Showing papers on "Compulsory education published in 2019"

Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning

Abstract: There is a significant body of research relating to augmented reality (AR) uses for learning in the primary and the secondary education sectors across the globe. However, there is not such a substantial amount of work exploring the combination of AR with game-based learning (ARGBL). Although ARGBL has the potential to enable new forms of teaching and transform the learning experience, it remains unclear how ARGBL applications can impact students’ motivation, achievements, and learning performance. This study reports a systematic review of the literature on ARGBL approaches in compulsory education considering the advantages, disadvantages, instructional affordances, and/or effectiveness of ARGBL across various primary and secondary education subjects. In total, 21 studies published between 2012 and 2017 in 11 indexed journals were analysed, with 14 studies focusing on primary education and 7 on secondary. The main findings from this review provide the current state of the art research in ARGBL in compulsory education. Trends and the vision towards the future are also discussed, as ARGBL can potentially influence the students’ attendance, knowledge transfer, skill acquisition, hands-on digital experience, and positive attitude towards their learning. This review aims to lay the groundwork for educators, technology developers, and other stakeholders involved in the development of literacy programmes for young children by offering new insights with effective advice and suggestions on how to increase student motivation and improve learning outcomes and the learning experience by incorporating ARGBL into their teaching.

Educational Policy and Implementation of Computational Thinking and Programming: Case Study of Singapore

Abstract: Many countries that recognise the importance of Computational Thinking (CT) skills are implementing curriculum changes to integrate the development of these skills and to introduce programming into formal school education. In countries such as the United Kingdom, Lithuania, Finland, Korea and Japan, initiatives and policies are made to introduce the development of CT skills and programming in the schools. This chapter provides an in-depth analysis of policies of CT in the education of one particular country, namely Singapore. We review Singapore’s approach to its implementation of CT education by first describing various initiatives in Singapore for Preschool, Primary and Secondary schools. Unlike several countries that have decided to implement computing as compulsory education, Singapore has taken a route of creating interest amongst children in computing in age-appropriate ways. Singapore’s pragmatic approach of relying on an ecosystem is characterised by allowing schools the choice to opt-in, nurturing students’ interest in computing, upskilling teachers in computing and a multi-agency approach.

Factors that influence early school leaving: a comprehensive model

Abstract: Background: Early school leaving (ESL) is a significant and complex problem for most educational systems. Research has analysed this problem from a number of different perspectives but has been mai...

Competencia digital e inclusión educativa: visiones de profesorado, alumnado y familias

Abstract: The training of citizens in digital competence is of interest to national and supranational administration. In recent years enormous amounts of money have been put into the provision of facilities and I+D+I for technological development in different sectors of society. The integration of digital devices in the industry, communication and society has had a profound impact on educational policies in many countries, making them consider the digital competence as a key in the compulsory education and essential to the social inclusion. This article shows the results of a research conducted in four primary schools from Valencia and Galicia that are recognized because of their innovative trajectory in the use of ICTs. The aim is to identify and analyse the visions of the education community members from each school about the digital competence which is being acquired by the students involved in educational practices mediated by ICTs. To collect the information, it was used a qualitative method based on interviews with teachers, families and students. The results reflect different work models and concepts about the digital competence. It is recognized that the ICTs are relevant to the inclusion in the society of tomorrow and it has been demystified their hegemonic role on school learning.

Digital and media literacy in pre-service teacher education. A case study from Switzerland.

Abstract: In the age of digitalization, Digital and Media Literacy (DML) has gained increasing attention in European compulsory education, blending insights and experiences from the media education and digital literacy domains. Teacher education, starting from pre-service education, is central for the actual integration of DML education in classroom practice. This article discusses the case study of a two-credit introductory course to DML education for pre-service pre-primary and primary school teachers in Switzerland. The course, partially co-designed with its participants, intentionally explored many topics (as opposed to the in-depth analysis of a few) and focused on hands-on experimentation and reflection. The data collected with a pre/post survey and follow-up interviews offer insights on the evolution of pre-service teachers’ approach to DML, on their perceived role as teachers in this domain, on self-efficacy, and on potential enablers and obstacles to implementing DML activities in class. The case study suggests that, despite the limited space in the curriculum and resources available, even a short course can make a difference and enable teachers to integrate DML in their profession.

‘White flight’ in Milan: School segregation as a result of home-to-school mobility:

Abstract: The paper aims to show how and to what extent the system of compulsory education in Milan is affected by social and ethnic segregation. We argue that, despite being guided by the general criteria o...

