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Showing papers on "Compulsory education published in 1992"


Book
01 Jan 1992
TL;DR: The Seven-Lesson Schoolteacher The Psychopathic School The Green Monongahela We Need Less School, Not More The Congregational Principle as discussed by the authors The Seven Lesson Teacher
Abstract: The Seven-Lesson Schoolteacher The Psychopathic School The Green Monongahela We Need Less School, Not More The Congregational Principle.

190 citations


Book
20 Apr 1992
TL;DR: A review of evidence for educational expansion can be found in this article, with a focus on the effects of education on national economic growth and the role of state involvement in early childhood programs.
Abstract: Preface Does the State Expand Schooling? Review of Evidence by Bruce Fuller and Richard Rubinson Rising Demand for Schooling: Institutional Origins and Political Accommodations The Rise of Popular Literacy in Europe by David Mitch Building the Institution of Mass Schooling: Isomorphism in the Modern World by Francisco O. Ramirez and Marc J. Ventresca Institutions, Citizenship, and Schooling in Sweden by John Boli Western versus Islamic Schooling: Conflict and Accommodation in Nigeria by William R. Morgan and J. Michael Armer Legitimating the State's Involvement in Early Childhood Programs by Sorca O'Connor When Does School Expansion Influence Economic Change? Specifying the Effects of Education on National Economic Growth by Richard Rubinson and Bruce Fuller Educational Expansion and Economic Growth in the Modern World, 1913-1985 by Aaron Benavot The Economics of School Expansion and Decline by Walter W. McMahon The Political Construction of School Supply Strong States and Educational Expansion: France versus Italy by Jerald Hage and Maurice Garnier Who Should Be Schooled? The Politics of Class, Race, and Ethnicity by Pamela Barnhouse Walters The Politics of American Catholic School Expansion, 1870-1930 by David Baker Historical Expansion of Special Education by John Richardson Conditions Underlying Legitimate and Strong Institutions The Social Construction of Motives for Educational Expansion by John W. Meyer Index

95 citations


Journal ArticleDOI
TL;DR: The contributions of Witmer's clinical psychology and Hall's child study demonstrate how early forms of school psychology evolved from their conceptualizations, and the provision of psychological services in schools is among the earliest fields of applied psychology.
Abstract: The historical development of school psychology is discussed in the context of circumstances and individuals significant to its origins. The contributions of Witmer's clinical psychology and Hall's child study demonstrate how early forms of school psychology evolved from their conceptualizations. Even though the specialty did not achieve a stable national identity until the second half of the 20th century, the provision of psychological services in schools is among the earliest fields of applied psychology and has distinct connections to Witmer and Hall.

68 citations


Journal Article

57 citations


Book
01 Jan 1992
TL;DR: In this paper, the authors developed a simulation model from work by Barro and Becker, which links fertility decisions with consumption/saving decision, suggesting that the model sheds some light on education's external effect on fertility.
Abstract: The benefits of education are usually assessed by analyzing rates of return. Social rates of return reflect the fact that education may be provided free or at a subsidized price and that a part of any individual's income accrues to the state through taxation. But they typically do not include private benefits that are not directly connected with the individual's gross earnings; nor do they include the external effects of education on economic growth. Some benefits are generally omitted from calculations of social returns to education, but the estimates produced - ranging from 13 percent to 26 percent - are implausibly high. There are several reasons for this. Studies may not reflect the fact that family background influences both the likelihood of participating in education and a person's future earning power even without education. Failure to take account of the effects of quality of education may also lead to upward bias. An alternative approach is to make cross-country comparisons using macroeconomic data. A number of such studies are discussed. In assessing whether education has any external effect on economic growth, assumptions must be made about education's direct effect on earning power. Based on a conservative figure of a 5 to 8 percent increase in earnings for every year of education, there is some evidence to support the presence of a small externality, but the evidence cannot be said to be overwhelming. There is, however, much clearer evidence of a link between education and fertility rates. The effect is observed in both macroeconomic data and household studies, but is stronger in macroeconomic data for reasons that are not clear. This effect constitutes an externality that - at a time of widespread (but not universal) concern about population growth - is of great importance. The author develops a simulation model from work by Barro and Becker. The model links fertility decisions with consumption/saving decision. In this model, parents derive utility from their children's welfare; as a consequence, children are a form of saving. The model is extended to reflect education as an endogenous decision and then further to look at the effects of an external effect of education on economic growth. Simulations demonstrate that the rate of return on education relative to that on physical capital is a major influence on fertility, suggesting that the model sheds some light on education's external effect on fertility.

