Showing papers on "Compulsory education published in 2021"

Education and gender role attitudes

Abstract: This paper examines whether education plays an important role in shaping individuals’ gender role attitudes. We exploit exogenous variation in temporal and geographical impacts of the 1986 Compulsory Education Law in China, which reduced inequality in compulsory school attendance across regions. Using the data from the China General Social Survey, we find that the extra schooling induced by the compulsory schooling reform leads to more egalitarian gender role attitudes. Education’s liberalizing effect is concentrated among females and urban residents. However, education’s impacts on gender-equal behavior are much weaker than impacts on attitudes. Finally, we discuss the potential channels through which education shapes individuals’ gender-role attitudes.

Adaptations of music education in primary and secondary school due to COVID-19: the experience in Spain

Abstract: COVID-19 caused an essential confinament in order to limit its expansion. Globally, this led to a reconsideration of education processes. The study’s purpose is to analyse how compulsory education ...

The Path to College Education: The Role of Math and Verbal Skills

Abstract: This paper studies the formation of math and verbal skills during compulsory education and their impact on educational attainment. Using longitudinal data that follow students in England from eleme...

Teaching in an open village: a case study on culturally responsive computing in compulsory education

Abstract: Background: As teachers work to broaden the participation of racially and ethnically underrepresented groups in computer science (CS), culturally responsive computing (CRC) becomes more pertinent t

Trajectories of Victimization and Bullying at University: Prevention for a Healthy and Sustainable Educational Environment

Abstract: The bullying phenomenon is both an uncomfortable reality and a serious social problem for educational community institutions. Its presence is incompatible with a healthy and sustainable education environment. The educational, psychological, and social consequences of bullying transcend the personal sphere and reach the family and work environment in adulthood. Traditionally, bullying has been studied in the compulsory educational stages. However, at present, this problem is also being addressed in higher education. The present research, which is of a transversal nature, aims to explore bullying in the Spanish university setting, along with its typology, scope, and predictive factors, from both socio-demographic and family perspectives. In this sense, we set ourselves the following objectives: (GO1) to see if university students are exposed to bullying, as well as to identify the profiles of the subjects of bullying from three dimensions (physical, relational, and verbal victimization) and (GO2) to determine whether there are trajectories of bullying in university students from the compulsory education stage to the present. Based on a descriptive quantitative methodology, this study was conducted in 10 Spanish universities. The research’s major results show that the persistence of bullying in university classrooms is of a relational and verbal nature, but is not physical. Victimization occurs mainly in women who carry out studies linked to social and legal sciences or art and the humanities. Additionally, it is observed that a spiral of relational violence is produced, perpetuating this type of aggression over time. Among other predictive factors in university students is that they have suffered relational violence during their compulsory education. These data should alert educational and health institutions about the persistence of bullying in university students to prevent it and to facilitate its early detection and treatment to eradicate this problem from higher education classrooms.

Comparison of the effect of online teaching during COVID-19 and pre-pandemic traditional teaching in compulsory education

Abstract: Online education for higher education has been well-researched. However, the same cannot be said for primary and secondary school education. Using data from two large-scale exams of representative ...

Understanding why immigrant children underperform: evidence from Italian compulsory education

Abstract: We aim to investigate the extent to which children of immigrants achieve lower levels of academic proficiency in reading and mathematics compared to native students in compulsory education in Italy...

Characterization of Environmental Education in Spanish Geography Textbooks

Abstract: Environmental problems endanger the sustainability and survival of our planet. A way to raise awareness of the seriousness of the current environmental situation among future citizens and instill proactive behaviors that place the environment at the center of decision-making is environmental education. This study analyzes nine primary and secondary education textbooks in order to see what environmental education students receive as part of the subject of geography across the years of compulsory education in Spain. These textbooks are published by three different and main companies, which are a good example of the adaptation of the official curriculum. The study was conducted using the design and development of a coding sheet combining analysis of format (quantitative) and content (qualitative). The results show much room for improvement there is in environmental education in Spain. This improvement should start from the organization of the curriculum and its subsequent transposition into the textbooks. Thus, many changes are needed if we wish to build a society capable of effectively solving the threat of the environmental problems that surround us.

Professional development for intercultural education: learning on the run

Abstract: In many parts of the world, there is a visible increase in the numbers of culturally and linguistically diverse students entering compulsory education. To explore the preparedness of teachers for r...