The Right of Children to Free and Compulsory Education Act (RTE) in India

Abstract: The Thesis constitutes a case study that explored the child-centred education policy incorporated within the Right of Children to Free and Compulsory Education Act (RTE), which was which enacted in India in August 2009 and came into force in April 2010. RTE provides for ‘free and compulsory education’ for all children aged six to fourteen at primary and upper primary levels in state schools in India. The Legislation spearheads the provision of ‘free and compulsory education’ through India’s programme to universalise elementary education, Sarva Shiksha Abhiyan, which translates as ‘Education for All Movement’ and has been operational since 2000. The research investigated how child-centred education is conceptualised within RTE and how the policy is functioning through documentary analysis and semi-structured interviews with Indian teachers working at schools in Delhi, Uttar Pradesh and Punjab. The documentary analysis showed that child-centred education is conceptualised as a means of accomplishing the policy objectives of achieving the universalisation of elementary education and of strengthening democracy in India. The findings from the interviews with the teachers indicated that the functioning of seven of the eight child-centred provisions of RTE was problematic, as was the functioning of the new ascribed role of the Indian teacher as a ‘facilitator’ within the child-centred schema. Through its findings the Thesis makes an original contribution to the emerging literature on the implementation of one of the child-centred education provisions of RTE, that of ‘Continuous and Comprehensive Evaluation’. It also extends this literature by addressing the entire child-centred education policy. The research also addresses a gap in the literature on the policy aspect of the provision for child-centred education through its in-depth exploration of how child-centred education is conceptualised in the policy.

Twenty-First Century Skills for All: Adults and Problem Solving in Technology Rich Environments

Abstract: The current Information Society requires new skills for personal, labor and social inclusion. Among the so-called Twenty-First Century Skills (Care et al. (eds) in Assessment and teaching of 21st century skills, Springer, New York, 2018) is Problem Solving in Technology Rich Environments (PS-TRE) competence evaluated in PISA and PIAAC tests (OECD in Survey of adult skills (PIAAC). Retrieved from https://goo.gl/cpb3fQ (2016)). This skill, although currently receiving considerable attention in compulsory education, has not received the same level of thought in the case of adult education. In this article, the presence of the PS-TRE skill among adults of working age (25–65 years) in Europe is analysed in relation to the factors that potentially affect a higher score in this skill. This analysis is carried out using structural equations modelling, taking into account socio-personal and educational factors, as well as the use of different skills in work and daily life. The results indicate that educational level and the use of different skills (reading, numerical, related to ICT) at home and at work, as well as participation in non-formal education activities, decisively relate to a higher level of PS-TRE. This result is positively mediated through risk factors such as being older or being a woman. This study concludes that it is necessary to reinforce these skills, not only in children, but also in the adult population, in order to avoid social and labour exclusion.

Critical thinking in national tests across four subjects in Swedish compulsory school

Abstract: Critical thinking is brought to the fore as a central competence in today’s society and in school curricula, but what may be emphasised as a general skill may also differ across school subjects. Usi ...

Teacher perceptions of inclusive education in the Cook Islands

Abstract: The inclusion of all students with special educational needs in mainstream classes was formally enacted by the Cook Islands Ministry of Education in the Special Needs Education Policy of 2002 and updated in 2011 to reflect support for diversity among all learners. This paper investigates the current views about inclusive education (IE) by exploring the perceptions of 10 in-service teachers. Qualitative korero (conversations) were conducted, and transcripts were coded using a thematic analysis approach, which indicated teachers were concerned about a lack of formal diagnosis of children’s disabilities. The results also highlighted the impact of individual teacher’s attitudes on inclusion. Additionally, teachers perceived a need for regular and compulsory education and support in IE. The findings are discussed regarding developing strategies to further promote IE within Cook Islands schools.

Long-term trajectories of academic performance in the context of social disparities: Longitudinal findings from Switzerland.

Abstract: This study used a stratified random sample of classes in Zurich, Switzerland, comprising approximately 2,000 students whose academic performances in math and language were assessed across primary and lower secondary education. Based on this longitudinal data, the study investigated the association of social inequalities with the baseline of, and gains in, academic performance. The study focused on growing social disparities in academic performance during compulsory education, taking into account disparities in the social backgrounds of students as well as in social deprivation of school attendance areas. The results of a multilevel growth curve analysis implemented to model academic performance development at student and school district levels suggest cumulative disadvantages for students from lower socioeconomic backgrounds. These students (a) start school with lower initial knowledge and (b) experience lower improvements in academic performance. The findings also suggest that more advantaged school attendance areas achieved higher average performance levels in the early stages of primary education despite controlling for student socioeconomic backgrounds. On average, however, this gap in academic performance between more advantaged and more deprived attendance areas did not appear to widen over the subsequent years of compulsory schooling. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Makerspaces for Pedagogical Innovation Processes: How Finnish Comprehensive Schools Create Space for Makers.

