the enemy's cost. Accordingly, guerrilla strategy aims to magnify the impact of a small, mobile force on a larger, more-cumbersome one. If successful, guerrillas weaken their enemy by attrition, eventually forcing them to withdraw.

Tactics

Tactically, guerrillas usually avoid confrontation with large units and formations of enemy troops but seek and attack small groups of enemy personnel and resources to gradually deplete the opposing force while minimizing their own losses. The guerrilla prizes mobility, secrecy, and surprise, organizing in small units and taking advantage of terrain that is difficult for larger units to use. For example, Mao Zedong summarized basic guerrilla tactics at the beginning of the Chinese Civil War as:

"The enemy advances, we retreat; the enemy camps, we harass; the enemy tires, we attack; the enemy retreats, we pursue."

At least one author credits the ancient Chinese work The Art of War with inspiring Mao's tactics. In the 20th century, other communist leaders, including North Vietnamese Ho Chi Minh, often used and developed guerrilla warfare tactics, which provided a model for their use elsewhere, leading to the Cuban "foco" theory and the anti-Soviet Mujahadeen in Afghanistan.

Unconventional methods

Guerrilla groups may use improvised explosive devices and logistical support by the local population, thereby using the population as a human shield. The opposing army may come at last to suspect all civilians as potential guerrilla backers. The guerrillas might get political support from foreign backers and many guerrilla groups are adept at public persuasion through propaganda and use of force. Many guerrilla movements today also rely heavily on children as combatants, scouts, porters, spies, informants, and in other roles. It has drawn international condemnation but many states also recruit children within their armed forces.

Comparison of guerrilla warfare and terrorism

There is no commonly accepted definition of "terrorism", and the term is frequently used as political propaganda by belligerents (most often by governments in power) to denounce opponents whose status as terrorists is disputed.

While the primary concern of guerrillas is the enemy's active military units, terrorists largely are concerned with non-military agents and target mostly civilians.

Kon-Tiki expedition

From Wikipedia, the free encyclopedia

Kon-Tiki expedition

The Kon-Tiki raft at the Kon-Tiki Museum, Oslo

The Kon-Tiki expedition was a 1947 journey by raft across the Pacific Ocean from South America to the Polynesian islands, led by Norwegian explorer and writer Thor Heyerdahl. The raft was named Kon-Tiki after the Inca god Viracocha, for whom "Kon-Tiki" was said to be an old name. Heyerdal’s book on the expedition was entitled The Kon-Tiki Expedition: By Raft Across the South Seas. A 1950 documentary film won the Academy Award for Best Documentary Feature. A 2012 dramatized feature film was nominated for the Academy Award for Best Foreign Language Film.

Heyerdahl believed that people from South America could have reached Polynesia during pre-Columbian times. His aim in mounting the Kon-Tiki expedition was to show, by using only the materials and technologies available to those people at the time, that there were no technical reasons to prevent them from having done so. Although the expedition carried some modern equipment, such as a radio, watches, charts, sextant, and metal knives, Heyerdahl argued they were incidental to the purpose of proving that the raft itself could make the journey. This idea has received support from statistical analysis of genetic evidence of contact between South America and Polynesia.

Heyerdahl's full hypothesis of a South American origin of the Polynesian peoples is generally rejected today. Most archaeological, linguistic, cultural, and genetic evidence tends to support a western origin for Polynesians, from Island Southeast Asia, using sophisticated multihull sailing technologies and navigation techniques during the Austronesian expansion. There is evidence of some gene flow from South America to Easter Island. In 2020 some researchers published research confirming a wider impact on genetic and cultural elements in Polynesia due to South American contacts.

