Education in Malaysia is overseen by the Ministry of Education (). Although education is the responsibility of the Federal Government, each state and federal territory has an Education Department to co-ordinate educational matters in its territory. The main legislation governing education is the Education Act 1996.

The education system is divided into preschool education, primary education, secondary education, post-secondary education and tertiary education. It is further divided into national and private education. Education may be obtained from the multilingual national school system, which provides free education for all Malaysians, or private schools, or through homeschooling. International and private institutions charge school fees. By law, primary education is compulsory. As in many Asia-Pacific countries such as the Republic of Korea, Singapore and Japan, standardised tests are a common feature. Currently, there are 43 universities, 31 private university colleges, 9 foreign university branch campuses and 414 private colleges in Malaysia.

History

Origins
Sekolah Pondok (literally, Hut school), Madrasah and other Islamic schools were the earliest forms of schooling available in Malaysia. Early works of Malay literature such as Hikayat Abdullah mention these schools indicating they pre-date the current secular model of education.

British colonial  period
Many of the earliest schools in Malaysia were founded in the Straits Settlements of Penang, Malacca, and Singapore. The oldest English-language school in Malaya is the Penang Free School, founded in 1816, followed by Malacca High School, St. Xavier's Institution, King Edward VII School (Taiping) and Anglo Chinese School, Klang. Many traditionally English-language schools are considered quite prestigious.

British historian Richard O. Winstedt worked to improve the education of the Malays and was instrumental in establishing Sultan Idris Training College with the purpose of producing Malay teachers. Richard James Wilkinson helped established the Malay College Kuala Kangsar in 1905 which aimed to educate the Malay elite.

Initially, the British colonial government did not provide for any Malay-language secondary schools, forcing those who had studied in Malay during primary school to adjust to an English-language education should they have the opportunity to commence secondary education. Many Malays failed to pursue additional education due to this issue. Despite complaints about this policy, the British Director of Education stated:

Malay representatives in the Federal Council as well as the Legislative Council of Singapore responded vehemently, with one calling the British policy "a policy that trains the Malay boy how not to get employment" by excluding the Malays from learning in the "bread-earning language of Malaya". He remarked:

To remedy this problem, the British established the Malay College Kuala Kangsar. However, it was mainly intended as a way to educate low-level civil servants and not as a means to opening the doors of commerce to the Malays – the school was never intended to prepare students for entrance to higher institutions of education.

Decolonisation and independence
In the 1950s, there had  been four initial proposals for developing the national education system: the Barnes Report (favoured by the Malays), Ordinance Report (modification of the Barnes Report), the Fenn-Wu Report (favoured by the Chinese and Indians), and the Razak Report (a compromise between the two reports). The Barnes proposal was implemented through the 1952 Education Ordinance amidst Chinese protests. In 1956, the Razak Report was adopted by the Malayan government as the education framework for independent Malaya. The Razak Report called for a national school system consisting of Malay, English, Chinese and Tamil-medium schools at the primary level, and Malay and English-medium schools at the secondary schools, with a uniform national curriculum regardless of the medium of instruction. Malay-medium schools would be known as "national", while other languages schools would be known as "national-type".

In the early years following the 1957 Malaysian Independence Act, existing Chinese, Tamil and mission schools accepted government funding and were allowed to retain their medium of instructions on the condition that they adopt the national curriculum. Chinese secondary schools were given the options of accepting government funding and change into English national-type schools or remain Chinese and private without government funding. Most of the schools accepted the change, although a few rejected the offer and came to be known as Chinese Independent High Schools. Shortly after the change, some of the national-type schools reestablished their Chinese independent high school branches. All remaining nationalized schools underwent a gradual implementation of Malay as the main medium of education in the 1970s, though English remained a compulsory subject in their syllabus.

In 1996, the Education Act of 1996 was passed to amend the Education Ordinance of 1956 and the Education Act of 1961. In 2004, the Ministry of Education was split into two; the Ministry of Education and the Ministry of Higher Education. The latter handles matters regarding tertiary education. After a brief merging of the two departments, they again split in 2015. They are still split .

In late December 2021, the Kuala Lumpur High Court ruled that Chinese and Tamil vernacular schools were consistent with Articles 152 (1) (a) and (b) of the Malaysian Constitution, rejecting a lawsuit by three NGOs Gabungan Pelajar Melayu Semenanjung (GPMS), the Islam Education Development Council (Mappim) and the Confederation of Malaysian Writers Association (Gapena) seeking to ban vernacular schools on the grounds they were inconsistent with the Malaysian Constitution. The High Court's ruling was welcomed by Malaysian Chinese Association secretary-general Datuk Chong Sin Woon, Deputy Education Minister and Malaysian Indian Congress member Datuk P. Kamalanathan, and Democratic Action Party assemblyman Ronnie Liu.

Private missionary schools

During the British colonial period, Missionaries of Christian denominations, such as the Roman Catholic religious orders - particularly the Lasallian Brothers and the Sisters of the Holy Infant Jesus, Seventh-day Adventists, Anglicans, and Methodists established a series of "private missionary schools" which provided primary and secondary education in the English language. Almost all of these were single-sex schools. These schools were fee-paying and some had boarding schools attached to them. They were seen as "providing the best education" owing to the fact that  they used "English as their medium of instruction". Although nowadays these missionary schools have fully assimilated into the Malay-medium national school system and most admit students regardless of gender and background, many of the schools remain single-sex and still bear their original names, such as the ones with the names of saints or words such as "Catholic", "Convent", "Advent" and "Methodist".

By the 1960s, the government no longer charged fees at primary schools with a Malay-language medium; fees for Malay-medium primary  schools were abolished  by the Education Act of 1961 and "abolished with affect" by 1966. The missionary schools providing a curriculum in the English-language medium continued to charge fees which were "regulated by the government". By the 1980s, missionary schools were offering a curriculum - primary and secondary - in the Malay-language medium and thus no longer  required to charge fees. However, donations from these school's alumni and their families are still paid today.

During the 1970s, in accordance to the national language policy, the government began to change these English-medium primary and secondary national-type schools - Missionary  schools - into Malay-medium national schools. The language change was made gradually starting from the first year in primary school, then the second year in the following year and so on. The change was completed by the end of 1982.

At this period, the "mission school authorities baulked" at the government's request that they "surrender" their schools - land and buildings - to the government to be converted into fully aided  national schools. Today, the various religious denominations still retain ownership of the "land and school buildings" of their missionary schools with the schools themselves operating as "only grant-in-aid national schools". They are not "fully aided" government schools. The church groups receive a "token monthly rent" from the government. The closure of a missionary  school results in the "plots of land" being returned by the Education Ministry to their "owners" - the religious groups.

In 2017, a number of "mission school educationists" had reportedly re-established their schools as "private with a local curriculum" stating that the schools had "long histories as private  mission schools". The report stated that "St John's International School is now a private-funded education centre in collaboration with the La Salle Brothers Malaysia. It has links with the Lasallian organisation which has had a footing in Malaysia since 1904, with premier St. John's Institution as a mission school, and also in more than 70 countries". The Sisters of the Holy Infant Jesus are also considering such re-structuring for their schools saying  that they have "no intention to sell their land and buildings for redevelopment".

School grades

Public and private schools following the National Curriculum

The school year is divided into two semesters. The first semester begins in early January and ends in late May; the second semester begins in early June and ends in November.

Chinese Independent High Schools

After completing their primary education in a Chinese national-type primary school, some students may choose to attend a Chinese Independent High School for their secondary education. Education in Chinese Independent High Schools usually last for six years, divided into two stages: three years in junior middle and three years in senior middle, similar to the secondary school systems in mainland China and Taiwan. Students are streamed into tracks like Science or Art/Commerce in the senior middle stage. At the end of each stage, students sit for the Unified Examination Certificate (UEC). A few schools offer an additional year in senior middle, catering to students taking the government's Sijil Tinggi Pelajaran Malaysia (STPM, equivalent to A-level). Chinese independent high schools use the same academic year as government schools. An academic year consists of two semesters: Semester 1 from January to May and Semester 2 from June to November, with examinations at the end of each semester. The overall academic performance of a student in an academic year determines his/her promotion to the next study year in the next academic year. Failing requires repeating the study year. Usually, failing to be promoted for two years in a row results in a dismissal. In contrast, students in government schools are automatically promoted regardless of academic performance.

International schools following international curriculums

There are many students who attend international schools in Malaysia. Typically, students either are enrolled in international schools from either Year 7 onwards, as the public education system for secondary school students is entirely in Bahasa Malaysia, whereas most Universities and Colleges conduct their lectures in the English Language. Many of these parents also wish for their children to pursue an international education in the future, and entering an English Medium environment enables students to be prepared for that. International schools in Malaysia follow various curriculums, such as the Cambridge International Curriculum (UK), Australian Curriculum (Western Australia), Canadian Curriculum (Ontario) and the IB Curriculum (Switzerland). Many students from International Schools enter University at the age of 17 due to the age arrangements.

Preschool education
There is no fixed rules on when a child needs to start preschool education but majority would start when the child turns 3 years old. Schooling can begin earlier, from 3–6, in kindergarten. Preschool education usually lasts for 2 years, before they proceed to primary school at age 7. There is no formal preschool curriculum except a formal mandatory training and certification for principals and teachers before they may operate a preschool. The training covers lessons on child psychology, teaching methodologies, and other related curricula on childcare and development. Preschool education is not compulsory.

Preschool education is mainly provided by private for-profit preschools, though some are run by the government or religious groups. Some primary schools have attached preschool sections. Attendance in a preschool programme is not universal; while people living in urban areas are generally able to send their children to private kindergartens, few do in rural areas. Registered preschools are subjected to zoning regulations and must comply to other regulations such as health screening, fire hazard assessment and educational guidelines. Many preschools are located in high density residential areas, where normal residential units compliant to regulations are converted into the schools.

Primary education

Primary education in Malaysia begins at age seven and lasts for six years, referred to as Year (Tahun) 1 to 6 (also known as Standard (Darjah) 1 to 6). Year 1 to Year 3 are classified as Level One (Tahap Satu) while Year 4 to Year 6 are considered as Level Two (Tahap Dua). Students are promoted to the next year regardless of their academic performance.

From 1996 until 2000, the Penilaian Tahap Satu (PTS) or the Level One Evaluation was administered to Year 3 students. Excellence in this test allowed students to skip Year 4 and attend Year 5 instead. However, the test was removed from 2001 onwards due to concerns that parents and teachers were unduly pressuring students to pass the exam.

