Adult Education and Especially Its Promotion Were Regulated at the End of the Seventies (Law on the Promotion of Adult Education of 5Th July 1979 [13])

Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice) General historical background In contrast to various other small countries Liechtenstein was able to maintain its sovereignty over the years. Important steps in this direction were the admission to the Confederation of the Rhine in 1806 as an independent state and to the German Confederation in 1815. In 1862 Liechtenstein adopted a new constitution that still placed the governmental powers with the Reigning Prince but stipulated that the Parliament could not be ignored anymore in law making. In 1918 the first political parties emerged: the Christian-Social People's Party (Christlich-Soziale Volkspartei) and the Progressive Citizens' Party (Fortschrittliche Bürgerpartei). The following years saw new negotiations between the Prince and the Parliament which resulted in a new constitution that came into force in 1921. This constitution is still in force today with essential direct-democratic instruments like initiative and referendum. After the collapse of the monarchy in Austria Liechtenstein changed its orientation of foreign policy towards Switzerland. The custom's agreement with Austria was terminated in 1919. The following years and decades saw an ever-growing network of agreements negotiated with Switzerland, the most important one being the custom's agreement of 1923 that still forms the basis of a close partnership up to these days. 1938 saw the first governmental coalition of the two parties in Liechtenstein, this step was followed by proportional representation in the following year which was important for internal political stability in Liechtenstein. In 1938 Prince Franz Josef II. took up residence in Vaduz Castle as the first Reigning Prince. In the Second World War Liechtenstein was threatened by war and Anschluss to Hitler's Germany, however it escaped direct war activities and was able to make use of its location advantages. Liechtenstein benefitted, inter alia, from its central position and from the customs agreement with neutral Switzerland, from its tax advantages and from political stability, also there were no casualties among soldiers. The post-war period was characterised by a continuing economic upturn which changed Liechtenstein within a few decades from an agricultural country to a modern society with a diversified economy in the fields of industry and service sector. There was a need for new workers, the Liechtenstein economy relied more and more on foreign employees. In various situations Liechtenstein strove for potential cooperation and participation in international organisations in order to justify and confirm its sovereignty as a small state within the international community. Starting from the fifties Liechtenstein joined – among others – the following organisations and institutions: International Court of Justice in The Hague (1950), OSCE (1975), Council of Europe (1978), UNO (1990), EFTA (1991), EEA (1995), and WTO (1995). Besides these Liechtenstein further develops the relations to both neighbouring Switzerland and Austria. Legislative development The first legal actions regulating Liechtenstein's education system date back to the beginning of the 19th century. The decree of 18th September 1805 [1] released at the Princely Court Chancellery in Vienna may indicate the time of birth of the Liechtenstein education system. The decree that introduced compulsory schooling included seven points: the demand for a suitable teacher in each of the political communes, the regulated appointment and dismissal of teachers, the duration of the school year, the demand for a school fund in each of the communes, regulations concerning the construction of school buildings, compulsory education and the decree of a school plan. On 31st July 1822 detailed school regulations followed that were incorporated into the school plan [2] and into the school law [3] of 1st August, including the conduct of pupils and students. The improvement of the school plan especially concerned the creation of the post of a countrywide inspectorate. The first proper school law [4] dates of 5th October 1827 and came into force in the name of Prince John I. It included various changes and novelties like the abolition of school fees or the introduction of details on the qualifications and on the service conditions of the teachers. In 1859 the first full school law [5]which was an effective one at the same time was decreed in Liechtenstein. This notably also meant an increase in school administration at local and at state level, a considerable expansion of the curricula of the elementary school (primary school), an extension of compulsory education to eight years, and further regulations on the service conditions and on the salary of the teachers. The next fundamental school law [6] was signed by Prince Franz I on 9th November 1929. It included all the relevant aspects of the education system existing at that time. For the first time the secondary schools were generally mentioned as "higher education establishments"; they were described as follows: "Among the higher education establishments are all those education establishments that are already existing or to be built which have to provide education going beyond the intentions and the limitations of elementary school in the fields of higher general or vocational education and training." The school law was changed various times and supplemented with additional laws. In 1971 the current School Law [7] being considered true reform legislation became effective. Essential novelties were the reduction of primary school from six to five years from seven years onwards and an extension of secondary school to four years accordingly, as well as a new vertical structure of the lower secondary schools with Oberschule, Realschule and Gymnasium (cf. chapter 6 [8]) as types of school, the law also meant institutionalising auxiliary school and special school, and the specification of compulsory education to nine school years. A special feature in the development of the Liechtenstein education system can be seen in in the organisation of authorities with the National School Council as the supreme body. It was presided until 1969 by the education commissioner, then a clergyman of Liechtenstein. He was responsible for the management, the administration and organisation of the entire national education system. The local inspectorate was represented by the local priest. The members of the National School Council and the local priests further had the obligation to hold an annual "examination day" at the end of the school year that should provide a picture of the education of the pupils and students, certainly also of the performance of the teachers. These institutions were replaced by the Office of Education in the School Law of 1971 [7]. Within the context of educational reforms in the sixties and early seventies the field of vocational education and training saw a progressive development as there was, until then, only a rudimentary structure. According to the constitution of 1921 [9] the promotion of domestic and agricultural training and the education in trade were governmental responsibilities. The school law of 1929 [6]obliged the vocational trainers to encourage their apprentices in the attendance of specialised courses, and the Apprenticeship Law of 1936 [10] prescribed binding theoretical education and training. The Law on Vocational Education and Training of 7th July 1976 [11] finally regulated vocational education and training and took a more holistic view. The law covers all aspects of vocational education and training and includes the organisation of the relevant panels and authorities. Liechtenstein started offering its own higher education sector in 1992 when the law on higher technical colleges, on universities and research centres (now law on higher education [12]) formally became effective. It is the legal basis of tertiary education and describes the position and duties of the universities and their authorisation, it regulates the courses of study, admission requirements, the rights and obligations of the students, it specifies details of the teaching staff, of quality assurance and of state supervision. With the new law Liechtenstein implements the requirements of Bologna legislation that have been supported by Liechtenstein as a very small country right from the beginning and that have been partly implemented and put into practice before that date. Adult education and especially its promotion were regulated at the end of the seventies (Law on the Promotion of Adult Education of 5th July 1979 [13]). In 1998 the “Adult Education Liechtenstein” Foundation was given the permission for planning, coordination and promotion of adult education. Pre-school education A form of pre-school education that was offered and organised by the public sector in Liechtenstein only came about after regulating elementary school (primary school) and after the foundation of the first “higher education establishment” (lower secondary schools). In 1881 the first Kindergarten opened its doors in the commune of Schaan. Further communes only hesitantly followed this example, so consequently the development of the system of Kindergarten took its time until 1965. A special role in the development of pre-school education since the beginnings can be attributed to Catholic nuns. Over decades they organised Kindergarten settings and considerably contributed towards the development and the preservation of a medical and social supply network in Liechtenstein. Initially the Kindergarten

Load more