Showing papers on "Compulsory education published in 2016"
TL;DR: Wang et al. as mentioned in this paper focused on the state of water conservation behavior and water education in China to assess how education, particularly the 9-year compulsory education program, affects water-conservation behavior.
Abstract: Water conservation is critical under the current state of climate change and population growth; however, water-conservation programs and research in China have generally focused on technological rather than behavioral innovations. This paper focuses on the state of water-conservation behavior and water education in China to assess how education, particularly the 9-year compulsory education program, affects water-conservation behavior. A survey (237 participants) was conducted in Guangzhou, the third largest city in China, to determine the attitudes of citizens towards conserving water. Overall, the following observations were made: (1) although 95 % of the participants were aware of water conservation, only 42 % recognized that it is urgently needed; (2) water-conservation actions lag behind water-conservation awareness, and only 19 % of the participants were willing to perform more than five actions, including daily water reuse and conservation, whereas 48 % of the participants performed less than two actions; (3) additional education will result in improved water-conservation behavior; (4) more than half of the participants who had graduated from primary and secondary schools showed poor water-conservation behavior; and (5) water-conservation education in the 9-year compulsory education program was extremely rare (representing 0.2–1.4 % of the curriculum) and only included in four compulsory courses. From these observations, it was concluded that water education seriously lags behind the economic development of Guangzhou. Water and environmental education should be emphasized in the 9-year compulsory education curriculum because this program has a relatively large number of students in China.
283 citations
TL;DR: In this paper, a comprehensive overview of Computational Thinking (CT) skills for schoolchildren, encompassing recent research findings and initiatives at grassroots and policy levels, is provided, with a better understanding of the core concepts and attributes of CT and its potential for compulsory education.
Abstract: In the past decade, Computational Thinking (CT) and related concepts (e.g. coding, programing, algorithmic thinking) have received increasing attention in the educational field. This has given rise to a large amount of academic and grey literature, and also numerous public and private implementation initiatives. Despite this widespread interest, successful CT integration in compulsory education still faces unresolved issues and challenges. This report provides a comprehensive overview of CT skills for schoolchildren, encompassing recent research findings and initiatives at grassroots and policy levels. It also offers a better understanding of the core concepts and attributes of CT and its potential for compulsory education. The study adopts a mostly qualitative approach that comprises extensive desk research, a survey of Ministries of Education and semi-structured interviews, which provide insights from experts, practitioners and policy makers. The report discusses the most significant CT developments for compulsory education in Europe and provides a comprehensive synthesis of evidence, including implications for policy and practice.
216 citations
TL;DR: In this article, the authors investigate the effect of education for sustainable development (ESD) as an explicit guiding approach in teaching in Swedish schools and find that it has a positive effect on the performance of teachers.
Abstract: During the past decade, numerous schools in Sweden have implemented education for sustainable development (ESD) as an explicit guiding approach in teaching. In this paper, we investigate the effect ...
148 citations
01 Jan 2016
TL;DR: A comprehensive overview of CT skills for schoolchildren is provided, encompassing recent research findings and initiatives at grassroots and policy levels, and provides a comprehensive synthesis of evidence, including implications for policy and practice.
Abstract: Developing Computational Thinking in Compulsory Education – Implications for policy and practice In the past decade, Computational Thinking (CT) and related concepts (e.g. coding, programing, algorithmic thinking) have received increasing attention in the educational field. This has given rise to a large amount of academic and grey literature, and also numerous public and private implementation initiatives. Despite this widespread interest, successful CT integration in compulsory education still faces unresolved issues and challenges. This report provides a comprehensive overview of CT skills for schoolchildren, encompassing recent research findings and initiatives at grassroots and policy levels. It also offers a better understanding of the core concepts and attributes of CT and its potential for compulsory education. The study adopts a mostly qualitative approach that comprises extensive desk research, a survey of Ministries of Education and semi-structured interviews, which provide insights from experts, practitioners and policy makers. The report discusses the most significant CT developments for compulsory education in Europe and provides a comprehensive synthesis of evidence, including implications for policy and practice. .................. Developing Computational Thinking in Compulsory Education ......