The Kon-Tiki expedition was funded by private loans, along with donations of equipment from the United States Army. Heyerdahl and a small team went to Peru, where, with the help of dockyard facilities provided by the Peruvian authorities, they constructed the raft out of balsa logs and other native materials in an indigenous style as recorded in illustrations by Spanish conquistadores. The trip began on April 28, 1947. Heyerdahl and five companions sailed the raft for 101 days over 6,900 km (4,300 miles) across the Pacific Ocean before smashing into a reef at Raroia in the Tuamotus on August 7, 1947. The crew made successful landfall and all returned safely.

Thor Heyerdahl's book about his experience became a bestseller. It was published in Norwegian in 1948 as The Kon-Tiki Expedition: By Raft Across the South Seas, later reprinted as Kon-Tiki: Across the Pacific in a Raft. It appeared with great success in English in 1950, also in many other languages. A documentary motion picture about the expedition, also called Kon-Tiki, was produced from a write-up and expansion of the crew's filmstrip notes and won an Academy Award in 1951. It was directed by Heyerdahl and edited by Olle Nordemar. The voyage was also chronicled in the documentary TV-series The Kon-Tiki Man: The Life and Adventures of Thor Heyerdahl, directed by Bengt Jonson.

The original Kon-Tiki raft is now on display in the Kon-Tiki Museum at Bygdøy in Oslo.

Crew

Kon-Tiki had a six-man crew, five of whom were Norwegian; Bengt Danielsson was Swedish.

Thor Heyerdahl (1914–2002) was the expedition leader. He was also the author of the book of the expedition and the narrator of the story. Heyerdahl had studied the ancient people of South America and Polynesia and believed that there was a link between the two.
Erik Hesselberg (1914–1972) was the navigator and artist. He painted the large Kon-Tiki figure on the raft's sail. His children's book Kon-Tiki and I appeared in Norwegian in 1949 and has since been published in more than 15 languages.
Bengt Danielsson (1921–1997) took on the role of steward, in charge of supplies and daily rations. Danielsson was a Swedish sociologist interested in human migration. He served as translator, as he was the only member of the crew who spoke Spanish. He was a voracious reader; his box aboard the raft contained many books.
Knut Haugland (1917–2009) was a radio expert, decorated by the British in World War II for actions in the Norwegian heavy water sabotage that stalled what were believed to be Germany's plans to develop an atomic bomb. Haugland was the last surviving crew member; he died on Christmas Day, 2009 at the age of 92.
Torstein Raaby (1918–1964) was also in charge of radio transmissions. He gained radio experience while hiding behind German lines during WWII, spying on the German battleship Tirpitz. His secret radio transmissions eventually helped guide in Allied bombers to sink the ship.
Herman Watzinger (1910–1986) was an engineer whose area of expertise was in technical measurements. He was the first to join Heyerdahl for the trip. He collected and recorded data (such as weather data) on the voyage.

The expedition also carried a parrot named Lorita who drowned in the middle of the expedition.

Construction

The main body of the float was composed of nine balsa tree trunks up to 14 m (45 ft) long, 60 cm (2 ft) in diameter, lashed together with 30 mm (1+1⁄4 in) hemp ropes. Cross-pieces of balsa logs 5.5 m (18 ft) long and 30 cm (1 ft) in diameter were lashed across the logs at 91 cm (3 ft) intervals to give lateral support. Pine splashboards clad the bow, and lengths of pine 25 mm (1 in) thick and 60 cm (2 ft) wide were wedged between the balsa logs and used as centreboards.

The mainmast was made of lengths of mangrove wood lashed together to form an A-frame 8.8 m (29 ft) high. Behind the mainmast was a cabin of plaited bamboo 4.3 m (14 ft) long and 2.4 m (8 ft) wide, about 1.2–1.5 m (4–5 ft) high and roofed with banana leaf thatch. At the stern was a 5.8 m (19 ft) long steering oar of mangrove wood, with a blade of fir. The mainsail was 4.6 by 5.5 m (15 by 18 ft) on a yard of bamboo stems lashed together. Photographs also show a topsail above the mainsail, and also a mizzen sail, mounted at the stern.