38 citations


Journal ArticleDOI
TL;DR: Concern over the complicity of mass compulsory schooling in the reproduction of social inequality prompted the development of educational policies that increased resources for schools attended by children attending compulsory schooling as discussed by the authors, which led to a significant increase in educational resources.
Abstract: Concern over the complicity of mass compulsory schooling in the reproduction of social inequality prompted the development of educational policies that increased resources for schools attended by s

23 citations


Journal ArticleDOI
Denis Gleeson1
TL;DR: The authors consider ways in which truancy, as a form of social exclusion, has its origins in the history and politics of compulsory education and find that despite widespread concern expressed about declining...
Abstract: This paper considers ways in which truancy, as a form of social exclusion, has its origins in the history and politics of compulsory education. Despite widespread concern expressed about declining ...

23 citations


Journal ArticleDOI
TL;DR: The German dual system is now a source of pride at home and emulation abroad as mentioned in this paper, and it is therefore timely to examine the recent development of the Dual System. But despite its manifest success, it suffers from certain problems, and the aim of the present paper to analyse its strengths and weaknesses.
Abstract: The German Dual System is now a source of pride at home and emulation abroad. For example, the reforms which the British government proposed in 1991 to apply to post- compulsory education, as detailed in its White Paper Education and Training for the 21st Century (1991), would effectively set up in the United Kingdom structures similar to those which have already existed in Germany for decades. It is therefore timely to examine the recent development of the Dual System. In 1990 there were 1.8 million young persons (40% female, 60% male) in training under the Dual System-that is, 70% of the age cohort (BMBW, 1990, p. 1). The fact that in the early 1970s only 50% of the age cohort was involved gives an indication of the developmental impetus of this education/training process. Yet despite its manifest success it suffers from certain problems, and it is the aim of the present paper to analyse its strengths and weaknesses. The Dual System, like most important institutions in German public life, has a legal basis: the Vocational Education Law (Berufsbildungsgesetz (BBiG)). This was first passed in 1969 by the CDU/CSU/SPD Coalition, and revised in 1990 in preparation for impending German re-unification (cf. Jobst, 1990), the aim being to apply it as quickly as possible to

16 citations


Book ChapterDOI
01 Jan 1992
TL;DR: A wide range of economic benefits is often thought to flow from education as mentioned in this paper, and it is clear that a reasonable level of literacy and numeracy is necessary if one is not to be at a severe disadvantage in day-today life.
Abstract: A wide range of economic benefits is often thought to flow from education. In advanced societies it is clear that a reasonable level of literacy and numeracy is necessary if one is not to be at a severe disadvantage in day-to-day life. Advanced countries typically regard it as important that the population should be educated to some minimum level, and as a consequence impose compulsory education typically without charge. That education is of benefit to the individual is of little doubt. The conventional view is that, by undergoing education an individual raises his human capital and is thus able to command a higher rate of pay in the labour market (Schultz, 1961).

12 citations



01 Jan 1992
TL;DR: In this paper, the authors investigate the work of five committees, and the motives of the reformers, that gave rise to the creation of the school reform and further compulsory education an...
Abstract: The aim of the dissertation is to investigate the work of five committees, and the motives of the reformers, that gave the rise to the creation of the school reform. Further compulsory education an ...


Journal ArticleDOI
TL;DR: In this article, the authors argue that the evolution of political economies and education systems have in some significant ways been contradictory and that free but compulsory state education systems may cease to be tenable.
Abstract: The theme of this paper is contradictions in international developments in education, contradictions which, the author argues, suggest that free—but—compulsory state education systems may cease to be tenable. Specifically it argues that the evolution of political economies and education systems have in some significant ways been contradictory. It also notes the contradiction between educational developments in the newly democratised and free‐market states of Eastern Europe and those in Britain where government advocates the free market but centralizes control of school curricula and pedagogy. Finally, the paper asserts the contradictions between the historic principles underlying state education and free‐market principles of customer choice as they are being applied in Britain. ... teachers and teacher policies have become the centre of considerable concern and attention. The importance now being given to the quality of education has no doubt been one major factor behind this. On the negative sid...