73 citations
TL;DR: In this paper, the effects of innate ability, compulsory education and non-compulsory education on inequality and intergenerational mobility of income are investigated. But the authors focus on the early education of children.
63 citations
TL;DR: Wang et al. as discussed by the authors used data from the Urban Household Education Surveys (UHES) to investigate the relationship between household education expenditure and income inequality and found that education expenditure disproportionally increases with family income, and that a larger share of the income earned by lower income families is spent on children's education.
58 citations
TL;DR: This paper used European Social Survey and Labour Force Survey data from 2002 to 2012 to estimate the causal effect of years of education on European natives opinion toward immigration, by exploiting the exogenous discontinuity generated by reforms in compulsory education in Europe in the 1940s through the 1990s.
56 citations
21 Mar 2016
TL;DR: Learning at home is not a new phenomenon in the United States, but it was not until educational reform movements of the 1970s and 1980s called for school improvement that parents once again began to consider homeschooling as an option.
Abstract: Learning at home is not a new phenomenon in the United States. Throughout American history, parents have assumed the responsibility of teaching their children practical skills to assist them with daily life. The advent of public school codes during the mid-1800s instituted compulsory education and required children to attend school at designated institutions of learning. These mandatory attendance laws caused the decline of learning at home as American families began to rely on public schools to educate their children. It was not until educational reform movements of the 1970s and 1980s called for school improvement that parents once again began to consider homeschooling as an option.
Keywords:
alternative educational settings;
child;
children;
colonial education;
compulsory attendance;
education;
home education;
homeschooling;
parental involvement in education
45 citations
TL;DR: Wang et al. as discussed by the authors analyzed the inequality of compulsory education from the perspective of imbalanced spatial distribution, and explored spatial accessibility based on the shortest travel distance from residents to schools, and then analyzed the inequalities through the distribution of spatial accessibility.
Abstract: Compulsory education is an important aspect of the societal development. Meanwhile, education equality safeguards the effectiveness of education systems and is an important part of social equality. This study analyzes the inequality of compulsory education from the perspective of imbalanced spatial distribution. Unlike previous studies that have measured the spatial distribution of education simply based on the spatial position of primary and secondary schools, we explore spatial accessibility based on the shortest travel distance from residents to schools, and then analyze the inequality of compulsory education through the distribution of spatial accessibility. We use 2873 Chinese counties as statistical units, and perform a statistical and graphical analysis of their spatial accessibility using the Theil index and spatial autocorrelation analyses. To analyze the differences in the spatial accessibility distribution on the national and regional levels, we use three partitioned modes: the terrain partitioned mode, the economic development partitioned mode, and the province-level partitioned mode. We then analyze the spatial agglomeration characteristics and distribution patterns of compulsory education accessibility through global autocorrelation, local autocorrelation, and hot-spot and cold-spot analysis. The results demonstrate an obvious imbalance in the distribution of spatial accessibility to compulsory education at the national level. Accessibility and equality in eastern and central regions are significantly better than those in the western region; both are significantly better in coastal regions than in inland regions; and equality alone is better in the municipalities, such as Shanghai, Tianjin, and Chongqing, than in other provinces and autonomous regions. The spatial pattern analysis shows significant global autocorrelation and obvious clusters. Counties in cold-spot areas (clusters of good spatial accessibility) are large in number but small in size. Cold-spot areas present a ring-shaped structure in space with Henan Province as the core. Counties in hot-spot areas (clusters of weak spatial accessibility) are not as numerous, but most are large in size; hot-spot areas are mainly in the northwest regions, characterized by complex terrain and severe economic difficulty. This study can provide significant information to aid policy making related to compulsory education sustainability in China and can facilitate research on the equality and sustainable development of compulsory education.
43 citations
TL;DR: In this article, a quantitative research aims to determine media competence levels of teachers and students in compulsory education in six areas, except for technology and media literacy, which are at an intermediate level of competence.