The raft was partially decked in split bamboo. The main spars were a laminate of wood and reeds and Heyerdahl tested more than twenty different composites before settling on one that proved an effective compromise between bulk and torsional rigidity. No metal was used in the construction.

Supplies

Kon-Tiki carried 1,040 litres (275 US gal) of drinking water in 56 water cans, as well as a number of sealed bamboo rods. The purpose stated by Heyerdahl for carrying modern and ancient containers was to test the effectiveness of ancient water storage. For food Kon-Tiki carried 200 coconuts, sweet potatoes, bottle gourds and other assorted fruit and roots. The U.S. Army Quartermaster Corps provided field rations, tinned food and survival equipment. In return, the Kon-Tiki explorers reported on the quality and utility of the provisions. They also caught plentiful numbers of fish, particularly flying fish, "dolphin fish", yellowfin tuna, bonito and shark.

Heyerdahl and crew were equipped with water-tight sports wristwatches manufactured by Swiss watchmaking firm Eterna. After the journey, Eterna decided to brand their sports watches as "Kon-Tiki".

Communications

The expedition carried an amateur radio station with the call sign of LI2B operated by former World War II Norwegian resistance radio operators Knut Haugland and Torstein Raaby. Haugland and Raaby maintained regular communication with a number of American, Canadian, and South American stations that relayed Kon Tiki's status to the Norwegian Embassy in Washington, D.C. On August 5, Haugland made contact with a station in Oslo, Norway, 16,000 kilometres (10,000 mi) away.

Kon Tiki's transmitters were powered by batteries and a hand-cranked generator and operated on the 40, 20, 10, and 6-meter bands. Each unit was water resistant, used 2E30 vacuum tubes, and provided approximately 6 watts of RF output; the equivalent of a small flashlight. Two British 3-16 MHz Mark II transmitters were also carried on board, as was a VHF transmitter for communicating with aircraft and a hand-cranked survival radio of the Gibson Girl type for 500 and 8280 kHz.

The radio receiver used throughout the voyage, a National Radio Company NC-173, once required a thorough drying out after being soaked when landing in Raratonga. The crew once used a hand-cranked emergency transmitter to send out an "all well, all well" message "just in time to head off a massive rescue attempt".

The call sign LI2B was used by Heyerdahl again in 1969–70, when he built a papyrus reed raft and sailed from Morocco to Barbados in an attempt to show a possible link between the civilization of ancient Egypt and the New World.

The Voyage

Kon-Tiki left Callao, Peru, on the afternoon of April 28, 1947. To avoid coastal traffic it was initially towed 80 km (50 mi) out by the Peruvian Navy fleet tug Guardian Rios, then sailed roughly west carried along on the Humboldt Current.

On July 2, Heyerdahl writes about an encounter with a rogue wave; in his book he describes a "Three Sister" phenomenon: "During a night-shift with quiet seas appears an 'abnormal huge wave' followed by two more waves. The raft is being swept up and down and is covered in water." After the three waves he describes the sea as quiet as before.

The crew's first sight of land was the atoll of Puka-Puka on July 30. On August 4, the 97th day after departure, Kon-Tiki reached the Angatau atoll. The crew made brief contact with the inhabitants of Angatau Island, but were unable to land safely. Calculations made by Heyerdahl before the trip had indicated that 97 days was the minimum amount of time required to reach the Tuamotus, so the encounter with Angatau showed that they had made good time.

On August 7, the voyage ended when the raft struck a reef and was then beached on an uninhabited islet off Raroia atoll in the Tuamotus. The team had travelled a distance of around 6,980 km (4,340 mi; 3,770 nmi) in 101 days, at an average speed of 1.5 knots (2.8 km/h; 1.7 mph).

After spending a number of days alone on the islet, the crew was greeted by men from a village on a nearby island who arrived in canoes, having seen washed-up flotsam from the raft. The crew were taken back to the native village, where they were feted with traditional dances and other festivities. Finally the crew were taken off Raroia to Tahiti by the French schooner Tamara, with the salvaged Kon-Tiki in tow.