Abstract: Finland has its own version of a “makerspace”: craft class. Originally, there was one craft class for boys and one for girls. Later, there were classes for different materials, especially for wood and textiles, which are deep-rooted concepts in the Finnish crafts mindset. To reclaim craft class for pupils, or “makers”, we must determine teachers’ and pupils’ mindsets concerning collaboration, differing interests and sharing. Craft is a compulsory learning-by-doing subject for pupils in grades one through seven, with activities based on craft expression, design and technology (CDT). This research is part of a national endeavour to develop innovative CDT as a basic education subject. The paper explores two pilot case studies in which technical and textile work teachers taught together in a shared learning environment, rather than in traditionally separate learning environments. The aim was to develop criteria for a new kind of learning environment that would promote learning to develop innovations and pupil’s innovation competencies. The first study used a mixed methods approach, including systematic observation, inquiry and pair interviews of five co-teaching teams in primary school, to test the new teaching culture. The second study used an experience sampling method in the form of a mobile application to reveal various parts of pupils’ design and making processes in a school setting. The key finding is that collaborative teams can support teachers’ and pupils’ innovative learning activities when the work is supported by shared spaces, practices and new tools. The paper concludes by relating preconditions for implementing makerspaces in the context of formal comprehensive education to learning outcomes, traditional workshops, learner differences and pedagogical innovation processes.

Quasi-Experimental Evidence on the Political Impacts of Education in Vietnam.

Abstract: In this study, I estimate the causal effects of education on political outcomes in Vietnam using data from Vietnam’s World Values Survey. To address the potential endogeneity problem of education, I employs the 1991 compulsory schooling reform in Vietnam to instrument for exogenous changes in schooling years with a regression discontinuity design. I find that in general education does cause favorable impacts on political outcomes in Vietnam using the whole sample. In particular, one more year of schooling results in increases in the probabilities of political concern and political participation by about 6–12% points and 6–8% points, respectively. However, I strikingly find that for those whose at least lower secondary degree, more schooling years they achieve less political concern they have.

Longitudinal Effects of Reading and/or Mathematical Difficulties: The Role of Special Education in Graduation From Upper Secondary Education.

Abstract: This study explores the long-term effects of difficulties in reading and mathematical skills on educational achievement and successful graduation from secondary education as well as the role of special education in successful graduation. Study participants were all 16-year-old ninth graders from one Finnish city (N = 595; 302 females, 293 males) who were followed for 5 years after completing compulsory education. Students' reading and mathematical skills were measured at the end of compulsory education and their achieved grades in literacy and mathematics were received from their upper secondary schools. The overall results show that although part-time special education was available throughout both compulsory and upper secondary education, the negative longitudinal consequences of reading difficulties (RDs) and mathematical difficulties (MDs) on school achievement in literacy, mathematics, and rates of graduation can be seen. The regression path models were estimated separately for female and male students and show that among male students with RDs and MDs, the part-time special education that students received in Grades 7 to 9 was significantly related, but for Grades 10 to 11, this relationship is only significant among students with RDs. Moreover, low levels of school achievement in literacy among female students and in literacy and mathematics among male students significantly increased the likelihood of delayed graduation.

Understanding the Dimensions of Education Inequality in China at Different Geographical Scales

Abstract: Although education equality has been valued and frequently discussed by scholars from different disciplines, theoretical discussions and empirical studies of education equality from a geographical perspective have been somewhat limited. Since the traditional two-dimensional non-spatial framework for measuring and analysing education inequality is inadequate, the research in this thesis is based on a more comprehensive and flexible three-dimensional framework, in which geography is included as an important dimension. China is used as the case study country to examine education inequalities at different geographical scales. At a regional scale, a multidimensional Index of Regional Education Advantage (IREA), underpinned by Amartya Sen’s capability approach, is introduced to evaluate the effectiveness of policies targeted at reducing regional/provincial educational inequalities in China since 2005. At a local scale, the thesis explores the use of geodemographics as a means of assessing potential inequality in access to compulsory education within urban areas. The thesis argues that applying an area classification, one of the first in China, allows consideration of multi-dimensional, socio-spatial influences which affect school choice within urban areas. The ideas are illustrated through a case study of Central Beijing. At the micro scale, multilevel modelling is used to reveal the influence of contextual factors and confounding individual level socio-economic characteristics on pupils’ travel distance to school in Beijing. The results at the regional scale revealed that education in north-eastern China is better than in the south-west of the country, a pattern which lacks conformity with the eastern, middle and western macro-divisions adopted by Central Government as the basis of policy implementation. Furthermore, the social and spatial disparities in terms of access to education facilities within urban areas were also identified. This research has, for the first time, revealed education inequality in China comprehensively from a geographical perspective, and provides some unique insights and crucial policy implications of education inequalities in China at different geographical scales.