Abstract: Faced with a society that uses the media from dawn until dusk, it is imperative to identify the relationship between users and media. Therefore, this quantitative research aims to determine media competence levels of teachers and students in compulsory education in six areas. Media competence offers a diagnosis of possible shortcomings and needs educational intervention in both groups. Primary education students have shown an intermediate level of media competence. Secondary education students are at a basic level of competence in all the areas, except for technology and media literacy, which are at an intermediate level of competence. Most teachers have a basic level of media competence in all areas. Despite having a curriculum that meets the needs of media literacy in compulsory education and the proliferation of policies supporting technology, this is the weakest area in participants. A critical revision of school curricula and a consensus in their design and development would facilitate students’ shared training and minimize a possible exclusion in relation to media. Meanwhile an own curriculum and a training through a network of related professionals is the way to achieve higher levels of competence in both groups.
31 citations
TL;DR: In this paper, a quantitative research aims to determine media competence levels of teachers and students in compulsory education in six areas, except for technology and media literacy, which are at an intermediate level of competence.
Abstract: Faced with a society that uses the media from dawn until dusk, it is imperative to identify the relationship between users and media. Therefore, this quantitative research aims to determine media competence levels of teachers and students in compulsory education in six areas. Media competence offers a diagnosis of possible shortcomings and needs educational intervention in both groups. Primary education students have shown an intermediate level of media competence. Secondary education students are at a basic level of competence in all the areas, except for technology and media literacy, which are at an intermediate level of competence. Most teachers have a basic level of media competence in all areas. Despite having a curriculum that meets the needs of media literacy in compulsory education and the proliferation of policies supporting technology, this is the weakest area in participants. A critical revision of school curricula and a consensus in their design and development would facilitate students’ shared training and minimize a possible exclusion in relation to media. Meanwhile an own curriculum and a training through a network of related professionals is the way to achieve higher levels of competence in both groups.
TL;DR: Swedish compulsory school for students with Intellectual Disabilities has been criticised for focusing on care and not presenting the students with enough knowledge-related challenges as mentioned in this paper, which is not the case in other countries.
Abstract: Swedish compulsory school for students with intellectual disability (ID) has been criticized for focusing on care and not presenting the students with enough knowledge-related challenges. The purpo ...
TL;DR: In this article, the authors explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments, and find that student satisfaction with teacher guidance, materials and social environment plays an important role in stimulating effort.
Abstract: Purpose – The purpose of this paper is to explore the relationship between satisfaction with learning environment and student effort, both in class and with homework assignments. Design/methodology/approach – The authors use data from a nationwide and compulsory survey to analyze the relationship between learning environment and student effort. The survey covers all students attending the seventh (last year of primary school) and tenth (last year of lower secondary school) grades in Norwegian compulsory education. Since the survey has been conducted every year since 2006/2007, we can apply panel data methods to reduce the potential for omitted variable problems. Findings – Student satisfaction with teacher guidance, materials and social environment plays an important role in stimulating effort both in class and with homework. Satisfaction with physical work conditions is of less importance, but does stimulate in-class effort among the younger students. Heterogeneity across the genders for tenth graders is...
TL;DR: In this article, the authors examined relative household costs and experiences of accessing private and government schooling under India's Right of Children to Free and Compulsory Education Act, 2009 in the early implementation phase.
Abstract: We examine relative household costs and experiences of accessing private and government schooling under India’s Right of Children to Free and Compulsory Education Act, 2009 in the early implementation phase. The Act deems that no child should incur any fee, charges, or expenses in accessing schooling. Private schools are mandated to allocate 25% of their seats for free via ‘freeships’ for socially and economically disadvantaged children. Furthermore, the Act has a number of provisions attempting to ease barriers to admission and entry to all schools, including private schools. This paper reports household-level data on the schooling patterns, experiences, and perceptions in one Delhi slum accessing schooling based on a survey of 290 households and 40 semi-structured household interviews. We found very low instances of children with private school freeships. Furthermore, children in ‘free’ private school seats incurred the second highest costs of accessing schooling after full-fee-paying students i...
TL;DR: In this article, a video game, Treme-treme, was presented to motivate, educate, train and communicate earthquake risk to players/pupils, focusing on do's and don't for earthquake shaking, and allowing children to think about what might be useful in the case of evacuation.