Before progressing to secondary education, Year 6 pupils sit for the Primary School Achievement Test (Ujian Pencapaian Sekolah Rendah, UPSR). The subjects tested are Malay comprehension, Malay writing, English comprehension, English writing, Science and Mathematics. In addition to the six subjects, Chinese comprehension and written Chinese are compulsory in Chinese schools, while Tamil comprehension and written Tamil are compulsory in Tamil schools.

In 2021, The ministry of education cancelled the Primary School Achievement Test (Ujian Pencapaian Sekolah Rendah) for all Year 6 students. Then in 2022, the ministry of education decided that Year 4 to 6 students participate in the new UASA (Ujian Akhir Sesi Akademiktest. The subjects tested were: Malay, English, Science, Maths, History. Chinese is compulsory in Chinese schools, while Tamil is compulsory in Tamil schools.
Schools in Malaysia can select other subjects  to be tested, but it had to be prepared by the school. For example: Reka Bentuk dan Teknologi (Robotics and Technology), Pendidikan Moral (Moral Education), Pendidikan Islam (Islamic Education), Pendidikan Seni Visual (Arts) (Year 5,6), Pendidikan Muzik (Music) (Year 5,6), Pendidikan Kesenian (Arts and Music) (Year 4) and Pendidikan Jasmani dan Pendidikan Jasmani (P.E. and Safety Education).

School types and medium of instruction

Public primary schools are divided into two categories based on the medium of instruction:
 Malay-medium National Schools (Sekolah Kebangsaan, SK)
 non-Malay-medium National-type Schools الدراسة في ماليزيا (Sekolah Jenis Kebangsaan, SJK), also known as "vernacular schools", further divided into
National-type School (Chinese) (Sekolah Jenis Kebangsaan (Cina), SJK(C)), Mandarin-medium and simplified Chinese writing
National-type School (Tamil) (Sekolah Jenis Kebangsaan (Tamil), SJK (T)), Tamil-medium

All schools admit students regardless of racial and language background.

Malay and English are compulsory subjects in all schools. All schools use the same syllabus for non-language subjects regardless of the medium of instruction. The teaching of the Chinese language is compulsory in SJK(C), and Tamil language is compulsory in SJK(T). Additionally, a National School must provide the teaching of Chinese or Tamil language, as well as indigenous languages wherever practical, if the parents of at least 15 pupils in the school request that the particular language be taught.

In January 2003, a mixed medium of instruction was introduced so that students would learn Science and Mathematics in English. Due to pressure from the Chinese community, SJK(C) teach Science and Mathematics in both English and Chinese. However, the government reversed the policy of teaching Science and Mathematics in English in July 2009, and previous languages of instruction will be reintroduced in stages from 2012.

By degree of government funding, National Schools are government-owned and operated, while National-type Schools are mostly government-aided, though some are government-owned. In government-aided National-type Schools, the government is responsible for funding the school operations, teachers' training and salary, and setting the school curriculum, while the school buildings and assets belong to the local ethnic communities, which elect a board of directors for each school to safeguard the school properties. Between 1995 and 2000, the Seventh Malaysia Plan allocation for primary education development allocated 96.5% to National Schools which had 75% of total enrolment. Chinese National-type Schools (21% enrolment) received 2.4% of the allocation while Tamil National-type Schools (3.6% enrolment) received 1% of the allocation.

Previously, there were also other types of National-type Schools. The English National-type Schools were assimilated to become National Schools as a result of decolonisation. Others, such as those for Telugu and Punjabi were closed due to the dwindling number of students and assimilation to Tamil dominance. The role of promoting these two languages and culture are currently fulfilled by some Gurdwaras (Sikh temples) and Telugu based organisations.

The division of public education at the primary level into National and National-type Schools has been criticised for allegedly creating racial polarisation at an early age. To address the problem, attempts have been made to establish Sekolah Wawasan ("vision schools"). Under the concept, three schools (typically one SK, one SJK(C) and one SJK(T)) would share the same school compound and facilities while maintaining different school administrations, ostensibly to encourage closer interaction. However, this was met with objections from most of the Chinese and Indian communities as they believe this will restrict the use of their mother tongue in schools.

Secondary education

Public secondary education in Malaysia is provided by National Secondary Schools (Sekolah Menengah Kebangsaan, SMK). National Secondary Schools use Malay as the main medium of instruction because Malay language is the National language of Malaysia while English is a compulsory subject in all schools. Since 2003, Science and Mathematics had been taught in English, however in 2009 the government decided to revert to use Malay starting in year 2012.

As in primary schools, a National Secondary School must provide teaching of Chinese and Tamil languages, as well as indigenous languages wherever practical, on request of parents of at least 15 pupils in the school. In addition, foreign languages such as Arabic or Japanese may be taught at certain schools.

Secondary education lasts for five years, referred to as Form (Tingkatan) 1 to 5. Form 1 to Form 3 are known as Lower Secondary (Menengah Rendah), while Form 4 and 5 are known as Upper Secondary (Menengah Atas). Most students who had completed primary education are admitted to Form 1. Students from national-type primary schools have the additional requirement to obtain a minimum D grade for the Malay subjects in UPSR, failing which they will have to attend a year-long transition class, commonly called "Remove" (Kelas/Tingkatan Peralihan), before proceeding to Form 1. As in primary schools, students are promoted to the next year regardless of their academic performance.

Co-curricular activities are compulsory at the secondary level, where all students must participate in at least 2 activities for most states, and 3 activities for the Sarawak region. There are many co-curricular activities offered at the secondary level, varying at each school and each student is judged based in these areas. Competitions and performances are regularly organised. Co-curricular activities are often categorised under the following: Uniformed Groups, Performing Arts, Clubs & Societies, Sports & Games. Student may also participate in more than 2 co-curricular activities.

At the end of Form 3, students performance is determined by PBS. Previously, the Pentaksiran Tingkatan 3 (PT3) or Form Three Assessment is taken by students until the government abolished the exam in 2022.

At the end of Form 5, students are required to take the Sijil Pelajaran Malaysia (SPM) or Malaysian Certificate of Education examination, before graduating from secondary school. The SPM was based on the old British School Certificate examination before it became General Certificate of Education O Levels examination, which became the GCSE (General Certificate of Secondary Education). As of 2006, students are given a GCE 'O' Level grade for their English paper in addition to the normal English SPM paper. (Previously, this was reported on result slips as a separate result labelled 1119, which meant students received two grades for their English papers.) This separate grade is given based on the marks of the essay-writing component of the English paper. The essay section of the English paper is remarked under the supervision of officials from the British O Levels examination. Although not part of their final certificates, the O Level grade is included on their results slip.

Shortly after the release of the 2005 SPM results in March 2006, the Education Ministry announced it was considering reforming the SPM system due to what was perceived as over-emphasis on As. Local educators appeared responsive to the suggestion, with one professor at the University of Malaya deploring university students who could not write letters, debate, or understand footnoting. He complained that "They don't understand what I am saying. I cannot communicate with them." He claimed that "Before 1957 (the year of independence), school heroes were not those with 8As or 9As, they were the great debaters, those good in drama, in sport, and those leading the Scouts and Girl Guides." A former Education Director-General, Murad Mohd Noor, agreed, saying that "The rat race now begins at Standard 6 with the UPSR, with the competition resulting in parents forcing their children to attend private tuition." He also expressed dismay at the prevalence of students taking 15 or 16 subjects for the SPM, calling it "unnecessary".

A subset of the public secondary schools are known as National-type Secondary Schools (Sekolah Menengah Jenis Kebangsaan, SMJK). At Malayan Independence (1957), it was decided that secondary education would be provided in Malay-medium National Secondary Schools and English-medium National-type Secondary Schools. Fee paying, English-medium schools owned and administered by missionaries/religious bodies were offered government aid provided that they adopted the national curriculum. Secondary schools using other languages as medium of instruction, most of them Chinese schools, were offered government aid on the condition that they convert into English-medium schools. In the 1970s, as the government began to abolish English-medium education in public schools, all National-type Secondary School were gradually converted into Malay-medium schools. The term "National-type Secondary School" is not present in the Education Act of 1996, which blurred the distinction between SMK and SMJK. However, Chinese educational groups are unwelcoming of the new development and continue to push for the distinction to be made between the 78 formerly Chinese-medium schools and other secondary schools. The schools continue to have "SMJK" on the school signboards and boards of directors continue to manage the school properties, as opposed to schools that are directly managed by the government. Most former Chinese-medium SMJK continue to have a majority Chinese student and teacher population, usually only accept students from Chinese-medium primary schools, have Chinese language as a compulsory subject and have bilingual (Malay and Chinese) school announcements.

Other types of government or government-aided secondary schools include Religious Secondary School (Sekolah Menengah Agama), Technical Schools (Sekolah Menengah Teknik), Fully Residential Schools and MARA Junior Science College (Maktab Rendah Sains MARA).

Within the national public school system are a few magnet type/charter public high schools. Admissions are very selective, reserved for students who demonstrate outstanding academic achievement and potential at the elementary level, Year/Standard 1 through 6. These schools are either full-time day or boarding schools ('asrama penuh'). Examples of these schools are Sekolah Tuanku Abdul Rahman, Royal Military College (Malaysia) and Penang Free School.

Residential schools or Sekolah Berasrama Penuh are also known as Science Schools. These schools used to cater mainly for Malay elites but have since expanded as schools for nurturing Malays who are outstanding academically or those displaying talents in sports and leadership. The schools are modelled after British Boarding School.

Post-secondary education (pre-university)

After the SPM, students from public secondary school would have a choice of either studying Form 6 or the matriculation (pre-university). If they are accepted to continue studying in Form 6, they will also take the Sijil Tinggi Persekolahan Malaysia (which is usually abbreviated as STPM) or Malaysian Higher School Certificate examination (its British equivalent is the General Certificate of Education A Level examination or internationally, the Higher School Certificate). STPM is regulated by the Malaysian Examinations Council. Although it is generally taken by those desiring to attend public universities in Malaysia, it is internationally recognised and may also be used, though rarely required, to enter private local universities for undergraduate courses.

Additionally all students may apply for admission to matriculation. This matriculation is a one or two-year programme run by the Ministry of Education. Previously, it was a one-year programme, but beginning 2006, 30% of all matriculation students were offered two-year programmes.

Not all applicants for matriculation are admitted and the selection criteria are not publicly declared, which has led to speculation that any criteria existing may not be adhered to. A race-based quota is applied on the admission process, with 90% of the places being reserved for the Bumiputeras, and the other 10% for the non-Bumiputeras.

Having been introduced after the abolishment of a racial-quota-based admission into universities, the matriculation programme continues the role of its predecessor, albeit in modified form. The matriculation programme adopts a semester basis examination (two semesters in a year). Similarly, STPM involves three-term examinations (one final examination every term), two resit examinations at the end of the final term (if desired by students), as well as coursework depending on each subject (except for General Studies where coursework is mandatory) covering all one and a half years' syllabus.

