Education
In Ponte Tresa about 68.7% of the population (between age 25-64) have completed either non-mandatory upper secondary education or additional higher education (either university or a Fachhochschule).
In Ponte Tresa there were a total of 112 students (as of 2009). The Ticino education system provides up to three years of non-mandatory kindergarten and in Ponte Tresa there were 16 children in kindergarten. The primary school program lasts for five years. In the municipality, 23 students attended the standard primary schools. In the lower secondary school system, students either attend a two-year middle school followed by a two-year pre-apprenticeship or they attend a four-year program to prepare for higher education. There were 25 students in the two-year middle school, while 17 students were in the four-year advanced program.
The upper secondary school includes several options, but at the end of the upper secondary program, a student will be prepared to enter a trade or to continue on to a university or college. In Ticino, vocational students may either attend school while working on their internship or apprenticeship (which takes three or four years) or may attend school followed by an internship or apprenticeship (which takes one year as a full-time student or one and a half to two years as a part-time student). There were 11 vocational students who were attending school full-time and 18 who attend part-time.
The professional program lasts three years and prepares a student for a job in engineering, nursing, computer science, business, tourism and similar fields. There were 2 students in the professional program.
As of 2000, there were 4 students in Ponte Tresa who came from another municipality, while 55 residents attended schools outside the municipality.
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Famous quotes containing the word education:
“In the years of the Roman Republic, before the Christian era, Roman education was meant to produce those character traits that would make the ideal family man. Children were taught primarily to be good to their families. To revere gods, one’s parents, and the laws of the state were the primary lessons for Roman boys. Cicero described the goal of their child rearing as “self- control, combined with dutiful affection to parents, and kindliness to kindred.””
—C. John Sommerville (20th century)
“The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.”
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“If we help an educated man’s daughter to go to Cambridge are we not forcing her to think not about education but about war?—not how she can learn, but how she can fight in order that she might win the same advantages as her brothers?”
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