Abstract: To comply with the need to spread the culture of earthquake disaster reduction, we rely on strategies that involve education. Risk education is a long-term process that passes from knowledge, through understanding, to choices and actions thrusting preparedness and prevention, over recovery. We set up strategies for prevention that encompass child and adult education, as a bottom-up approach, from raising awareness to reducing potential effects of disruption of society. Analysis of compulsory school education in three European countries at high seismic risk, namely Portugal, Iceland and Italy, reveals that generally there are a few State-backed plans. The crucial aspects of risk education concerning natural hazards are starting age, incompleteness of textbooks, and lack of in-depth studies of the pupils upon completion of their compulsory education cycle. Hands-on tools, immersive environments, and learn-by-playing approaches are the most effective ways to raise interest in children, to provide memory imprint as a message towards a culture of safety. A video game, Treme–treme, was prepared to motivate, educate, train and communicate earthquake risk to players/pupils. The game focuses on do’s and don’ts for earthquake shaking, and allows children to think about what might be useful in the case of evacuation. Education of the general public was addressed using audio-visual products strongly linked to the social, historical and cultural background of each country. Five videos tackled rising of awareness of seismic hazards in Lisbon, the area surrounding Reykjavik, Naples, and Catania, four urban areas prone to earthquake disasters.
TL;DR: Wang et al. as discussed by the authors investigated the relationship between information literacy and lifelong learning, lifelong learning and school effectiveness, and found significant correlations between 1.information literacy and lifetime learning, 2.lifelong learning, and 3.information education.
Abstract: Background:The rapid alternation of computers, the Internet, and smart phones has human beings live in the information-built environment. Information technology is also applied to measure the modernization of a nation. A lot of countries even list computer learning as a primary course in the compulsory education, as the one mastering the latest information in the information flood could dominate everything and present better competitiveness in the world. Such a trend reflects on the education, especially the informatized administrative environments and information integrated instruction in schools, because convenient network information enhances interpersonal interaction breaking through traditional restrictions of space and time.Material and methods:Aiming at the teachers of universities in Fujian Province, total 500 copies of questionnaires are distributed, and 276 valid copies are collected, with the retrieval rate 55%. TResults:The research results show significant correlations between 1.information literacy and lifelong learning, 2.lifelong learning and school effectiveness, and 3.information literacy and school effectiveness. This study could help educational sectors better understand the current situation and discover the encountered problems and challenges.Conclusions:Based on such situations, suggestions are provided for education sectors. In addition to the academic contribution, this study also presents the value for practical reference.
TL;DR: This article studied the rise of social science research in education during the Progressive Era, from 1890 to 1930, the period in which the American Educational Research Association (AERA) was founded.
Abstract: Studies of the rise of social science research in education typically focus on the Progressive Era, from 1890 to 1930, the period in which the American Educational Research Association (AERA) was f...
TL;DR: In this article, the authors examined how the intensity of compulsory education affects the time use and academic achievement of children with different socioeconomic backgrounds and identified the impact off the school-day reduction of Japan in 2002 that resulted when all Saturdays were set as public-school holidays.
Abstract: This paper examines how the intensity of compulsory education affects the time use and academic achievement of children with different socioeconomic backgrounds. The impact is identified off the school-day reduction of Japan in 2002 that resulted when all Saturdays were set as public-school holidays. An analysis of time diaries and test scores before and after the school-day reduction reveals that the socioeconomic gradient of 9 th graders’ study time becomes 80% steeper and the socioeconomic gradient of academic achievements of 8 th and 10 th graders becomes 20-30% steeper. Intensive compulsory education contributes to equalizing the academic performances of children with different socioeconomic backgrounds.
TL;DR: The authors focused on the cultivation of students' cross-cultural awareness in high school and aimed at explaining how to effectively promote the target culture learning in a non-native context like China through establishing a conceptual framework of cultivating student's cross-culture awareness, which is more effective and practical than through isolated classroom instruction.