Anthropology

The basis of the Kon-Tiki expedition was pseudoscientific, racially controversial, and has not gained acceptance among scientists (even prior to the voyage). Heyerdahl believed that the original inhabitants of Easter Island (and the rest of Polynesia) were the "Tiki people", a race of "white bearded men" who supposedly originally sailed from Peru. He described these "Tiki people" as being a sun-worshipping fair-skinned people with blue eyes, fair or red hair, tall statures, and beards. He further said that these people were originally from the Middle East, and had crossed the Atlantic earlier to found the great Mesoamerican civilizations. By 500 CE, a branch of these people were supposedly forced out into Tiahuanaco where they became the ruling class of the Inca Empire and set out to voyage into the Pacific Ocean under the leadership of "Con Ticci Viracocha".^[27]^[28]

He argued that the monumental statues known as moai resembled sculptures more typical of pre-Columbian Peru than any Polynesian designs. He believed that the Easter Island myth of a power struggle between two peoples called the Hanau epe and Hanau momoko was a memory of conflicts between the original inhabitants of the island and a later wave of Native Americans from the Northwest coast, eventually leading to the annihilation of the Hanau epe and the destruction of the island's culture and once-prosperous economy. Heyerdahl described these later migrants as "Maori-Polynesians" who were supposedly Asians who crossed over the Bering land bridge into Northwest America before sailing westward towards Polynesia (the westward direction is because he refused to accept that Polynesians were capable of sailing against winds and currents). He associated them with the Tlingit and Haida peoples and characterized them as "inferior" to the Tiki people.

Heyerdahl's hypothesis was part of early Eurocentric hyperdiffusionism and the westerner disbelief that (non-white) "stone-age" peoples with "no math" could colonize islands separated by vast distances of ocean water, even against prevailing winds and currents. He rejected the highly skilled voyaging and navigating traditions of the Austronesian peoples and instead argued that Polynesia was settled from boats following the wind and currents for navigation from South America. As such, the Kon-Tiki was deliberately a primitive raft and unsteerable, in contrast to the sophisticated outrigger canoes and catamarans of the Austronesian people.

Heyerdahl's hypothesis of Polynesian origins is overwhelmingly rejected by scientists today. Archaeological, linguistic, cultural, and genetic evidence all support a western origin (from Island Southeast Asia) for Polynesians via the Austronesian expansion."Drift voyaging" from South America was also deemed "extremely unlikely" in 1973 by computer modeling, although is in contrast with recent genetic analysis. The 1976 voyage of the Hōkūleʻa, a performance-accurate replica of a Polynesian double-hulled wa'a kaulua voyaging canoe, from Hawaiʻi to Tahiti was partly a demonstration to prove that Heyerdahl was wrong. The Hōkūleʻa sailed against prevailing winds and exclusively used wayfinding and celestial Polynesian navigation techniques (unlike the modern equipment and charts of the Kon-Tiki). Hōkūleʻa also remains fully operational, and has since completed ten other voyages, including a three-year circumnavigation of the planet from 2014 to 2017, with other sister ships.

Historians today consider that the Polynesians from the west were the original inhabitants and that the story of the Hanau epe is either pure myth, or a memory of internal tribal or class conflicts. In 2011, Erik Thorsby of the University of Oslo presented DNA evidence to the Royal Society which, whilst agreeing with the west origin, also identified a distinctive but smaller genetic contribution from South America.

This result was questioned in 2012 because of the possibility of contamination by South Americans after European contact with the islands. In 2014, further work by a team including Anna-Sapfo Malaspinas (from the Natural History Museum of Denmark) analysed the genomes of 27 native Rapa Nui people and found that their DNA was on average 76 percent Polynesian, 8 percent Native South American and 16 percent European. Analysis showed that "although the European lineage could be explained by contact with white Europeans after the island was 'discovered' in 1722 by Dutch sailors, the South American component was much older, dating to between about 1280 and 1495, soon after the island was first colonised by Polynesians in around 1200."