01 Jan 1992
TL;DR: The belief in the need for state interference in education is so deeply rooted that even most classical liberals, including the most radical of them, rarely doubted the wisdom of such interference as discussed by the authors.
Abstract: Criticising State interference in education is more challenging than most other libertarian positions. The belief in the need for State interference in education is so deeply rooted that even most classical liberals, including the most radical of them, rarely doubted the wisdom of such interference. Criticising State interference in education is criticising one of the three fundamentals of the State itself. These three fundamentals of the State are:

Journal ArticleDOI
TL;DR: The authors describes the literacy education in the People's Republic of China, including the effects being made to avoid illiteracy through compulsory primary schooling, and discusses the effects of compulsory primary education.
Abstract: This paper describes the literacy education in the People's Republic of China, including the effects being made to avoid illiteracy through compulsory primary schooling.

Journal ArticleDOI
TL;DR: In the 1841 child labour law, the first time in France that education was made compulsory for any group and for many representatives, that requirement was the most important part of the bill, and thus we hear the opposition in these debates as well as the reformers as mentioned in this paper.
Abstract: One of the most difficult tasks the historian faces is that of understanding human motives Evidence is hard to come by: few historical personalities leave records of their deliberations to guide us, and those few who do often leave conflicting accounts One necessarily remains sceptical, moreover, about stated intentions and wonders about possible hidden motives(1) Another problem is the inclination to seek a rational explanation and a single, clear motive Applying these goals to groups rather than individuals merely compounds the difficulty The complications are well illustrated by the role of the French elite in the development of popular education in the nineteenth century Why did some support and others oppose schooling for the masses? Explanations of their various positions cover a wide range, from a desire to socialize and moralize to a perceived need to train workers or a humanitarian urge to improve the lives of ordinary men and women Much of the debate over which motive predominated, however, is based primarily on the arguments of prominent reformers The 1840 debates on the first French child labour law provide a more comprehensive picture of elite opinion on schooling for the people That law included a provision requiring child labourers to attend school, the first time in France that education was made compulsory for any group And for many representatives, that requirement was the most important part of the bill Furthermore, while the Chamber of Peers opposed the educational component of the law, the Chamber of Deputies strongly supported it, and thus we hear the opposition in these debates as well as the reformers A few years ago one could argue that the child labour law had been relatively ignored Recently, however, three excellent monographs have appeared that pay close attention to this innovative legislation: Colin Heywood, Childhood in Nineteenth-Century France; Katherine A Lynch, Family, Class, and Ideology; and Lee Shai Weissbach, Child Labor Reform in Nineteenth-Century France(2) While Weissbach focuses on child labour reform throughout the nineteenth century, Lynch and Heywood see the 1841 law as a key example of a growing general concern in France with children and the family Yet none stresses the importance of education or of the parliamentary debates in understanding the law of 1841 Rather, they emphasize the early reformers who promoted restrictions on child labour and, in particular, two movements that sometimes connected and sometimes diverged: social Catholicism and a second group of reformers described variously as liberal bourgeois, moral reformers, or social economists The essential difference between these two movements is that social Catholics were primarily concerned with moralization while bourgeois reformers stressed socialization This distinction remainds us that moralization and socialization are not necessarily the same, or at least were not seen as such at the time, although today they are often used synonymously The primary focus of the first, of course, was improving individual and group morality, while that of the second was forming good, or docile, citizens Lynch does express some puzzlement over how these small reforming groups were able to influence French legislators The precise connections, it should be pointed out, remain tenuous at best Indeed, it is possible that the French peers and deputies had their own reasons for supporting or opposing reforms and were not necessarily persuaded by the reformers The discussions in both chambers were clearly focused, wide-ranging, and revealing The results suggest that the July Monarchy legislators had no single reason for supporting compulsory education for child labourers Nor was that key article pushed through by a coalition of groups with differing motives, as some have suggested The problem with such explanations is the search for a single, "rational" motive, a search which assumes that underneath all the political and social rhetoric each individual involved in the debate had a firm, clear idea of what he wanted, and why …