Abstract: One of the goals of English teaching during compulsory education is to cultivate students’ cross-cultural communicative competence. To achieve this goal, cultural knowledge and cross-cultural awareness are required. The status quo of students’ knowledge of English culture indicates that the cultural knowledge of today’s students is not sufficient and systematic enough for them to communicate successfully. The students had various pragmatic failures in communication. The study focuses on the cultivation of students’ cross-cultural awareness in high school and aims at explaining how to effectively promote the target culture learning in a non-native context like China through establishing a conceptual framework of cultivating students’ cross-cultural awareness, which is more effective and practical than through isolated classroom instruction.
TL;DR: In this paper, the effects of mathematical and reading difficulties and socioemotional and behavioural problems on three educational situations at age 21: delayed graduation from upper secondary education, short educational trajectory and not being engaged in education, employment or training (NEET).
Abstract: Learning difficulties have been found to dilute the possibilities that young adults have in their educational careers. However, during the last few decades, education has become increasingly important for employment and overall life satisfaction. In the present study, we were interested in the effects of mathematical and reading difficulties and socioemotional and behavioural problems (measured at age 16) on three educational situations at age 21: delayed graduation from upper secondary education, short educational trajectory and not being engaged in education, employment or training (NEET). The participants (N = 597; 304 females, 293 males) were one age cohort of ninth graders in general education classes, who were followed for five years after completion of compulsory education. This time frame included two different transition phases: first, from comprehensive education to upper secondary education, and second, from upper secondary education to further studies or to working life. Structural equ...
TL;DR: In this paper, the authors consider curriculum design and the implementation of pre-vocational education in four countries with radically different cultures: India, China, Germany and the USA, and compare the widely divergent content of curricula.
Abstract: The role of pre-vocational education in general compulsory education has become increasingly relevant over recent years, with the international debate focussing particularly on its importance in school-to-work transitions. This study considers curriculum design and the implementation of pre-vocational education in four countries with radically different cultures: India, China, Germany and the USA. Using a theoretically framed concept of relevance to inform curriculum analysis, it compares the widely divergent content of curricula. In addition to this, interviews with teachers in all four countries flesh out how the curriculum is implemented in practice. The study, which is based on the ‘prescribed curriculum’ and ‘enacted curriculum’ approach, demonstrates that a range of factors means implementation varies widely from country to country but that teachers in all four countries focus in pre-vocational education on equipping students with life-skills.
TL;DR: In this paper, the authors present a Citizenship Curriculum and its possible implementation in schools and other areas and propose both an External Transposition, which analyses international and national documents about Citizenship Education, and an Internal Transposition in order to design a curriculum that will enable children to participate in decision-making processes and improve their complex thinking.
Abstract: In 2008, the Italian government passed a law that introduced a new school subject: Citizenship and Constitution. The law requires all students between the ages of 3 and 16 to attend almost 400 h of Citizenship Education during their 13 years of compulsory schooling. The law is part of an increasingly wider international effort that focuses on improving pupils’ knowledge of and involvement in society by exposing them to history and civic content. The aim of this article was to present a Citizenship Curriculum and its possible implementation in schools and other areas. Taking into account the Curriculum Transposition model, we propose both an External Transposition, which analyses international and national documents about Citizenship Education, and an Internal Transposition, in order to design a curriculum that will enable children to participate in decision-making processes and improve their complex thinking. The Implemented Citizenship Curriculum (Poli§ophia project) was introduced into the Munic...
TL;DR: In this article, the authors look at the central and local governments' policymaking and implementation of compulsory education for migrant children in China and identify three distinct models of policy implementation through a case study approach.
Abstract: This article looks at the central and local governments’ policymaking and implementation of compulsory education for migrant children in China. Three distinct models of policy implementation were identified through a case study approach. They indicated a selective adaptation of central policy objective and principles by the local governments and revealed diverse conditions of compulsory education for migrant children across the nation. In spite of substantial improvement over the years, migrant children still could not receive equitable compulsory education as urban children, due to three system barriers in general and local policy differences in particular.
TL;DR: In this paper, the authors analyse the dynamics of educational reform in Turkey in 1997 that expanded compulsory primary education from five to eight years and propose that both world culture and local culture should be considered when analysing national policy changes since local actors can easily appropriate global developments to support their local cultural and political interests.