The Centre for Foundation Studies in Science, University of Malaya, offers two programmes only for Bumiputera students: i) The Science Program, a one-year course under the Department of Higher Education, Ministry of Higher Education. After completing the program, the students are placed into various science-based courses in local universities through the meritocracy system. ii) The Special Preparatory Program to Enter the Japanese Universities, a two-year intensive programme under the Look East Policy Division of the Public Service Department of Malaysia in co-operation with the Japanese Government.

Some students undertake their pre-university studies in private colleges. They may opt for programmes such as the British A Level programme, the Canadian matriculation programme or the equivalent of other national systems – namely the Australian NSW Board of Studies Higher School Certificate and the American High School Diploma with AP subjects. More recently, the International Baccalaureate Diploma Programme is becoming more popular as a pre-university option.

The Government has claimed that admission to universities are purely meritocracy based and do not have plans to change the system.

Tertiary education

Tertiary education is heavily subsidised by the government.

Before the introduction of the matriculation system, students aiming to enter public universities had to complete an additional 18 months of secondary schooling in Form 6 and sit the Malaysian Higher School Certificate (Sijil Tinggi Persekolahan Malaysia, STPM); equivalent to the British Advanced or A Level.

Since the introduction of the matriculation programme as an alternative to STPM in 1999, students who completed the 12-month programme in matriculation colleges (kolej matrikulasi in Malay) can enrol in local universities. However, in the matriculation system, only 10% of the places are open to non-Bumiputra students. Excellence in these examinations does not guarantee a place in a public university. The selection criteria are largely opaque as no strictly enforced defined guidelines exist.

The classification of tertiary education in Malaysia is organised upon the Malaysian Qualifications Framework (MQF) which seeks to set up a unified system of post secondary qualifications offered on a national basis in the vocational and higher education sectors.

From 2004 to 2013, the government formed the Ministry of Higher Education to oversee tertiary education in Malaysia.

The government announced a reduction of reliance of racial quotas in 2002, instead leaning more towards meritocracy. Before 2004, all lecturers in public tertiary institutions were required to have some post-graduate award as a qualification. In October 2004, this requirement was removed and the Higher Education Ministry announced that industry professionals who added value to a course could apply for lecturing positions directly to universities even if they did not have postgraduate qualifications. To head off possible allegations that the universities faced a shortage of lecturers, Deputy Higher Education Minister Datuk Fu Ah Kiow said "This is not because we are facing a shortage of lecturers, but because this move will add value to our courses and enhance the name of our universities. Let's say Bill Gates and Steven Spielberg, both [undergraduates but] well known and outstanding in their fields, want to be teaching professors. Of course, we would be more than happy to take them in." He went on to offer as an example the field of architecture whereby well-known architects recognised for their talents do not have master's degrees.

There are a number of public universities established in Malaysia. The academic independence of public universities' faculty has been questioned. Critics like Bakri Musa cite examples such as a scientist who was reprimanded by Deputy Prime Minister Najib Razak for "publishing studies on air pollution" and a professor of mathematics at the National University of Malaysia who was reproved for criticising the government policy of teaching mathematics and science in English at the primary and secondary levels.

Students have the option of enrolling in private tertiary institutions after secondary studies. Private universities are gaining a reputation for international quality education and students from all over the world attend them. Many of these institutions offer courses in co-operation with a foreign institute or university — especially in the United States, the United Kingdom and Australia — allowing students to spend a portion of their course abroad as well as getting overseas qualifications. One such example is Tunku Abdul Rahman University College which partnered with Sheffield Hallam University and Coventry University.

Many private colleges offer programmes whereby the student does part of his degree course here and part of it in the other institution; this is called "twinning". The nature of these programs is diverse and ranges from the full "twinning" program where all credits and transcripts are transferable and admission is automatic to programs where the local institution offers an "associate degree" which is accepted at the discretion of the partnering university. In the latter case, acceptance of transcripts and credits is at the discretion of the partner. Some of them are branch campuses of these foreign institutions. In addition, four reputable international universities have set up their branch campuses in Malaysia since 1998. A branch can be seen as an 'offshore campus' of the foreign university, which offers the same courses and awards as the main campus. Local and international students can acquire these identical foreign qualifications in Malaysia at a lower fee. Some of the foreign university branch campuses in Malaysia are:
 University of Nottingham Malaysia Campus
 Monash University Malaysia Campus
 Curtin University, Malaysia
 Swinburne University of Technology Sarawak Campus
 Newcastle University Medicine Malaysia (NUMed)
 University of Southampton Malaysia Campus
 Heriot-Watt University Malaysia
 University of Reading Malaysia
 Xiamen University Malaysia
 Royal College of Surgeons in Ireland and University College Dublin Malaysia Campus

Others are
 SAE Institute, Australia
 Raffles Design Institute, Singapore

The net outflow of academics from Malaysia led to a "brain gain" scheme by then (1995) Prime Minister Tun Dr Mahathir Mohamad. The scheme set a target of attracting 5,000 talents annually. In 2004, Science, Technology and Innovation Minister, Datuk Dr Jamaluddin Jarjis in a parliamentary reply stated that the scheme attracted 94 scientists (24 Malaysians) in pharmacology, medicine, semi-conductor technology and engineering from abroad between 1995 and 2000. At the time of his reply, only one was remaining in Malaysia.

Postgraduate programmes
Postgraduate degrees such as the Master of Business Administration (MBA) and the Doctor of Business Administration (DBA) are becoming popular and are offered by public and private universities.

All public and most private universities in Malaysia offer Master of Science degrees either through coursework or research and Doctor of Philosophy degrees through research.

Polytechnics
Polytechnics in Malaysia provide courses for bachelor's degree, Advanced Diploma, Diploma and Special Skills Certificate.

The following is a list of the polytechnics in Malaysia in order of establishment:

Other types of schools

Apart from national schools, there are other types of schools in Malaysia.

Islamic religious schools
A system of Islamic religious schools exists in Malaysia. Primary schools are called Sekolah Rendah Agama (SRA), while secondary schools are called Sekolah Menengah Kebangsaan Agama (SMKA). Another group of religious schools are Sekolah Agama Bantuan Kerajaan (SABK). SABK includes secondary schools and may also include a type of primary schools called community religious schools or sekolah agama rakyat (SAR).

The SAR schools teach Muslim students subjects related to Islam such as early Islamic history, Arabic language and Fiqh. It is not compulsory though some states such as Johor make it mandatory for all Muslim children aged six to twelve to attend the schools as a complement to the mandatory primary education. In the final year, students will sit an examination for graduation. Most SAR are funded by respective states and managed by states' religious authority. Previously, former Prime Minister Tun Dr. Mahathir Mohammad suggested to the government that the SARs should be closed down and integrated into the national schools. However, his proposal was met with resistance and later, the matter was left to die quietly. Such schools still exist in Malaysia, but are generally no longer the only part of a child's education in urban areas. Students in rural parts of the country do still attend these schools. Some of the academic results published by these schools are accepted by mainline universities by taking Malaysia High Certificate of Religious Study (Sijil Tinggi Agama Malaysia, abbreviated as STAM), and many of these students continue their education in locations such as Pakistan or Egypt. Some of their alumni include Nik Adli (son of PAS spiritual leader Nik Aziz). SAR may become part of SABK formed in 2005.

Some parents also opt to send their children for religious classes after secular classes. Sunday schools and after school classes at the mosque are various options available. In many normal schools, there are also religious classes called Kelas Aliran Agama.

Chinese independent high schools

After receiving primary education in national-type primary schools, some students from SJK(C) may choose to study in a Chinese Independent High School (Chinese: ). Chinese independent high schools are funded by the Malaysian Chinese public, with UCSCAM (United Chinese School Committees' Association of Malaysia, also known as Dong Zong after its Chinese acronym) as the overall co-ordination body. Students in Chinese independent high schools study in three junior middle levels and three senior middle levels; each level takes one year. Like the students in public secondary schools, students in Chinese independent high schools are put into several streams like Science or Art/Commerce in the senior middle levels. However, some schools recently provided unique streams like Electrical Engineering, Food and Beverage Studies or Arts Design. The medium of instruction in Chinese independent high schools is Mandarin and uses simplified Chinese characters in writing.

Students in Chinese independent high schools take standardised tests known as the Unified Examination Certificate (UEC) at the end of Junior Middle 3 and Senior Middle 3. UEC has been run by UCSCAM since 1975 and has won ISO9001 certification from Malaysia, China, UK, Japan and so on. The UEC is available in three levels: Vocational Unified Exam (UEC-V), UEC Junior Middle Level (UEC-JML/JUEC) and Senior Middle Level (UEC-SML/SUEC). The syllabus and examinations for the UEC-V and UEC-JML are only available in the Chinese language. The UEC-SML has questions for mathematics, sciences (biology, chemistry and physics), bookkeeping, accounting and commerce in both Chinese and English.

The government of Malaysia does not recognise the UEC-SML currently, hence the UEC holders are not accepted into public universities in Malaysia. UEC-SML is however, accepted by most private universities and colleges in Malaysia. In addition, UEC-SML is recognised as an entrance qualification in many tertiary educational institutions internationally, including those in The United States, the United Kingdom, Taiwan, Japan, Mainland China, Hong Kong, Singapore, Australia and some European countries.

After the General Election 2018 in Malaysia, the incoming Pakatan Harapan government had promised for UEC to be recognised for entrance into public universities and civil service in Malaysia. It is a matter that is still under consideration and has not been implemented.

Dong Jiao Zong's policy

A "rooted" Chinese

According to the UCSCAM, it was the British colonial policy (1786–1957) to allow vernacular language schools to exist and develop, along with Sekolah Pondok (Malays) and Sekolah Tamil (Indians). This was part of the British strategy of "dividing and rule". For those who are willing to attend English schools, they will gain better opportunities in employment than any other schools, sometimes at the expense of their own racial/ethnic and religious root(s). Nevertheless, the development of Chinese language education thrived due to the conformity to the divide and rule policy. Before Malaysia gained independence, the Chinese had 1300 primary schools, nearly 100 high schools, and even a tertiary institution, Nanyang University, built without the financial support of the government. The report of Dong Zong claimed that the main reason for many Chinese parents sending their children to Chinese schools was that they generally hoped their children would retain their Chinese identity, with love and awareness of the nation of Malaysia, love of their own culture and traditions, ethnic pride, and most importantly being aware of their ethnic roots.