Education and religious decline: evidence from the Canadian compulsory schooling laws

Abstract: The present study assesses how education impacts religiosity. Education is instrumented using the changes in the Canadian school leaving age laws. The data are from the Canadian General Social Surv...

Assessing ethics education through national tests—an advantage or not?

Abstract: The purpose of this study is to describe, critically analyse and discuss the Swedish system of assessing ethics education in compulsory school through national tests. The publicly available tests f ...

Ethnic Minority Students' Progression to University in Hong Kong: Access and Equity.

Abstract: Despite a rapid growth at compulsory education stage in Hong Kong, ethnic minority students are the least represented in local tertiary institutions. This study critically evaluates the effectivene...

Conceptualising the compulsory education policy apparatus: producing and reproducing risky subjectivities

Abstract: A governmental research inquiry was conducted into the policy to raise the school leaving age in Western Australia. The study aimed to problematise the policy so as to identify and examine the rationale and intervening practices with young people who were deemed to be at-risk of not meeting the new school leaving age requirements. Drawing on interviews and policy documents, this paper elaborates the concept of ‘apparatus’ as defined by Foucault and Agamben to identify the contexts and consequences of the way the policy produced and reproduced an ‘at-risk’ youth subjectivity. The paper shows how a binary between school completers and non-completers emanated from a context about a crisis in falling retention and early school leaving, myopically focusing on NEET (Not in Employment, Education or Training) subjectivities as both the cause and solution to the policy objectives. Consequently, the policy apparatus is productive of the very circumstances it seeks to address, and therefore it recursively cy...

Identity crisis among rural-to-urban migrant children in China: a proposal for school and government interventions

Abstract: As millions of school-aged migrant children are being deprived of educational resources, social identity crisis has developed throughout schooling and become a prominent issue in contemporary China...

Returns to Investment in Education : The Case of Turkey

Abstract: This paper estimates private and social returns to investment in education in Turkey, using the 2017 Household Labor Force Survey and alternative methodologies. The analysis uses the 1997 education reform of increasing compulsory education by three years as an instrument. This results in a private rate of return on the order of 16 percent for higher education and a social return of 10 percent. Using the number of children younger than age 15 in the household as an exclusion restriction, the analysis finds that returns to education for females are higher than those for males. Contrary to many findings in other countries, private returns to those working in the public sector are higher than those in the private sector, and private returns to those who followed the vocational track in secondary education are higher than those in the general academic track. The paper discusses the policy implications of the findings.

How Can Multilingualism Be Supported through Language Education in Europe

Abstract: This paper focuses on educational policy and language learning in compulsory education in the European context, and suggests how multilingualism can be addressed more effectively. The wider policy ...

Does Vocational Education Give a Labour Market Advantage over the Whole Career? A Comparison of the United Kingdom and Switzerland

Abstract: Research suggests that vocational education and training (VET) tends to reduce youth unemployment by providing them with specific skills, thus smoothing the transition from education to work. However, we still know relatively little aboutwhether vocational education provides higher employment rate and wages over the entire working trajectory than holders of lower education; after several years of experience, both groups may indeed have similar skills and thus similar situations in the labour market. We compare the situation in the United Kingdom and Switzerland, two countries that share a tradition of vocational education but differ in the specificity and standardisation of their VET system. Creating a pseudo-cohort with repeated rounds of the United Kingdom and Swiss labour force surveys, we use regression models and compare the employment rate and hourly wage of our two groups of interest: individuals with vocational education at the upper secondary level and individuals with no more than compulsory education. We find that VET graduates fare better in terms of both employment and wages over the whole career. This advantage is larger for women than men and, contrary to our hypothesis, larger in the United Kingdom than in Switzerland with respect to employment prospects.