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Showing papers on "Compulsory education published in 1985"


Journal ArticleDOI
TL;DR: The prevalence of mass education is a striking feature of the modern world as discussed by the authors and it has spread rapidly in the last 2 centuries, becoming a compulsory, essentially universal institution, especially in the poorest countries.
Abstract: The prevalence of mass education is a striking feature of the modern world. Education has spread rapidly in the last 2 centuries, becoming a compulsory, essentially universal institution. It has even expanded greatly in the poorest countries. Unesco estimates that about 75 percent of the children of primary school age in the world are enrolled in something called a school (1980 data).' For the developing countries, the mean figure reported is 68 percent. Although the richer countries have long since reached virtually universal enrollment, the fervor for education in the poor countries may be even stronger.2 Mass education is clearly no longer the prerogative of boys: the World Bank reports that elementary enrollment ratios for girls are as high as those for boys in developed countries, and they are only slightly lower than the ratios for boys in developing countries.3 In both rich and poor countries, secondary education has expanded to the point where it is obviously to be considered a mass form of education as well. The day is not far off when at least some type of secondary schooling will be widely available in countries where it was completely absent a few decades ago. Another way to gauge the universality of education is by the fact that about 19 percent of the world's population are students, nearly all of them in mass educational institutions. For most people, education may be the most important element of their social status, and their educational background will have a greater direct impact on their overall life chances than any other element but nationality. In the first part of this article, we consider a number of lines of explanation of the rise of mass education that have emerged over the past 2 decades. Two general sociological themes characterize these theories. First, there has been a tendency to see vertical or lateral social differentiation

409 citations


Book
01 Jan 1985
TL;DR: In this article, the authors examine the role of white immigrants in American educational history and find no evidence of systematic discrimination against white immigrants, at least with respect to classroom crowding and teaching assignments.
Abstract: Was school reform in the decades following the Civil War an upper-middle-class effort to maintain control of the schools? Was public education simply a vehicle used by Protestant elites to impose their cultural ideas upon recalcitrant immigrants? In "The Politics of School Reform, 1870-1940," Paul E. Peterson challenges such standard, revisionist interpretations of American educational history. Urban public schools, he argues, were part of a politically pluralistic society. Their growth both in political power and in sheer numbers had as much to do with the demands and influence of trade unions, immigrant groups, and the public more generally as it did with the actions of social and economic elites. Drawing upon rarely examined archival data, Peterson demonstrates that widespread public backing for the common school existed in Atlanta, Chicago, and San Francisco. He finds little evidence of systematic discrimination against white immigrants, at least with respect to classroom crowding and teaching assignments. Instead, his research uncovers solid trade union and other working-class support for compulsory education, adequate school financing, and curricular modernization. Urban reformers campaigned assiduously for fiscally sound, politically strong public schools. Often they had at least as much support from trade unionists as from business elites. In fact it was the business-backed machine politicians from San Francisco's William Buckley to Chicago's Edward Kelly who deprived the schools of funds. At a time when public schools are being subjected to searching criticism and when new educational ideas are gaining political support, "The Politics of School Reform, 1870-1940" is a timely reminder of the strength and breadth of those groups that have always supported "free" public schools."

74 citations


Book
01 Jul 1985
Abstract: S ............................................................................................................... 12 Keynote Presentations ........................................................................................................................... 12 Thematic Section 1: Comparative and International Education & History of Education ............................... 13 Thematic Section 2: Teacher Education .................................................................................................. 15 Thematic Section 3: Education Policy, Reforms & School Leadership ........................................................ 17 Thematic Section 4: Higher Education, Lifelong Learning & Social Inclusion .............................................. 19 Thematic Section 5: Law and Education ................................................................................................. 20 Thematic Section 6: Research Education & Research Practice .................................................................. 21

23 citations


Book
01 Jan 1985
TL;DR: Ramsey as discussed by the authors conducted a comprehensive historical analysis of compulsory education in the United States from its inception in the colonies through 1984, and found that compulsory education laws were used as a means of providing social, economic, and political freedom.
Abstract: A HISTORICAL REVIEW OF THE ORIGINS, DEVELOPMENTS AND TRENDS IN COMPULSORY EDUCATION IN THE UNITED STATES 1642-1984 by David E. Ramsey The purpose of this study was to write a comprehensive historical analysis of compulsory education in the United States from its inception in the colonies through 1984. The study attempts to analyze the elements of the origin, developments, and trends. The majority of the primary sources of this historical study were literary and were taken from numerous sources including United States Supreme Court decisions, congressional legislation, opinions of the Attorney Generals of the United States and various states. Some of the major conclusions derived from this study were as follows: 1. There had been numerous laws passed to put the issue of compulsory education on a national scale. 2. The courts became more involved and influential in the interpretation of compulsory education laws. 3. Wars and depressions had not had significant effect on compulsory education. 4. Compulsory education laws were used as a means of providing social, economic, and political freedom. 5. The promise of compulsory education to narrow the gap between the poor and wealthy was rarely achieved. Public education did not always afford equal opportunity. For example, per capita expenditures on public education vary from state to state and county to county. Some of the major recommendations as a result of this study included: 1. The role of the Federal government in public education should be limited. iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