Lim Lian Geok (), known as the "Soul of the Malaysian Chinese" (Chinese: 族魂), the former president of UCSCAM regarded cultural right as of utmost importance since culture is the soul of every ethnicity, deserving the most respect among all of the rights. He said: "One's culture is the soul of one's nation, and its value as important to us as our lives.", "We, Chinese become Malayan nationals on the condition that we do our duty and loyalty to this country, not on the condition that we abandon our mother tongue and destroy our culture.", "Malayan was a virgin land, it gain the prosperous of today under the efforts of all nations." and "In ethnically diverse nations, harmony, friendship, peace and cooperation are important principles, but all must be based on equality."

"Final goal"

The UCSCAM believed that the government of Malaysia had a "final goal" (referring to the Razak Report) to eradicate the Chinese schools and Tamil schools. The report claimed that the government of Malaysia's culture and language education policy, over the past 50 years was, to not give up implementation of the "final goal": a final "national school" with the Malay language (National language) as the main medium of instruction. The language of other ethnic groups, namely Chinese and Tamil, thus could only serve as a foreign language. The reason given by the government was that the Chinese and Tamil primary schools were the root cause of disunity of this country. To achieve "national unity", all other non-national schools should be restricted, and finally merged with the national school.

"Do not give up and do not compromise"

The standpoint of UCSCAM is that only the implementation of a multilingual school policy befits Malaysia's multi-ethnic, multi-cultural, multi-linguistic and multi-religious society. Dong Jiao Zong's distinctive position for this protest has remained unchanged over the last 50 years.

International Schools

International schools use curricula of foreign countries or international curricula such as International Baccalaureate, Edexcel or Cambridge International Examinations. See Template:International schools in Malaysia for a listing.

School uniforms

Present-day Malaysia introduced Western style school uniforms () in the late 19th century during the British colonial era. Today, school uniforms are almost universal in the public and private school systems.

A common version of Malaysian school uniform is of public schools. The dress code for males is the most standardised while female uniforms are more varied based on the religion of students and the type of schools. Male students are required to wear a collared shirt with a pair of shorts or long pants. Female students may wear a knee-length pinafore and a collared shirt, a knee-length skirt and a collared shirt, or a baju kurung consisting of a top and a long skirt with an optional hijab (tudung) for Muslim students. White socks and shoes of black or white are almost universally required for students, while ties are included in certain dress codes. Prefects, Form Six students (varies in some school) and students with other additional school duties may wear uniforms of different colours; colours may differ between primary and secondary schools.

Education policy
Education in Malaysia is monitored by the federal government Ministry of Education. In July 2006, Higher Education Deputy Minister Datuk Ong Tee Keat stated that a review of the controversial Universities and University Colleges Act 1971 will be held among Malaysian MPs. The ruling political alliance is composed of ethnically based parties and one of the concessions allowed by the controlling Malay party is to allow the Chinese and Indian parties to start colleges.

National Education Blueprint 2006–2010
In 2006, the National Education Blueprint 2006–10 was released. The Blueprint set a number of goals, such as establishing a National Pre-School Curriculum, setting up 100 new classes for students with special needs, increasing the percentage of single-session schools to 90% for primary schools and 70% for secondary schools, and decreasing class sizes from 31 to 30 students in primary schools and from 32 to 30 in secondary schools by the year 2010. The Blueprint also provided a number of statistics concerning weaknesses in education. According to the Blueprint, 10% of primary schools and 1.4% of secondary schools do not have a 24-hour electricity supply, 20% and 3.4% respectively do not have a public water supply, and 78% and 42% are over 30 years old and require refurbishing. It was also stated that 4.4% of primary students and 0.8% of secondary students had not mastered the "3Ms" (reading, writing and arithmetic). The drop-out rate for secondary schools was given as 9.3% in urban areas and 16.7% in rural areas.

The Blueprint also aimed to address the problem of racial polarisation in schools. Under the Blueprint, schools will hold seminars on the Constitution of Malaysia, motivational camps to increase cultural awareness, food festivals to highlight different ethnic cooking styles, and essay competitions on different cultural traditions. Mandarin and Tamil language classes will be held in national schools, beginning with a pilot project in 220 schools in 2007.

The Blueprint has been subject to some criticism. Academic Khoo Kay Kim has criticised the plan, saying:

National Education Blueprint 2013–2025
In 2013, the National Education Blueprint was released. It covers the education of Malaysian starting from Preschool until Post-Secondary.The approach of the blueprint was ground-breaking as it uses multiple perspectives to evaluate and assess the performance of Malaysia's education system. This included the World Bank, the United Nations Educational, Scientific, and Cultural Organisation (UNESCO), the Organisation for Economic Co-operation and Development (OECD), and six local universities. The Ministries also worked with other governmental agencies to ensure alignment with other policies related to education. Furthermore, the Ministry engaged also with the people in a new scale; Over 55000 Ministry officials, teachers, school leaders, parents, students, and members of public across Malaysia via interviews, focus groups, surveys, National Dialogue town halls, Open Days and round table discussions. More than 200 memorandums and 3000 articles and blog post were submitted by the Ministry.

The blueprint highlights aspirations to ensure universal access and full enrolment of all children from preschool through to upper secondary school level by 2020; aspirations for Malaysia to be in the top third of countries in terms of performance in international assessments, as measured by outcomes in the Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA) within 15 years, aspires to halve the current urban-rural, socio-economic and gender achievement gaps by 2020; aspirations to create a system whereby students have opportunities to build shared experiences and aspirations that form the foundation for unity, aspires to further maximise student outcomes within current budget levels.

It also has identified 11 shifts that will need to occur to deliver the step change in outcomes envisioned by Malaysians. Each shift is to address at least one of the five system outcomes of access, quality, equity, unity and efficiency. Among the many steps to be taken, it is part of the plan to increase compulsory schooling from six to 11 years, starting at the age of six years supported by targeted retention programmes, launch the Secondary School Standard Curriculum or Kurikulum Standard Sekolah Menengah (KSSM) and revised Primary School Standard Curriculum or Kurikulum Standard Sekolah Rendah (KSSR) in 2017 to embed a balanced set of knowledge and skills such as creative thinking, innovation, problem-solving and leadership, lay out clear learning standards so that students and parents understand the progress expected within each year of schooling, revamp the national examination and school-based assessments in stages, whereby by 2016 at least 40 per cent of questions in Ujian Penilaian Sekolah Rendah (UPSR) and 50 per cent in Sijil Pelajaran Malaysia (SPM) are higher-order thinking questions and by the end of 2013, is to build academic and career counselling services into the secondary school timetable to help students make better informed choices about the various education pathways on offer.

By 2025, it is to ensure that Orang Asli students, other minority groups and students with physical or learning disabilities go to schools with the facilities and equipment needed to create a conductive and supportive learning environment, from 2016, is to ensure that English is made a compulsory subject to pass for SPM, by 2025, is to ensure that every student is encouraged to learn an additional language in the move to equip them well for entering the workforce in a globalising world, will focus on building up its cadre of Chinese, Tamil and Arabic language teachers to ensure that the supply of teachers matches student demand, besides expanding the provision of other important languages such as Spanish, French and Japanese, from 2013, is to ensure that the entry bar for teachers is raised to be amongst the top 30 per cent of graduates, from 2013, is to ensure that teachers enjoy a reduced administrative burden so that they can focus the majority of their time on their core function of teaching, with some administrative functions moved to a centralised service centre or to a dedicated administrative teacher at the school level, by 2015, is to ensure that all schools meet basic infrastructure requirements, starting with Sabah and Sarawak, is to ensure that the Trust School model is expanded to 500 schools by 2025, including by alumni groups and non-governmental organisations (NGOs) as potential sponsors, will publish an annual report on the progress made against each initiative outlined in the blueprint, will undertake a stock-take at key milestones in the blueprint journey in 2015, 2020 and 2025.

Issues in Malaysian education

The history of issues in Malaysian education started since the British government period: the Barnes Report in 1951 to unite all races with the colonial language. The later Razak Report was made to replace the unsuccessful Barnes Report, and the system remains until today.

Language
The issue of language and schools is a key issue for many political groups in Malaysia. However, under the Razak Report, primary schools using the Chinese and Tamil language as medium of instruction are retained. Up until 1981 in Peninsular Malaysia (and some years later in Sabah and Sarawak), there were English-medium schools, set up by the former colonial government and Christian missionaries. Following the implementation of the 1967 National Language Act which stipulated the conversion of all English-medium schools to Malay-medium schools; as well with severe race riots in Kuala Lumpur that occurred later in May 1969, English-medium schools were phased out from January 1970; by 1982 these became Malay-medium schools ("national schools").

The existence of national-type schools is used by non-Malays components of the ruling Barisan Nasional to indicate that their culture and identity have not been infringed upon by the Malay people. Dong Jiao Zhong (the association of Chinese school boards and teachers) and other Chinese education organisations took on the role of safeguarding Chinese education in the country and are opposed to Malay replacing Chinese as medium of instruction in Chinese schools. They shape much of the views of the Chinese educated community, which is a key electoral constituency.

In 2002, the government announced that from 2003 onwards, the teaching of Science and Mathematics would be done in English, to ensure that Malaysia would not be left behind in a world that was rapidly becoming globalised. This paved the way for the establishment of mixed-medium education. However, the policy was heavily criticised by Malay linguists and activists, fearing that the policy might erode the usage of Malay language in science and mathematics, which led to a massive rally in Kuala Lumpur on 7 March 2009. Chinese education groups opposed the policy as well, fearing that it might erode the usage of Chinese as the medium of instruction in Chinese schools. The government announced in 2009 that this policy will be reversed in 2012: the teaching of both subjects would revert to Malay.

Due to the lack of Chinese and Indian students attending national schools, coupled with the increasing number of Malay students attending Chinese and Indian national-type schools, the government announced in April 2005 that all national schools will begin teaching Chinese and Tamil to attract more students, not as mother tongue courses but as elective courses.

Gender
In 2004 the UNDP (United Nations Development Programme) representative Dr. Richard Leete stated that Malaysia's ranking in the UNDP gender index was not "as high as it should be". Former Higher Education Minister Datuk Dr Shafie Salleh replied that it was not unique to Malaysia. His quoted statistics revealed that there was a 2:1 ratio of boys to girls in polytechnics and at public higher learning institutions. In virtually all developed countries females and males enter university in approximately equal ratios. Thus, the 2:1 ratio in Malaysia is seen as rather peculiar when placed in a global context.

Malaysian polytechnics and community colleges are not degree-producing institutions and none have post-graduate programmes. Most are vocational or technical institutions. This imbalance is corrected once the respective genders leave the education system.

