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Methodology: Each institution uses different methods to achieve learning in students, but many times this is not the objective of the education system because most still use old methods such as the traditional one that considers the class as an environment where the role of the teacher is to transmit information and the student is to receive it and where the achievements proposed are sought to be achieved individually by encouraging competitiveness among students as opposed to classrooms where collaboration prevails and work is done in a group way. In the countries compared in the table, we can see how Luxembourg has evolved and has broken away from the traditional model, changing the organization of the class and promoting autonomous work and the development of unique skills in each individual. Not only that, but in this country dynamic activities are valued and a balance is sought between these activities and other areas of knowledge.
Schedule: Most countries have to comply with a certain amount of hours that make up the school year. This is why in some countries where the days are so long, young people get exhausted very easily and lose interest in learning. An example of a country that takes advantage of the hours of study is Luxembourg where they offer alternating the number of hours per day to the youngest and the oldest have the possibility of distributing their hours according to their needs this makes young people from an early age have control over their time and manage the amount of work and time allocated.
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Qualifications: The use of grades is a repetitive pattern in terms of the various grading and assessment mechanisms in the different countries, although there are different numerical scales or methods to measure intelligence or efficiency, in general all grades comply with the purpose of pigeonholing knowledge from a single perspective. The use of grades is responsible for the generalization of wisdom, the standards under which all students are graded are the same, no matter what type of intelligences the students have more developed, Unfortunately, there have been occasions in the grades that only succeed in depressing or affecting the student in a negative way, even in some cases leading them to develop competitive/destructive behaviors among themselves, either to outdo others and thus overshadow them or to demonstrate their qualities and abilities, taking into account that they have accustomed the children to see that excellence is only considered from the score they receive. Unfortunately, grades affect directly for multiple reasons, but the most important factor is that grades have accustomed us to being good at everything and that we must prove ourselves in order to be considered "intelligent", while getting a bad grade defines people as incapable or clumsy, without familiarizing them with the concept of DIFFERENCE, thus demeans the importance of different skills. In some cases the student is so compelled to comply with good grades that he prefers to be a repeater of information and chooses to replicate texts or documents rather than demonstrate understanding of the topics from his perspective or his own analysis, because he is used to achieving better results by meeting school standards and what the system wants to receive rather than expressing his thoughts in an autonomous or different way.
Uniforms: The origin of the school uniform arose with the purpose of improving student performance, stimulating their concentration, creating a school identity by sustaining and strengthening the sense of belonging, and most importantly avoiding discrimination, but all this without taking into account that there would be problems that would change or disappear over the years, nor considering that the use of these garments could make students uncomfortable to the point of refusing to wear them due to rebellion or changing their use, which generates disciplinary and coexistence problems. Young people today are in constant search of a sense of identity and autonomy and more when facing their personal development, even some groups of students say that it is more what affects and makes the uniform uncomfortable than what it manages to provide, if it were to avoid discrimination, why do they better educate from humility? This is the reason why in countries where education is based on equality and normal luxury without expressing discrimination, neither public nor private schools consider the use of uniforms mandatory, while in countries where social classes are as recriminated and marked as in Latin America, schools agree that the use of institutional clothing is indispensable. If it were to improve performance and stimulate concentration, it would be better to strengthen the dynamic teaching methods, wouldn't it? Or if it were to strengthen the student's school identity, wouldn't it be better to develop his comfort and taste for his educational institution? By giving them love and pride in their school.
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Classroom: The classroom is an important tool and a highly influential factor in the learning and concentration of young people, and it is worth emphasizing that the way the classroom is organized has a background in them. The classroom is a valuable instrument for the development and learning of the individual, since it is there that not only knowledge is transmitted but also interpersonal relationships are built. In most countries, the traditional model of organizing a classroom, a board in front of it and chairs organized in a linear fashion, causing young people a huge disinterest in learning. On the contrary, in Luxembourg the way in which the classroom is structured is totally different, there it is more dynamic because the distribution of the chairs is different and flexible. This allows the students to feel more secure and free in the classroom, besides promoting a more dynamic relationship with the teacher.
Subjects: Although all the countries compared in the table face different problems and social realities, the subjects and areas of knowledge are quite similar, even the topics are very similar, in fact the variant factor of greater notice is the multilingual learning and artistic work; At what age and under what intensity the linguistic stimulus begins to develop is what defines the multilingual level in each country, for example in Colombia English is widely taught, so that most students are taught the Ministry of Education decided to divide the institutions into 4 categories of bilingualism, this in order to promote the second foreign language regardless of how intensively the institutions manage to teach it, you are: Establishments without a deepening in foreign language, establishments with an intensification in foreign language, national bilingual establishments, international bilingual establishments. While there are countries in which the teaching of a second language is fundamental, in fact, in Luxembourg all schools must comply with the norms decreed by the state, which indicate that three basic languages must be taught, English, German and French, in addition to their mother tongue (Luxembourgish). Although it is not necessary to take extra classes, most students decide to learn Mandarin, Spanish, Portuguese or Italian since each institution is obliged to provide these additional services. On the other hand the next factor to compare, is how the teaching and importance that is attributed to the art varies, although this depends more on the educational plan under which each institute is governed the importance of art is a concept assimilated with the way it is perceived the art to society, for example in Colombia and Venezuela we can see how it has come to be affected the role of artist in society.:
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