Journal ArticleDOI
TL;DR: In this article, the authors analyze and study the educational funding in the country and set forth some preliminary views on the issue of insufficient funding for elementary education, as it is faced with the task of instituting the nine-year compulsory education program, tremendous difficulties are found because of shortages of funds.
Abstract: In recent years our country's educational funding has increased considerably, yet most of the various types of schools at all levels still feel the pressure of a funding shortage. Especially for elementary education, as it is faced with the task of instituting the nine-year compulsory education program, tremendous difficulties are found because of shortages of funds. That our educational funding is insufficient to meet the needs of the development of education has caused concern on the part of the state as well as among all sectors of the community. This article is intended to analyze and study our educational funding and set forth some preliminary views on this issue.

Journal Article
TL;DR: In an educational system founded not on a bureaucratic principle but on a liberal philosophy of a type I will propose later in this paper, the traditional role of bureaucracy would be changed, if not abolished altogether.
Abstract: It is the philosophy of control that determines the decisive features of the contemporary educational system in Czechoslovakia. With the exception of a few marginal cases, education in Czechoslovakia is supported entirely by the State. Since the subsidies are received by schools and not by students, a complicated administrative network of "official" supervision seems necessary. In order to make this directive bureaucratic control possible, the structure and practices of educational institutions are highly uniform and rigid. In an educational system founded not on a bureaucratic principle but on a liberal philosophy of a type I will propose later in this paper, the traditional role of bureaucracy would be changed, if not abolished altogether. Such a system would have a capacity for dynamic development and an ability to meet the heterogeneous educational needs of the population. These two advantages are worthy enough to force us to begin to consider the technical details and related political issues. Historical Perspective From an historical perspective, the network of public elementary schools in Czechoslovakia was established in order to bridge the cultural and educational gap between the world of the rich and the world of the poor. Instead of creating a free educational market, the monarchies of the past formed a hierarchy of rigid institutions. The pupils (or their parents) and the teachers--potential buyers and sellers in a hypothetical educational market--never acquired the rights of free customers and independent suppliers. The disciplined centralization and uniformity of the public educational system was conceived in analogy to that of the army, then the dominant element of the public sector. This influence extended into the short democratic period after 1918 and, later, was also very useful to the totalitarian regimes that existed during the periods of German occupation and Soviet influence. As a result, the roles of pupils and teachers in the contemporary Czech system can best be described in terms of a military unit in training: they are forced to obey, unconditionally, commands of unspecified origin and date that do not always make much sense. The commanding bureaucratic machinery produces a web of detailed regulations and constraints that must be honored even though no one can remember their purpose. A "Tragicomic Failure" Almost every parent, teacher, scientist, politician and employer agrees that the performance of the Czech educational system is no longer tolerable. Two phenomena are really painful: the drastic inefficiency of the education system, and the consequences of its hostility towards inventive and creative teachers who are sensitive to the learning needs of the children. Only exceptionally strong individuals are able to keep their intellectual gifts after years of regimented, substandard academic treatment. Most pupils will never develop their full potential. Creative and active teenagers with a satisfactory amount of knowledge are not products of our educational system; rather, they exist in spite of it. This renders compulsory education a penalty, not an advantage in Czechoslovakia. Aggravating this condition is a structure of bureaucratic supervision over the teachers' work that is based on irrelevant criteria. The prevailing philosophy allows officials to perform without any interest in understanding the real problems or in assisting teachers to find appropriate solutions. Naturally, this chain-of-command has effectively frightened away just about all of the most talented potential teachers. And since the State claims an absolute monopoly over all education in the country, the qualified and committed must abandon education altogether. This is not the result of the recent Communist regime alone. Our traditional pre-war system needed only cosmetic changes to enable the ideological pressures that were put on teachers and pupils during the wartime period of Nazi control and the post-war period. …