Racial quotas in public universities
In 1973, the Malaysian government implemented an affirmative action program, setting a quota of 55% of university places for Bumiputeras and the remaining 45% for Chinese and Indian students. The university quota system created considerable unhappiness among the Chinese and Indians.

In 2000, the quota for Bumiputera is raised to 90% and limited the intake of non-Bumiputera such as Indian and Chinese to 10%.

By 2008, the quota for University entrance had been abolished. Quotas in the matriculation program remained.

In 2010, the Indian community was shocked at the low 2% to 3% intake of Indian students into public universities. Indians are faring badly under the quota system used for university intake. Under the meritocratic system, about 5% to 10% of the students were Indians.

In a 2019, the Minister of Education Maszlee Malik mentioned that the cabinet discussed the issue and decided to maintain the 90% quota. He also mentioned the decision to raise the amount of seats available, and that there would be some priority for the bottom 40% (B40) income group.

In 2020, it was announced that the 10% of vacancies for non-bumiputera in matriculation program would be divided into 5.43% for the Chinese, 3.72% for the Indian and 0.85% for others.

See also
 Ministry of Education
 Ministry of Higher Education
 Malaysian Qualifications Agency
 Malaysian Qualifications Framework
 Department of Skills Development
 Lists of universities and colleges by country
 Early Intervention Centres in Malaysia

References

 "Country Facts – Malaysia". Retrieved 16 October 2005.
 "A Glimpse of History". Retrieved 16 October 2005.
 "PM Unveils Caring Budget, More New Measures To Perk Up Economy". (30 September 2005). Bernama.
 Yusop, Husna (16 October 2005). Speaking of culture. The Sun.
 Yusop, Husna (9 March 2006). Time to overhaul education system. Malaysia Today.
 Tan, Peter K. W. (2005), 'The medium-of-instruction debate in Malaysia: English as a Malaysian language?', Problems & Language Planning 29: 1, pp. 47–66 The medium-of-instruction debate in Malaysia

Notes

Further reading

External links
 Ministry of Education Malaysia official website
 Ministry of Higher Education official website
 Education Malaysia Global Services, official government portal for international students applying to study in Malaysia
 UNESCO Regional Office for Education in Asia, Bangkok, 1973 – The Educational statistics system of Malaysia, 1972
 Schools In Malaysia, School Directory

Education in Malaysia


Ghetto er det sjette og sidste studiealbum fra det danske rockband Malurt, der blev udgivet i 1993 på Genlyd. Albummet er produceret af Finn Verwohlt, der tidligere har arbejdet sammen med bl.a. Lars H.U.G., Elisabeth, Nanna og Miss B. Haven.

Spor

Medvirkende
Malurt
 Michael Falch –  vokal, guitar, mundharpe
 Peter Viskinde – guitar, kor
 Pete Repete – keyboards, kor
 Dia Nielsen – bas, kor
 Peter Mors – trommer, kor

Øvrige musikere
 Jacob Andersen – percussion
 Lis Damm – kor
 Lonni Moe – kor
 Pernille Dan – kor
 Merete Westh – kor
 Trille Olsen – kor

Produktion
 Finn Verwohlt – producer, lydmiksning
 Martin Karaoglan – lydtekniker
 Pete Repete – lydtekniker (pre-produktion i No One Home Studios)
 Jørgen Knub – mastering
 Allan Krohn – mastering
 Morten Vest – design
 Søren Svendsen – fotos
 Peer Mortensen – fotos

Referencer

Eksterne henvisninger

Malurt-album
Album fra 1993

Ghetto (Malurt-album)


TPAO Batman Petrolspor, 1960 yılında Türkiye'nin Batman ilinde kurulan spor kulübü. 3. Lig'de mücadele etmektedir.

Batman Petrolspor'un güreş branşında Türkiye ve Dünya şampiyonlukları vardır. Maçlarını Batman Yeni Şehir Stadyumu'nda oynamaktadır. Takımın simgesi "Yarasa", lakabı ise "Yarasalar" diye bilinmektedir.

Tarihçe
Kulüp 1960 yılında kurulmuş olup, yüzme, basketbol, futbol, voleybol, güreş ve atletizm branşlarında faaliyet göstermiştir.

Futbol takımı 1985-1986 sezonu itibarıyla 3. Ligde mücadele etmeye başlamıştır. 12 yıl aralıksız 3. Ligde mücadele eden takım 1996-1997 sezonunda 3. Lig 1. Grupta şampiyon olarak 2. Lige (şu anki birinci lig) yükselmiştir. 1997-2002 yılları arası 5 sezon 2. Ligde (şu anki birinci lig) birinci lige (süper lig) yükselme mücadelesi verdiği dönemde play off da yarı final oynama başarısı göstermiştir. İsim değiştiren 1. Ligde 2001-2002 sezonunu 19. sırada tamamlayarak 2. Lige düştü. 2002-2006 yılları arası 4 sezon 2. Ligde mücadele etmesinin ardından 2005-2006 sezonu 2. Lig'den 3. Lig'e düşmüştür. 2006-2022 yılları arası 3. Ligde mücadele etti.

Kulüp, 2014 yılında Batmanlı iş insanı Aydın Gülmez tarafından satın alındı. Batman Petrolspor A.Ş adı ile şirketleşmiştir.

2018-19 sezonunda 3. Lig 1. grupta yer alan Batman Petrolspor Mehmet Ak ile başladığı sezonda 8. haftanın ardından Mehmet Gönülaçar, 25. haftanın ardından Murat Bölükbaşı yönetiminde ligde mücadele etti. 32 maçta 10 galibiyet, 8 beraberlik ve 14 mağlubiyet aldı. 38 puan toplayarak grubunu 11. tamamladı.

2021-22 sezonunda Abdulvahap Akbaş başkanlığında, Yalçın Güneştekin, Bayram Demirhan ve Orhan Güzel yönetiminde şampiyonluk yaşayan takım, 26 yıl aradan sonra 2. Lig'e yükselmiştir. 20 Mayıs 2023 tarihinde oynanan 2. Lig'in son hafta maçında Şanlıurfaspor'a 2-0 kaybederek 3. Lig'e düşmüştür. Şampiyon olan yönetimden Asbaşkan Orhan Güzel, 2022-23 sezonu başlamadan istifa etmiştir. Yeni sezona 2. Lig'de Ahmet Yavuz ile anlaşılmıştır.

2023-24 sezonu

Sezon başlamadan önce kulübün, 6 Temmuz 2023 tarihi itibariyle Türkiye Petrolleri Anonim Ortaklığı'na devredildiği ve başkanlığını ise TPAO Batman Bölge Müdürü olan Mustafa Demir'in yapacağı açıklandı. Kristal Park Tesisleri'nde düzenlenen basın toplantısında konuşan Batman Petrolspor Kulübü Başkanı Mustafa Demir, "yeni bir oluşum içerisine girdiklerini" belirtti. Aynı zamanda kulübün isminin TPAO Batman Petrolspor olarak yeniden düzenlendiği duyuruldu. Mustafa Reşit Akçay ise teknik direktör olarak görevlendirildi. Mustafa Reşit Akçay için TPAO Bölge Binası'nda gerçekleşen imza töreninde yönetim kurulu üyelerinden Mustafa Balaban, Cemal Kaya ve Mert Nasıroğlu hazır bulundu. Teknik direktörlük görevi için 1+1 yıllık sözleşme imzalandı.

TPAO Batman Petrolspor Kulübü Başkanı Mustafa Demir, TPAO Yönetim Kurulu tarafından kendilerine 40 milyon TL tutarında bütçe sağlandığını ve gelen bütçeden 10 milyon 200 bin TL civarı ile resmî borçların ödendiğini aktardı. Dış transferde 4 oyuncuyla; Akın Akman, Aykut Çift, Halil Yılmaz ve Emre Aydın'la anlaştıklarını belirtti. İç transferde ise Fatih Gök, Bedran Ekin, Hüseyin Elma ve Semih Tek ile anlaştıklarını duyurdu. 13 Temmuz 2023 tarihinde 3. Lig 1. Grup müsabakalarının 2022-23 sezonunda 19 golle gol kralı olan Karaköprü Belediyespor'dan Halil Yılmaz ile 1 yıllık sözleşme imzalandı. Aynı zamanda altyapı oyuncuları Fatih Gök, Bedran Ekin, Hüseyin Elma ve Semih Tek ile de 1 yıllık sözleşme imzalandı.

Lig mücadeleleri

 1. Lig: 5 sezon

1997-2002

 2. Lig: 5 sezon

2002-2006, 2022-2023

 3. Lig: 29 sezon

1985-1997, 2006-2022, 2023-

 Amatör Lig: 25 sezon

1960-1985

Başarıları

 3. Lig:

Şampiyonluk (2): 1996-1997, 2021-2022

Kaynakça

Dış bağlantılar

 Batman Petrol SK Resmi Web Sitesi

Batman'da spor
Batman'daki spor kulüpleri

Batman Petrolspor


Orosei (sardisk: Orosèi) er en by og en kommune (comune) i provinsen Nuoro i regionen Sardinien i Italien. Byen ligger i 19 meters højde og har 7.034 indbyggere (2016). Kommunen har et areal på 91,00 km² og grænser til kommunerne Dorgali, Galtellì, Onifai og Siniscola.

Referencer

Henvisninger

Kommuner i provinsen Nuoro

Orosei


Stjepan Gašparić (Zagreb, 21. ožujka 2000.) je hrvatski televizijski i kazališni glumac.

Filmografija

Filmske uloge
 "Zagrebački ekvinocij" kao "Glava" (2020.)

Televizijske uloge
 "Pogrešan čovjek" kao Malik (2019.)
 "Počivali u miru" kao vođa huligana (2018.)
 "Dragi susjedi" kao Leo Perković (2018.)

Kazališne uloge
 Trešnjalot, Aleksandra Demše, Iva Srnec i Lovro Buva, uloga: Sir Gawain, Kazalište Točka na i (2018.)
 Maša i Božić, Ivan Leo Lemo, uloga: Marinin roditelj, Gradsko kazalište Trešnja (2018.)
 Anđeli imaju krila, zar ne?, Ladislav Vindakijević, uloga: Anđeo, mafijaš, siroče, Gradsko kazalište Trešnja (2014.)
 Frankenstein, Saša Anočić, uloga: mladi Victor, Gradsko kazalište Trešnja (2007.)

Izvori
https://www.rtl.hr/programi/serije/12789/dragi-susjedi/

Vanjske poveznice
 Stjepan Gašparić na IMDb-u

Hrvatski televizijski glumci
Hrvatski kazališni glumci

Stjepan Gašparić


මදුරාපුර නොහොත් මදුරාගොඩ ශ්‍රී ලංකාවේ දකුණු පළාතේ ඉතිහාසයක් අැති, සුපිරසිද්ධ වැලිගම නගරයේ පිහිටා අැති ගමකි. මෙම ගම පොල්අතු නදියෙන් වට කර අැත. වැලිගම - අකුරැස්ස ප්‍රධාන මාර්ගය මෙම ගම හරහා යයි.