20 citations


Book
01 Jul 1985
TL;DR: The role of education and training in Japan's transformation from a preindustrial agrarian society in the late 19th century to one of the leading industrial nations some 100 years later is examined in this paper.
Abstract: This paper examines the role that education and training have played in Japan's transformation from a preindustrial agrarian society in the late 19th century to one of the leading industrial nations some 100 years later. It provides as well as some lessons for developing countries. The first part of the paper discusses the establishment by the Meiji government of a new school system to train the manpower needed to create a modern Japan. The Meiji government concentrated first on developing higher education to provide the leaders required for Japan's process of modernization. The government also recognized the need to provide universal primary education and was able to achieve this by the end of the Meiji period. The emphasis on higher and primary education resulted in severe shortages of skilled middle-level manpower needed for industrialization. To address this problem, the government issued the Ordinance on Industrial Schools in 1899, which sought to develop industrial education and training at the secondary level. The role of companies in the upgrading and utilization of manpower is considered in the second part of the paper. The government gives strong support to the education and training system in Japanese companies through financial assistance and incentives.

12 citations



Journal ArticleDOI
TL;DR: According to the latest available statistics (Kultusministerkonferenz, 1984), 831,339 foreign children were registered in German schools in the autumn of 1983 (7.8 per cent of the total school population) Most of them were children of laborers who have come from Mediterranean countries in the course of the last twenty years.
Abstract: According to the latest available statistics (Kultusministerkonferenz, 1984), 831,339 foreign children were registered in German schools in the autumn of 1983 (7.8 per cent of the total school population). Most of them were children of labourers who have come from Mediterranean countries in the course of the last twenty years. Thus, among 831,339 foreign school children, there were 436,151 Turks, 89,503 Yugoslavs, 88,141 Italians, 55,670 Greeks, 27,990 Spaniards, and 19,683 Portuguese. Most of these children have spent their infancy in their home countries, which have different socio-cultural backgrounds. They come to Germany with little or no knowledge of the German language, and must attend school here because of compulsory education in Germany. It is to be expected that the children of different nationalities in West Germany have to face different educational, social, and emotional problems, due to their different linguistic and socio-cultural backgrounds. To study these differences, class teachers of 901 foreign children of different nationalities were requested to give individual information upon each child with the help of a standardized questionnaire. Among the children for whom the information was obtained were 111 Yugoslavs, 253 Italians, 218 Spaniards, 37 Portuguese, 114 Greeks, and 155 Turks. The questionnaire contained questions on the school and language achievements of the foreign children, their classroom behaviour, their social integration in the class, their personality traits, and their family. The inquiry was conducted in Remscheid, Solingen, Wuppertal, and in nine other towns in the surrounding areas of Bergisches Land and Western Ruhr District. This area is a part of a highly industrialized area of North Rhine-Westphalia, where the proportion of foreign labourers is comparatively

5 citations


Book
01 Jan 1985
TL;DR: Line, Patricia as discussed by the authors discusses Compulsory Education Laws and Their Impact on Public and Private Education with Suggested Statutory Language, with suggested statutory language, and their impact on public and private education.
Abstract: AUTHOR Lines, Patricia TITLE Compulsory Education Laws and Their Impact on Public and Private Education--with Suggested Statutory Language. INSTITUTION Education Commission of the States, Denver, Colo. SPONS AGENCY National Inst. of Education (ED), Washington, DC. REPORT NO LEC-84-11 PUB DATE Mar 85 CONTRACT NIE-G-83-007; NIE-G-83-0021 NOTE 133p.; Update of a version released in December 1984; see ED 253 963. PUB TYPE Legal/Legislative/Regulatory Materials (090) Reports Research/Technical (143)