Abstract: Drawing on world culture and local culture explanations of educational change, this article aims to understand the dynamics of educational reform in Turkey in 1997 that expanded compulsory primary education from five to eight years. To do so, speeches given by opponents and proponents of the reform in the Turkish parliament were analysed. Imam-Hatip schools, vocational secondary schools for educating religious functionaries, were central to the debate. In support of world culture explanations, both sides of the debate made references to Western educational models and universal values such as democracy and human rights to frame and legitimise their arguments. However, all these arguments were embedded in local cultural and political issues. This article therefore proposes that both world culture and local culture should be considered when analysing national policy changes since local actors can easily appropriate global developments to support their local cultural and political interests.
31 May 2016
TL;DR: Based on the data of Programme for International Student Assessment 2012 (PISA 2012), the authors analyzed the influence of shadow education on the mathematical literacy of students of Shanghai, Hong Kong, Japan and Korea by means of a hierarchical linear model.
Abstract: The “shadow education” system of private supplementary tutoring has become quite common in East Asian countries nowadays. Based on the data of Programme for International Student Assessment 2012 (PISA 2012), the paper analyzes the influence of shadow education on the mathematical literacy of students of Shanghai, Hong Kong, Japan and Korea by means of a hierarchical linear model, and estimates the net effect of shadow education using the method of reweighting on propensity score matching (RPSM). The following findings are obtained from the study: First, supplementary math tutoring has a significant positive effect on the math score of students, and such an effect is more obvious on Japanese and Korean students than on Hong Kong and Shanghai students; second, supplementary math tutoring and supplementary science tutoring complement each other; and third, attending supplementary math tutoring may narrow the gap between students in learning performance that is caused by the difference in their families ’ economic, social and cultural status (ESCS), thus promoting the equality of educational outcomes. Therefore, governments and schools are advised to provide necessary opportunities of supplementary tutoring for low-capacity students from low-income families and waive their tuition fees; large-sized extracurricular education groups should be encouraged to establish after-school learning funds and/or incentive funds for students from poor families and grant fee remissions to those from ultra-low income families, so as to create a situation where the government, the school and the society jointly promote the equality of educational outcomes in the stage of compulsory education.
TL;DR: In this paper, the authors propose a system in which religious education in substantially subsidised faith-based schools is no longer compulsory and argue that such a system does not lead to an infringement of the (internal) freedom of religion of faith based institutions and will guarantee more educational and religious freedom than the current system does.
Abstract: In spite of recent tendencies of secularisation and religious pluralism, most Belgian schools are Catholic schools, where Roman Catholic religious education is a compulsory subject. As we will argue, this can lead to a de facto undermining of the freedom of religion and education and a shift in the system is therefore required. In the long term, the number of Catholic schools should be in proportion with the number of students/parents choosing these schools. In the short term, however, this strategy is not recommended and for pragmatic reasons, we propose a system in which religious education in substantially subsidised faith-based schools is no longer compulsory. We will argue that such a system does not lead to an infringement of the (internal) freedom of religion of faith-based institutions and that it will guarantee more educational and religious freedom than the current system does.
08 Apr 2016
Abstract: AbstrThe 1948 Universal Declaration of Human Rights states that ‘Everyone has the right to education’ and it ‘shall be compulsory’. I note that there is a tension between ‘right’ and ‘compulsory’ i...
Dissertation•
31 Aug 2016
TL;DR: In this paper, the authors present a table of acknowledgements for Sammendrag på norsk and acknowledgements table of table of Table of Table 1.1.
Abstract: ......................................................................................................... iii Sammendrag på norsk ................................................................................... v Ágrip á íslensku ............................................................................................ vii Acknowledgements ........................................................................................ xi Table of
Book•
07 Sep 2016
TL;DR: Consent and the restriction of freedom democracy and freedom the right to liberty children's rights to liberty paternalism paternalism towards children compulsory education and the freedom of children freedom in schools education, democracy and liberty.
Abstract: Consent and the restriction of freedom democracy and freedom the right to liberty children's rights to liberty paternalism paternalism towards children compulsory education and the freedom of children freedom in schools education, democracy and liberty.