தாவரங்கள்
இங்கும், இதனையண்டிய பகுதிகளிலும் இலங்கைக்கே உரித்தான பல்வேறு விதமான தாவர விலங்கினங்கள் ஏராளமாகக் காணப்படுகின்றன. இதர பகுதிகளிற் காண்பதற்கரிதான கின்னை மரங்களும், கிங் மரங்களும், "தயிர்த் தென்னை" மரங்களும் இங்கு நிறைந்துள்ளன.

விலங்குகள்
நீர் நாய்களும், முதலைகளும், பலவித நண்டுகளும், இறால் வகைகளும், ஆற்றுச் சிப்பிகளும் இங்கு காணக் கிடைக்கின்றன. கோடை காலங்களில் அரபிக் கடல் பகுதியிலிருந்து சுறா மீன்கள் பொல்வத்து ஓயாவினுள் ஊடுருவுவதுண்டு.

புவியியல்

காலநிலை
இலங்கையின் ஈர வலயத்தில் அமைந்துள்ளதால் வருடம் முழுவதும் மழை வீழ்ச்சியைப் பெறக்கூடிய இப்பகுதி மிதமான காலநிலையைக் கொண்டுள்ளது.

மண்
மேற்புற மண் முழுவதும் வண்டல் மண்ணாகக் காணப்படும் இக்கிராமத்தில் எங்கு தோண்டினாலும் பல்வேறு விதமான கடல்வாழ் உயிரினங்களினதும் பாறைப் படிவுகளே நிறைந்து காணப்படுகின்றன. இதனால், இப்பகுதியானது ஆதியில் கடல் மட்டத்துக்குக் கீழ் அமைந்திருந்ததெனக் கருதலாம். இங்கு பெறப்படும் நிலத்தடி நீரும் ஓரளவு உவர்ப்புத் தன்மையுள்ளதாகும்.

வெலிப்பிட்டிய பிரதேச செயலக எல்லைக்குள் அமைந்த சுமார் 4000 பேர் வசிக்கும் இக்கிராமமானது இரண்டு கிராம சேவகர் பிரிவுகளாகப் பிரிக்கப்பட்டுள்ளது. தமிழைத் தாய்மொழியாகக் கொண்ட முஸ்லிம்கள் அதிகமாக வாழும் இதன் மதுராகொட பிரிவில் ஒரு ஜும்ஆப் பள்ளிவாசல் உட்பட இரண்டு பள்ளிவாசல்களும், சிங்கள பௌத்தர்கள் அதிகமாக வாழும் தெனிப்பிட்டிய-மேற்கு பிரிவில் இரண்டு பௌத்த விகாரைகளும் ஒரு சிங்களப் பாடசாலையும் காணப்படுகின்றன.

இங்கு பேச்சு வழக்கிலுள்ள தமிழ்ச் சொற்கள் இதனை அண்டிய பகுதிகளிலுள்ள பேச்சு வழக்கிலிருந்து பெரிதும் மாறுபட்டிருப்பது குறிப்பிடத் தக்கது. அவ்வாறே புழக்கடை, தன்னினைவு, குறுணி, பாகம் (தூரம்), பரிகாரி போன்ற சொற்கள் ஏனைய பகுதிகளில் பயன்படுத்தப்படாவிடினும் இங்கு பொதுவாகப் பயன்படுத்தப்படுகின்றமை குறிப்பிடத் தக்கது.

right|thumb|வெலிகாமம் -மதுராப்புர கிராமத்தின் எல்லைப்படம்கு

இங்கு அமைந்துள்ள, கல்வி வளர்ச்சியில் துரித வளர்ச்சி கண்டுவருவது அஸ்ஸபா முஸ்லிம் பாடசாலையாகும். மேலும், சில தனியார் நிறுவனங்களும் இங்கு இலவச கல்விப் பணியில் ஈடுபட்டுள்ளதுடன் ஒரு அஹதிய்யாப் பாடசாலையும் இங்கு இயங்கி வருவது குறிப்பிடத் தக்கது.

இலங்கை முஸ்லிம் ஆசிரிய முன்னோடி, தமிழிற்சூரியன் த.சா. அப்துல் லதீப் இவ்வூரைச் சேர்ந்தவர்.

உசாத்துணைகள்

 http://noolaham.net/project/18/1740/1740.pdf title=இலங்கை முஸ்லிம் எழுத்தாளர்கள், ஊடகவியலாளர்கள், கலைஞர்களின் விபரத் திரட்டு | மதுராப்புர எழுத்தாளர் முஹம்மது பைரூஸ் பற்றிய விபரம்
 https://ta.wikipedia.org/wiki/%E0%AE%AE%E0%AE%A4%E0%AF%81%E0%AE%B0%E0%AE%BE%E0%AE%AA%E0%AF%8D%E0%AE%AA%E0%AF%81%E0%AE%B0_%E0%AE%85%E0%AE%B8%E0%AF%8D%E0%AE%B8%E0%AE%AA%E0%AE%BE_%E0%AE%B5%E0%AE%BF%E0%AE%A4%E0%AF%8D%E0%AE%A4%E0%AE%BF%E0%AE%AF%E0%AE%BE%E0%AE%B2%E0%AE%AF%E0%AE%AE%E0%AF%8D மதுராப்புர அஸ்ஸபா முஸ்லிம் பாடசாலை
பகுப்பு:மாத்தறை மாவட்டத்தில் உள்ள ஊர்களும், நகரங்களும்

මදුරාපුර


السهل هي منطقة تجمع قرى لبنانية في قضاء عكار في محافظة عكار.

بلداتها
يتوزع سكانها على البلدات التالية:
 بربارة
 القليعات
 تل معيان
 بلانة الحيصة
 الحيصة
 المسعودية
 تلبيرة
 تلحبيرة
 العبودية
 حكر الضاهري
 السماقية
 سعدين
 دارين
 تل عباس الشرقي
 تل عباس الغربي
 تل بيبة
 الشيخ زناد
 الكنيسة
 قبة بشمرا
 كفر ملكي
 المقيطع
 العريضة
 تل معيان
 تل حياة

وصلات خارجية
 مركز المعلوماتية للتنمية المحلية (لوكاليبان)

المراجع

سهل عكار
مناطق عكار

سهل عكار (منطقة)


فريق الأسَلة قرية تابعة لبلدة العمران بمنطقة الأحساء في السعودية. وتقع شرق مدينة الهفوف، وتبعد عنها بحوالي 17 كم وتبعد عن جبل القارة 1.5 كم. عدد سكانها حوالي 230نسمة، ونشاطهم الاقتصادي كان ينحصر في الزراعة قبل أن يزداد عدد سكانها وتقل مساحة الأراضي فيها. فيها شبكة مياه وكهرباء حكومية وهاتف، والطريق المؤدي إليها مُعبّد، وطبيعة أرضها منبسطة. وبها 24 منزلًا، والخدمة التعليمية فيها متوفرة. ذكر أن سبب تسميته كانت بسبب زراعة عشبة تسمى الأسل على أراضيها، وعلى ذلك النحو تمت تسميتها بالأسلة نسبة إلى العشبة.

المصادر

قرى المنطقة الشرقية

فريق الأسلة


Naturpark Am Stettiner Haff er en af syv naturparker i den tyske delstat Mecklenburg-Vorpommern.

Geografi
Naturparken ligge syd for Stettiner Haff, som den har navn efter, ved grænsen til Polen.  Den strækker sig fra Haffkysten til Brohmer Berge mod syd, og er kendetegnet ved et bakket morænelandsskab ved Haffkysten, og omfatter store lukkede skovområder af Ueckermünder Heide.

Mod vest ligger  Galenbecker See, der dog ikke er en del af naturparken. Floderne Randow, Uecker, Zarow og Großer Landgraben løber gennem, eller har udspring i naturparken. Store dele af Ueckermünder Heide syd for Eggesin er lukket militært øvelsesområde og er derfor ikke en del af naturparken. Byen Pasewalk ligger centralt mellem de to sydlige arme af området . Syd og vest for Naturpark Am Stettiner Haff går  motorvejen Ostseeautobahn A 20.

Naturparken er sammen med Naturpark Sternberger Seenland en af de yngste Naturparker i Mecklenburg-Vorpommern og blev oprettet  1. januar 2005. Den har et areal på i alt 53.793 hektar. Omkring 8 % af parkens areal er Naturschutzgebiete und 51 % af arealet er udpeget til Landschaftsschutzgebiet.  Naturparkforvaltning og informationscenter har siden 2012 ligget i Eggesin.

Den sydvestlige del af naturparken er en del af Geopark Mecklenburgische Eiszeitlandschaft, som danner  den geologiske overgang til  Naturpark Feldberger Seenlandschaft.

Naturbeskyttelse

Naturschutzgebiete
I naturparken ligger ti Naturschutzgebiete med et samlet areal på 7.074 hektar
 Ahlbecker Seegrund (1.280 ha)
 Altwarper Binnendunen, Neuwarper See og Riether Werder (1.433 ha)
 Burgwall Rothemühl (46 ha)
 Galenbecker See (1.900 ha)
 Gorinsee (249 ha)
 Gottesheide med Schlosssee og Lenzensee (1.405 ha)
 Kleppelshagen (304 ha)
 Plöwensches Seebruch (229 ha)
 Wildes Moor ved Borken (228 ha)

Landschaftsschutzgebiete
 Haffküste (26.000 ha)
 Brohmer Berge (1.892 ha)
 Löcknitzer See
 Pasewalker Kirchenforst (790 ha)
 Pommersche Boddenküste (Glashütte)
 Rosenthaler Staffel
 Radewitzer Heide

Naturmindesmærker
I Naturpark er udpeget 65 naturmindesmærker (Naturdenkmale), hvoraf mange er markante træer, men også mindre enge og moser.

Se også
 Naturparker i Tyskland

Eksterne kilder og henvisninger

 Landesverordnung zur Festsetzung des Naturparks "Am Stettiner Haff" vom 20. Dezember 2004, zuletzt geändert am 3. Juli 2008
Websted for Naturparken
 Folder om  naturparken og dens Naturschutzgebiete (PDF) (9,2 MB)

Am Stettiner Haff
Mecklenburg-Vorpommerns geografi

Naturpark Am Stettiner Haff


Bălcescu este un film dramatic românesc de televiziune din 1974 regizat de Horea Popescu. În rolurile principale au jucat actorii Alexandru Repan, Amza Pellea, Octavian Cotescu și Florin Piersic. Scenariul este realizat după piesa de teatru Bălcescu (1948) scrisă de Camil Petrescu.