Genetic analysis of Polynesians and Native South Americans, published in Nature in July 2020, has revealed that several eastern Polynesian populations have signs of an ancient genetic signature that originated from Native South American people. An initial admixture event between Native South Americans and Polynesians, discovered by statistical analysis, took place around 1150–1230 CE.

Later Recreations of Kon-Tiki

Seven Little Sisters

In 1954, William Willis sailed alone on a raft Seven Little Sisters from Peru to American Samoa, successfully completing the journey. He sailed 10,800 km (6,700 mi), which was 3,500 km (2,200 mi) farther than Kon-Tiki. In a second great voyage ten years later, he rafted 12,001 km (7,457 mi) from South America to Australia with a metal raft Age Unlimited.

Kantuta

In 1955, the Czech explorer and adventurer Eduard Ingris attempted to recreate the Kon-Tiki expedition on a balsa raft called Kantuta. His first expedition, Kantuta I, took place in 1955–1956 and led to failure. In 1959, Ingris built a new balsa raft, Kantuta II, and tried to repeat the previous expedition. The second expedition was a success. Ingris was able to cross the Pacific Ocean on the balsa raft from Peru to Polynesia.

Tahiti-Nui

A French seafarer, Éric de Bisschop, committed himself in a project he had had for some years: he built a Polynesian raft in order to cross the eastern Pacific Ocean from Tahiti to Chile (contrary to Thor Heyerdahl's crossing); the Tahiti-Nui left Papeete with a crew of five on November 8, 1956. When near the Juan Fernández Islands (Chile) in May 1957, the raft was in a very poor state and they asked for a towing, but it was damaged during the operation and had to be abandoned, but they were able to preserve all the equipment that had been aboard.

Tahiti-Nui II

A second Tahiti-Nui was built in Constitución, Chile, leaving on April 13, 1958, towards Callao, then towards the Marquesas. It missed its target and after four months, the raft began to sink. The crew built a new smaller raft, the Tahiti Nui III, in the ocean out of the more buoyant parts of the Tahiti Nui II. They were swept towards Cook Islands where on August 30, the raft went aground and was wrecked at Rakahanga atoll. Éric de Bisschop died in this accident.

Tangaroa (1965)

A Peruvian expedition led by Carlos Caravedo crossed the Pacific Ocean in 1965 in 115 days in a raft named Tangaroa, of which 18 days were used by the crew to cross Tuamotus, the Tuamotu Archipielago, making Tangaroa the only raft that has managed to cross that dangerous archipelago of French Polynesia by its own means. On November 18, 1965, the Tangaroa ended its journey on the Fakarava island. Fakarava is where the Tangaroa is currently preserved.

Las Balsas

The 1973 Las Balsas expedition was the first (and so far only) multiple-raft crossing of the Pacific Ocean in recent history. It is the longest-known raft voyage in history. The expedition was led by Spaniard Vital Alsar, who, in 1970, led the La Balsa expedition, only on that occasion with one raft and three companions. The crossing was successful and, at the time, the longest raft voyage in history, until eclipsed in 1973 by Las Balsas. The purpose of the 1973 expedition was three-fold: (1) to prove that the success of 1970 was no accident, (2) to test different currents in the sea, which Alsar maintained ancient mariners knew as modern humans know road maps, and (3) to show that the original expeditions, directed perhaps toward trade or colonisation, may have consisted of small fleets of balsa rafts.