4 citations


Journal ArticleDOI
TL;DR: In this article, the authors highlight similarities that prevailed in central educational administration in the decades of the 1890's and the 1980's, and use them to provide an historical context for the current debate on pre-vocational education and T.V.E.
Abstract: This paper attempts to highlight certain similarities that prevailed in central educational administration in the decades of the 1890's and the 1980's, and use them to provide an historical context for the current debate on pre-vocational education and T.V.E.I. It is argued that the Education Department pursued a policy of drift in the 1890's partly shaped by the sideways pressure from the Science and Art Department and upward pressure from certain local education bodies. The question is asked whether the D.E.S. at present, is pursuing a similar policy in reaction to similar pressures. Two extreme viewpoints are presented as to the possible effects of the M.S.C.'s effects on compulsory state education and the question is posed as to whether the experience of the 1890's in central educational administration has an equal relevance to the 1980's in that, ‘In the short-term the disunity proved fruitful, in the long run it turned out to be counter-productive’.

3 citations


01 Oct 1985
TL;DR: In this paper, the authors present an overview of the state of the educational process at large, where cultural factors are also involved cross-national, cross-cultural and comparative studies might bring a specific insight into the process.
Abstract: The process of education is as old as the human race. All through human history this process has become increasingly formalized and socialized (one milestone being, for example, the introduction of compulsory education). These steps made the responsibility of education for the future of the whole society (a Nation) more explicit. In spite of the fact that this responsibility has not been questioned for centuries, there are many very recent documents monitoring the disquieting state of the educational process which may not fulfill this responsibility. These signals are coming even from countries which devote considerable resources to education. Because of its importance, education is an inherent part of development strategies in most countries, industrially developed or developing. Appropriate institutions (ministries) are designing policies aiming to influence the behavior of individual actors in education processes in the desired direction. The efficiency of individual measures taken in achieving the selected objectives is difficult to predict because the educational process at large is a complex social phenomenon where several disciplines are involved. The resulting semantic and methodological differences make it sometimes difficult to achieve a fruitful communication through interdisciplinary barriers. Because cultural factors are also involved cross-national, cross-cultural and comparative studies might bring a specific insight into the process. This by no means proves that one could easily transfer experience from one country to another.

2 citations



01 Jan 1985
TL;DR: The Hardest Branch of Work: Domestic Science in the Netherlands 1875-1940 as mentioned in this paper discusses the development of domestic science education, and analyzes the role of women in the creation of specialized schools for domestic science.
Abstract: The Hardest Branch of Work. Domestic Science in the Netherlands 1875-1940. This article analyses the development of domestic science education. Progressive liberals wanted a type of education to spread civic virtue (centred around domesticity) among the lower classes. Some women viewed schooling in household activities and home economics as a way to heighten their status and simultaneously break away from the bonds of household and family. This resulted in the foundation of a few specialized schools for domestic science since 1890. Liberals and women clashed in 1900. The women won, although in reality this type of education became almost exclusively popular among girls of the lower classes (an effect of expanded compulsory education). Housekeeping did nog gain recognition as a profession. This development in the Netherlands is of special interest, since the future of the household (wwhich played a central role in the discussion in the women's movement) was never widely discussed outside these schools for domestic science.



Dissertation
01 Jan 1985
TL;DR: In this article, the authors present an historical account of the development of Alanvale Community College, in the Northern suburbs of Launceston, Tasmania, which was used as a case study to provide a description of the forces that shaped the attempt to implement policy for new colleges.
Abstract: The study is an historically—based account of the development of Alanvale Community College, Launceston, Tasmania. The decade from 1975 until the present represented a time of significant change for Tasmanian education, as new policies for post— compulsory education were shaped. At the heart of this development was the concept of the community college. Alanvale Community College was to have been a prototype in this development. Planned initially as a Matriculation College for the Northern suburbs of Launceston, it incorporated into its early planning the notion of a broad—based educational initiative catering for graduating High School students, local community interest groups and technical college students. Its development was supported by a number of major educational inquiries, and endorsed politically by the State Government of the time. Despite the broad approval and support for the community college concept, it was abandoned after a relatively short period of time. The collapse of the initiative represents something unusual for Tasmanian education, which has tended to be characterized by educational innovation and successful policy implementation. Alanvale Community College was used as a case—study to provide a descriptive and interpretive account of the forces that shaped the attempt to implement policy for the new colleges. It also provides historical evidence of the problems that were encountered in the attempt to develop these colleges. In particular, the kinds of conflict of interest that are associated with organizational mergers are traced and identified. The study represents an attempt to provide a realworld instance of serious intra-organizational dysfunction. Its interpretive direction allows the delimitation of contributing causes to the abandonment of both Alanvale Community College and the policy initiative itself.