Note

Vezi și
 1974 în film

Filme din 1974
Filme regizate de Horea Popescu
Filme de televiziune
Filme românești
Filme dramatice

Bălcescu (film)


Xo or XO may refer to:

Arts and entertainment
 XO (record label), founded by The Weeknd
 XO (Elliott Smith album), 1998
 XO (Leathermouth album), 2009
 Super Robot Wars XO, a 2006 tactical role-playing video game
 Xiomara "Xo" Villanueva, a character on Jane the Virgin, an American satirical telenovela

Songs
 "XO" (song), 2013, by Beyoncé
 "XO", by The Eden Project
 "XO", 2022, by girl group Citizen Queen
 "XO", by Fall Out Boy from From Under the Cork Tree
 "XO", 2010, by Mike Posner from 31 Minutes to Takeoff
 "X.O.", by Luniz from the 1996 film soundtrack Original Gangstas
 "XO / The Host", by The Weeknd from his third mixtape Echoes of Silence

Businesses
 XO Communications, a telecom company
 XO Group, a media company

Food and drink
 XO sauce, a spicy seafood-based dressing sauce
 XO (extra old), a grade of cognac liquor

Science and technology
 XO Telescope or its exo-planet survey
 OLPC XO, a laptop produced by the One Laptop per Child association
 XO sex determination system, a chromosomal system used to designate sex of some species of insects, arachnids, and mammals
 XO, heterogametic male designation under this system
 Turner syndrome, a genetic condition in which one of the sex chromosomes is absent
 Xanthine oxidase, an enzyme that catalyzes the oxidation of hypoxanthine to xanthine
 Crystal oscillator (deprecated abbreviation: XO), an electronic circuit

Other uses
 Executive officer or XO, as in a military or police force
 Hugs and kisses or XO
 LTE International Airways's IATA airline code

See also
 Chi Omega ("ΧΩ"), a National Panhellenic Conference women's fraternity
 Executive order (disambiguation), an edict by a member of the executive branch of a government
 Exo (disambiguation), multiple terms
 OX (disambiguation)
 Tic-tac-toe, a game using X's and O's
 X's and O's (disambiguation)
 Xbox One (XBO), a video game console by Microsoft
 XOXO (disambiguation)

XO


Olympia Neumünster ist ein Sportverein aus Neumünster. Die erste Fußballmannschaft spielte acht Jahre in der höchsten Amateurliga Schleswig-Holsteins. Die erste Handballmannschaft der Frauen spielte fünf Jahre lang in der Regionalliga Nordost.

Geschichte

Am 1. April 1909 wurde mit dem SC Olympia Neumünster die Urzelle des Vereins gegründet. Im Jahre 1936 fusionierte dieser mit dem MTV 1859 Neumünster zum heutigen MTSV Olympia Neumünster.

Fußball

Der SC Olympia war der älteste Fußballverein der Stadt und erreichte im Jahre 1919 mit dem Aufstieg in die Kreisliga Holstein erstmals die höchste Spielklasse. Ab 1921 konnte sich der Verein dann in der jeweils höchsten Spielklasse etablieren und verstärkte sich 1926 mit dem norwegischen Nationalspieler Herbert Lunde. Drei Jahre später nahm Olympia an der Norddeutschen Meisterschaft teil, wo die Mannschaft in der ersten Runde mit 2:4 am Hamburger SV scheiterte. 1933 wurde Olympia nicht in die Gauliga Nordmark aufgenommen.

Erst nach dem Zweiten Weltkrieg ging es sportlich wieder bergauf. In den Jahren 1952 und 1958 gelang der Aufstieg in die Landesliga Schleswig-Holstein, wo sich die Mannschaft jedoch nur für ein bzw. zwei Jahre halten konnte. Zwischenzeitlich in die Kreisliga abgestürzt verpasste die Mannschaft 1968 die Qualifikation zur neu geschaffenen Verbandsliga Nord, die dann 1971 erreicht wurde. Zwei Jahre später wurde Olympia Meister und kehrte in die Landesliga zurück, wo man nie über das Mittelmaß hinauskam.

Olympia wurde zur Fahrstuhlmannschaft. Zwei Abstiege in Folge führten die Mannschaft 1980 in die Bezirksklasse, ehe zwei Aufstiege in Folge Olympia in die Landesliga zurückführten. Im Jahre 1987 wurden sowohl die A- als auch die B-Jugend Landesmeister. Die erste Mannschaft gelang der erneute Aufstieg in die mittlerweile Verbandsliga genannte höchste Spielklasse des Landes. Dort musste Olympia sofort wieder absteigen und rutschte im Jahre 1993 erneut in die Kreisliga ab. Nachdem der Verein für einige Jahre keine Mannschaft mehr stellte, wurde im Jahre 2010 ein Neuanfang in der Kreisklasse B unternommen, wo die Mannschaft gleich den Aufstieg schaffte.

Im Jahre 2013 stieg Olympia in die Verbandsliga Süd-West auf. Drei Jahre später zog der Verein die Mannschaft während der laufenden Saison zurück. Mit Stefan Schnoor und Alexander Brunst brachte der Verein zwei Bundesligaspieler hervor.

Handball

Die Handballerinnen schafften im Jahre 1996 den Aufstieg in die drittklassige Regionalliga Nordost. Dort wurde in der Debütsaison mit Rang vier die beste Platzierung erreicht. Im Jahre 2004 stieg die Mannschaft ab und schaffte vier Jahre später den Wiederaufstieg. Mit dem SV Tungendorf schlossen sich die Handballerinnen zum SVTO Neumünster zusammen. Der spätere Vorstandsvorsitzende der Stiftung Deutsche Sporthilfe Hans-Ludwig Grüschow spielte in den 1950er Jahren für Olympia.

Leichtathletik

Die Leichtathletikabteilung von Olympia brachte mit Werner Bähr einen vierfachen Deutschen Meister im Hochsprung hervor. Heinz Böthling wurde 1960 Deutscher Hallenmeister im 3000-Meter-Lauf.

Literatur

Weblinks
 Offizielle Homepage

Neumunster, Olympia
Neumunster, Olympia
Sportverein (Neumünster)
Gegründet 1909
Neumunster, Olympia

Olympia Neumünster


Horr () was a book by the Iranian author Ali Shariati about the historic Battle of Karbala in which Hussein, the grandson of the Muslim prophet Muhammad, was killed by Yazid. Horr was a commander of the army of Yazid during the battle. First involved in fighting Hussein, Horr defected from the army of Yazid, joined Hussein, and was killed by Yazid's forces. The book examines fate, choice, and predestination as portrayed by Horr's decision to switch sides during the fateful battle.

See also

 Ahrar (disambiguation)

References

External links
Summary of the book

History books about Iran
Works by Ali Shariati

Horr (book)


La Coupe d'Europe de ski alpin 1997-1998 est la  de la Coupe d'Europe de ski alpin, compétition de ski alpin organisée annuellement par la Fédération internationale de ski. Elle se déroule du  au  dans vingt-sept stations européennes réparties dans huit pays. Ce sont les Autrichiens Marianna Salchinger et Benjamin Raich qui remportent les classements généraux.

Déroulement de la saison
La saison débute le  par un slalom à Piancavallo pour les femmes et le  par un slalom géant à Valloire pour les hommes. Elle comporte, après annulations et reports, quatorze étapes masculines et quatorze étapes féminines réparties dans huit pays.

Les équipes d'Autriche domine la saison et remporte l'ensemble des titres masculins, ainsi que le général et les deux classements des épreuves de vitesses féminin. Seule deux skieuses scandinaves, la géantiste suédoise Anja Pärson et la slalomeuse finlandaise Henna Raita, résistent et empèche l'Autriche de remporter tous les titres.

Chez les dames l'Autrichienne Marianna Salchinger, spécialiste des épreuves de vitesse et vainqueur du classement général de la coupe d'Europe précédente, s'impose à nouveau. C'est la première femme à conserver son titre européen, la deuxième athlète après Marcel Sulliger titré en 1992 et 1993 (Stephan Eberharter en a également remporté deux, deux également, 1989 et 1997, mais de manière non successive). Karin Blaser termine deuxième pour un doublé autrichien. La suite du classement générale féminin est plus compacte, avec quarante points entre la troisième Anja Pärson, vainqueur du classement de géant, et la neuvième .

Chez les hommes aussi l'équipe Autrichienne réalise un doublé au général, avec la domination du jeune prodige Benjamin Raich, qui remporte les classements de géant (largement) et de slalom (pour un point). La même saison il remporte les mondiaux junior dans les deux disciplines. Il est secondé par Patrick Wirth, déjà second en 1995, qui est également deuxième des classements de géant et de super G, et quatrième de clui de descente. Le Suisse Didier Plaschy complète ce podium du classement général masculin. Le vainqueur du classement du super G, l'Autrichien Christoph Gruber, est lui quatrième du général tandis que  (autrichien également) qui remporte le globe de descente n'est classé que dixième du classement général.

Saison des messieurs

Saison des dames

Classement général
Les vainqueurs des classements généraux sont les Autrichiens Marianna Salchinger, skieuse spécialiste des épreuves de vitesse qui remporte également le petit globe de descente et termine deuxième du classement du super G, et Benjamin Raich spécialiste des épreuves technique et vainqueur des deux petits globes de slalom et de slalom géant.
Marianna Salchinger engrange l'essentiel de ses points en descente et devance sa compatriote polyvalente (mais qui brille surtout en super G) Karin Blaser de cent-vingt-six points et la géantiste suédoise Anja Pärson de cent-quarante-trois unités. Chez les hommes Benjamin Raich, vingt ans et champions du monde junior en titre en slalom et en slalom géant, écrase la concurrence. Avec mille deux-cent quatre-vingt-douze points il devance son compatriote Patrick Wirth, skieur polyvalent qui brille en descente (quatrième), super G et géant (deuxième des deux classements), de plus de quatre-cent points et totalise plus du double des points du troisième au général, le slalomeur Suisse Didier Plaschy.

Classements de chaque discipline
Les noms en gras remportent les titres des disciplines.