Tangaroa (2006)

In 2006, the Tangaroa Expedition recreated the Kon-Tiki voyage using a newly built raft, the Tangaroa, named after the Māori sea-god Tangaroa. Tangaroa's six-man crew was led by Norwegian Torgeir Higraff and included Olav Heyerdahl, grandson of Thor Heyerdahl, Bjarne Krekvik (captain), Øyvin Lauten (executive officer), Swedish Anders Berg (photographer) and Peruvian Roberto Sala. Tangaroa was launched on the same day that Kon-Tiki had been—April 28—and it reached its destination on July 7, which was 30 days faster than Heyerdahl's Kon-Tiki which had taken 101 days for the voyage. Tangaroa's speed was credited to the proper use of guaras (centerboards).

An-Tiki

On January 30, 2011, An-Tiki, a raft modeled after Kon-Tiki, began a 4,800-kilometre (3,000 mi), 70-day journey across the Atlantic Ocean from the Canary Islands to the island of Eleuthera in the Bahamas. The expedition was piloted by four men, aged from 56 to 84 years, led by Anthony Smith. The trip was designed to commemorate the journey in an open boat of survivors from the British steamship Anglo-Saxon, sunk by the German cruiser Widder in 1940. The raft ended its voyage in the Caribbean island of St Maarten, completing its trip to Eleuthera in the following year with Smith and a new crew.

Kon-Tiki2

On 7 November 2015, two teams with two balsa rafts Rahiti Tane and Tupac Yupanqui left Lima, Peru for Easter Island. Expedition Kon-Tiki2 got its name because it had 2 crews from many nations: Norway, Russia, UK, Mexico, New Zealand, Sweden, and Peru. It sought to double down on Heyerdahl's voyage by sailing two rafts from South America to Polynesia and then back. Expedition leader was Torgeir Higraff from Tangaroa Expedition (2006). Øyvin Lauten and Kari Skår Dahl were captains on the first leg, while Signe Meling and Ola Borgfjord were captains on the second leg. The raft reached Easter Island, but did not complete the return.

The two rafts were made of 11 balsa logs and 10 crossbeams held together by 2000 meters (1¼ miles) of natural fiber ropes. Tens of thousands of waves, up to six meters (20') tall, hit the rafts in an El Niño year. This stress for 16 weeks weakened the ropes, but the crew could not replace all of them.On March 3, 2016, all crew members were taken on board the Hokuetsu Ushaka freight ship after 115 days of sailing and 4½ months at sea.

Documentation

Memoir book

A book documenting the voyage and raft was released in 1948 by Thor Heyerdahl, called The Kon-Tiki Expedition: By Raft Across the South Seas.

Documentary film

A film documentary about the voyage and raft was released in 1950, called Kon-Tiki. It won the 1951 Oscar for Best Documentary Feature.

In popular culture

Kon-Tiki is a 2012 Norwegian historical dramatized feature film about the 1947 Kon-Tiki expedition. It starred Pål Sverre Valheim Hagen as Thor Heyerdahl and was directed by Joachim Rønning and Espen Sandberg. It was the highest-grossing film of 2012 in Norway and the country's most expensive production to date.

Episode 5 of the tenth season of HBO's Curb Your Enthusiasm features Clive Owen as himself in a one-man play entitled "Kon Tiki".

Episode 2 of the second season of Apple TV+'s For All Mankind mentions a Space Shuttle named Kon-Tiki.

Cotton Mather's 1997 album Kontiki is named for the Kon-Tiki expedition.

The Kon-Tiki and Ra expeditions were parodied in the titular sketch of "Mr. and Mrs. Brian Norris' Ford Popular", the second episode of Series 3 of Monty Python's Flying Circus. Mr. Norris and his wife seek to use the titular car to prove that Hounslow's inhabitants in fact migrated from their original home region, Surbiton, by driving the short distance from the former to the latter. Upon being unable to surmise how the Surbiton migrants might have crossed the River Thames, in spite of the presence of a visible bridge, they go to Hounslow Central tube station and notice a sign pointing to Surbiton there; the Norrises conclude that it was in fact the people of Hounslow who made the journey to Surbiton, and not vice versa.

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