Descente
Les vainqueurs des classements de descente sont les Autrichiens Marianna Salchinger et . Chez les femmes la Norvégienne  ne participe qu'au quatre première descente de coupe d'Europe et court sur le circuit mondial le reste de la saison. Et sur ces quatre courses elle remporte trois victoires et une seconde place, pas assez cependant pour battre Marianna Salchinger et ses cinq podiums (dont une victoire) en six courses et une neuvième place (et ses) comme pire résultat dans la discipline. Le podium est complété par une deuxième skieuse norvégienne, .
Chez les hommes l'Allemand , lui aussi habitué de la Coupe du monde, reproduit un peu le même schéma que Kristiansen : il ne prend part qu'à deux descentes européennes, en Sierra Nevada, et remporte les deux. Ces deux-cents points ne lui permettent de se classer qu'à la huitième place du classement final, à cent-vint unités de Norbert Holzknecht et ses quatre podiums (dont deux victoires également). Les trois podiums de l'Italien  lui permettent de se hisser à la seconde place tandis qu'un autre Autrichien, Peter Rzehak, termine la saison à la troisième place du classement de descente sans être monté sur un podium de la saison.

Super G
Les vainqueurs des classements de super G sont les Autrichiens Tanja Schneider et Christoph Gruber.
Chez les femmes aucune skieuse ne parvient à remporter deux courses, soit six vainqueurs différentes dans la saison. Tanja Schneider n'en remporte aucune, mais réussit à être quatre fois sur le podium des quatre super G auquel elle participe, en moins d'une semaine. Ces résultats lui permettent de devancer ses compatriote Marianna Salchinger et Karin Blaser.
Chez les hommes comme Christoph Grube remporte les trois première courses, sur les cinq que compte la saison, et le titre de la spécialité devant son compatriote Patrick Wirth. La troisièmle place est occupée par deux skieurs qui en plus d'avoir le même nombre de points ont aussi le même bilan en termes de podiums, une victoire et une seconde place chacun : le Norvégien Kenneth Sivertsen et le Français .

Géant
Les vainqueurs des classements de slalom géant sont la Suédoise Anja Pärson et l'Autrichien Benjamin Raich. Chez les femmes Anja Pärson signe cinq podiums dont deux victoires en neuf courses, et marque quasiment deux fois plus de points que ses deux pousuivantes (469 contre 247 et 245), Karin Köllerer et , qui se disputent la deuxième place du classement à deux points près. Mais si la domination de Pärson est nette chez les femmes, ce n'est rien à côté de celle de Benjamin Raich chez les hommes. Le jeune champion du monde junior en titre de la spécialité (et qui conserve son titre en 1998) monte sur neuf podiums en dix courses, dont six vixtoires. Avec de tel résultat il passe la barre des huit cents points au classement, plus du double de son dauphin Patrick Wirth. Le Finlandais Sami Uotila complète le podium.
À noter que Rainer Salzgeber, skieur de coupe du monde, vient faire trois géants européen mi-février, et remporte les deux de Sella Nevea; Il marque donc deut-cent points qui ne lui permettent pas d'intégrer le top 10 (treizième à trois points du dixième).

Slalom
Les vainqueurs des classements de slalom sont la Finlandaise Henna Raita et l'Autrichien Benjamin Raich.

Chez les femmes Henna Raita remporte quatre des dix courses, et s'impose de justesse (à peine neuf points) devant sa compatriote  qui copte quatre podiums également mais une seule victoire. La Finlande est proche de réaliser un triplé avec  et ses deux podiums, mais la Slovène Nataša Bokal lui ravit la troisième place pour seulement quatre points. Chez les hommes la compétition est encore plus serré. Trosi skieurs remportent deux victoires : Benjamin Raich, Didier Plaschy et Gaëtan Llorach. le Suisse Plaschy est celui qui totalise le plus de podiums, cinq, mais c'est finalement l'Autrichien qui remporte le classement avec un unique point d'avance sur son concurrent. Le Français Gaëtan Llorach complète le  podium un peu plus loin.

Calendrier et résultats

Messieurs

Dames

Notes et références

Notes

Résultats des courses

Références

Voir aussi

Coupe d'Europe de ski alpin
Ski Alpin

Coupe d'Europe de ski alpin 1997-1998


Les affrontements frontaliers de 2012 entre les forces armées arméniennes et azerbaïdjanaises ont eu lieu début juin, faisant des victimes des deux côtés.

Événements
Les premiers affrontements éclatent tôt le 4 juin, au cours desquels trois soldats arméniens sont tués et six autres blessés près des villages de Berdavan et Chinari, dans la province de Tavush. Un communiqué du ministère arménien de la Défense publie le même jour déclare que les soldats sont tombés en repoussant une incursion transfrontalière des forces azerbaïdjanaises dans la région nord de Tavush au cours de laquelle .

Le lendemain, quatre soldats azerbaïdjanais sont tués près d'Aşağı Əskipara, dans le raïon Qazakh de l'ouest de l'Azerbaïdjan. Selon le communiqué du ministère arménien de la Défense, ils faisaient partie d'une unité de 15 à 20 soldats ayant tenté d'infiltrer les positions arméniennes à proximité du village de Voskepar, dans la province de Tavish. Une autre fusillade tue un cinquième soldat azerbaïdjanais dans le même district.

Initialement, l'Azerbaïdjan réfute les allégations de coups de feu à la frontière ou de décès d'Azerbaïdjanais et explique l'incident impliquant la mort de trois soldats arméniens à la suite de . Le ministère azerbaïdjanais de la Défense confirmera plus tard que l'escarmouche du 5 juin avait entraîné la mort de cinq soldats azerbaïdjanais, dont quatre pendant l'affrontement, et un cinquième plus tard, abattu depuis une position éloignée. Selon l'Azerbaïdjan, les combats avaient eu lieu à la suite d'un groupe subversif arménien tentant de pénétrer en territoire azerbaïdjanais dans le village d'Asagi Askipara.

Le 6 juin, selon le ministère de la Défense du Haut-Karabakh, des soldats azéris ont tenté de s'infiltrer dans le Haut-Karabakh, près d'Horadiz. Un soldat du Karabakh a été tué et deux autres blessés. Le journal Panorama signala des tirs du côté azéri le lendemain.

Notes et références

Frontière entre l'Arménie et l'Azerbaïdjan
Bataille impliquant l'Azerbaïdjan
Bataille impliquant l'Arménie
2012 en Arménie
2012 en Azerbaïdjan
Conflit du Haut-Karabagh

Affrontements frontaliers arméno-azerbaïdjanais de 2012


Le gouvernement de Vasa (en , en , en ) est une division administrative du Grand-duché de Finlande au sein de l'Empire russe, qui exista de 1809 jusqu'à l'indépendance de la Finlande en 1917. Il succède à la province de Vaasa de la Finlande suédoise et laisse place à la province du même nom de la république de Finlande. Sa capitale est la ville de Vaasa (qui porte de 1855 à 1917 le nom de Nikolajstad en suédois et Nikolainkaupunki en finnois).

Géographie
Situé sur la côte ouest de la Finlande, le gouvernement de Vasa était bordé à l'ouest par le golfe de Botnie, au nord par le gouvernement d'Uleåborg, à l'est par ceux de Kuopio et Sankt Michel au sud par ceux d'Åbo et Björneborg et de Tavastehus.

Le territoire du gouvernement de Vasa fait désormais partie des provinces finlandaises d'Ostrobotnie, Ostrobotnie centrale et Ostrobotnie du Sud.

Subdivisions administratives
En 1891 le gouvernement de Vasa était divisé en sept ouïezds : Korsholm, Ilmola, Kuortane, Lappo, Laukas et Pedersöre. Le gouvernement comptait 7 villes, 83 communautés rurales et 57 villages.

Population
En 1901 la population du gouvernement était de  habitants, dont 71,5 % de Finnois et 28,5 % de Suédois.

Histoire de la Finlande
Histoire de la Russie
Gouvernement de l'Empire russe

Gouvernement de Vasa


الزاوية تبعد إلى الجنوب الغربي عن مدينة جنين 16.5 كم ، وترتفع عن سطح البحر 415م. تبلغ مساحة اراضيها 1066 دونما ، يحيط بها قرى صانور وعنزة ، قدر عدد سكانها في عام 1922( 45) نسمة وفي عام 1945 (120) نسمة وفي عام 1961 (152) نسمة ، وفي عام 1997 بلغوا (524) نسمة . يوجد في القرية مدافن منقورة في الصخر .
ومن العائلات التي تسكن البلد عائلة أبو الوفا .

المصادر
 موقع فلسطين في الذاكرة

بلديات فلسطين
قرى الضفة الغربية
قرى وبلدات محافظة جنين
محافظة جنين
مقالات تتضمن معلومات من موقع فلسطين في الذاكرة
بلديات دولة فلسطين

الزاوية (جنين)


Most princa Karla je željezni most u Foči.

Sagrađen za austro-ugarske uprave. Građen po projektu austro-ugarskog pionirskog natporučnika Krichbaumera. Lipnja 1882. započeta je gradnja. Građen je na mjestu gdje je nekad bila prijevozna skela preko Drine. Dovršen i u promet pušten 22. listopada 1884., i u funkciji bio do 4. svibnja 1942. kad je poslije povlačenja partizana iz Foče Titovom odlukom most srušen. Povjerenstvo za očuvanje nacionalnih spomenika BiH proglasilo ga je 2012. nacionalnim spomenikom BiH.

Danas je kraj njega KPD Foča. Središnji dio srušen je u NATO-vom bombardiranju 1995. godine. Ima jednu prometnu traku za dvosmjerni promet reguliran semaforom.

Izvori

Vanjske poveznice
(srp.) Komisija za očuvanje nacionalnih spomenika Željezni most princa Karla, historijski spomenik, 5. lipnja 2012.
Novinarstvo!!! Spisak spomenika nastalih za vrijeme Austrougarske uprave u BiH, utorak, 5. kolovoza 2014. Većina tekstova sa zurnalizam.blogsport.hr vlasništvo je Medijskog centra Vrhbosanske nadbiskupije i Katoličkog tjednika.

Građevine u Foči
Cestovni mostovi u Bosni i Hercegovini
Nacionalni spomenici Bosne i Hercegovine
Mostovi na Drini u Bosni i Hercegovini

Most princa Karla u Foči


Nicolae Regman (n. ? Sighișoara  - d. ?) a fost delegat la Marea Adunare Națională de la Alba Iulia.

Biografie
S-a născut în Sighișoara, jud. Târnava Mare unde și-a făcut și studiile secundare. Teologia a absolvit-o în Sibiu.  Și-a luat doctoratul în filosofie și pedagogie la Universitatea din Iena.  A fost profesor, inspector, inspector-șef, inspector general școlar și prefect de Bihor și Sibiu.

Note

Vezi și
 Lista delegaților la Marea Adunare Națională de la Alba Iulia

Delegați la Marea Adunare Națională de la Alba Iulia
Decese în secolul al XX-lea

Nicolae Regman