The Re-Emergence of Educational Inequality during a Period of Reforms : A Study of Swedish School Leavers 1991–2012

Abstract: Against the background of a liberalization of Swedish compulsory education, this paper analyses post-1991 shifts in the way compulsory education performance in Sweden has been shaped by parental ba ...

Early childhood and lockdown: The challenge of building a virtual mutual support network between children, families and school for sustainable education and increasing their well‐being

Abstract: The COVID‐19 pandemic is questioning the achievement of main challenges we face as a society, for instance, to ensure a free, equitable, and good quality compulsory education for all children or to reduce social inequality During the spring lockdown, particularly in Spain, schools were closed for six months and a process of virtualization of teaching was total;that context generated important educational challenges This paper presents and analyses forms of digital reciprocity and solidarity among pre‐primary education children, families, and teachers, by presenting a case study of the parents’ WhatsApp class groups and a collaborative YouTube channel The procedure developed was netnography and the data analysis followed the model of grounded theory Both digital spaces created by parents have become a network of mutual support It has had multiple positive impacts: (i) providing and receiving social support;(ii) generating dynamics of reciprocity and empowerment;and (iii) activating values that generate a sense of community (feeling of belonging, trust, etc ) The case study shows how virtual networks increase the subjective well‐being of participants in a difficult context and also invites reflection about the key role of cultural capital of the parents as a key element in the conditions of educability of children, especially in e‐learning of pre-primary education © 2021 by the authors Licensee MDPI, Basel, Switzerland

The impact of education on mental health: evidence from compulsory education law in China

Abstract: This paper investigates the causal effect of education on mental health by using the exogenous variation in years of schooling arising from the compulsory schooling law implemented in China during ...

Resilience capacity and supportive factors of compulsory education in ethnic minority families: mixed methods study of Czech Roma mothers

Abstract: This mixed methods study from 2017 to 2018 documents the living conditions and Czech Roma mothers’ experiences of the education system. Based on a comparative analysis of quantitative survey data a...

Compulsory Education Teachers’ Perceptions of Resources, Extracurricular Activities and Inclusive Pedagogical Training in Spain

Abstract: Inclusive education is an issue of great interest and social and pedagogical significance in the quality of the education system. Its impact on the context, reality and training of teachers is a decisive impulse to build an open mind in relation to diversity as a characteristic element of education and today’s society. The objective of this study was to explore the perceptions of compulsory education teachers (primary and secondary) about teacher training, resources, and after-school activities in the care of students with specific educational support needs associated with disability in 12 Autonomous Communities of Spain. A survey has been carried out, for which an ad hoc questionnaire was built, involving 2457 docents. A descriptive and inferential analysis has been carried out by means of an average comparison between each issue and the different intrapersonal factors. Specifically, two types of tests have been used, using the SPSS version 25 program for analysis: testing independent samples (Levene test and t-test for equal means) and one-way ANOVA according to the type of independent variable considered. Among the results is the need to increase teacher training in inclusive education, the existence of divergences on the material, and spatial resources available for diversity care. Similarly, the relevance of after-school activities was identified as initiatives and spaces for the visibility of diversity and culture of inclusion in schools.

Neoliberalism and Early Childhood Education: Markets, Imaginaries and Governance

Abstract: Neoliberalism, with its worldview of competition, choice and calculation, its economisation of everything, and its will to govern has ‘sunk its roots deep’ into Early Childhood Education and Care. This book considers its deeply detrimental impacts upon young children, families, settings and the workforce. Through an exploration of possibilities for resistance and refusal, and reflection on the significance of the coronavirus pandemic, Roberts-Holmes and Moss provide hope that neoliberalism’s current hegemony can be successfully contested. The book provides a critical introduction to neoliberalism and three closely related and influential concepts – Human Capital theory, Public Choice theory and New Public Management – as well as an overview of the impact of neoliberalism on compulsory education, in particular through the Global Education Reform Movement. With its main focus on Early Childhood Education and Care, this book argues that while neoliberalism is a very powerful force, it is ‘deeply problematic, eminently resistible and eventually replaceable’ – and that there are indeed alternatives. Neoliberalism and Early Childhood Education is an insightful supplement to the studies of students and researchers in Early Childhood Education and Sociology of Education, and is also highly relevant to policy makers.

Educación sexual con enfoque de género en el currículo de la educación obligatoria en España: avances y situación actual

Abstract: The curricular transformations and the legislative changes occurred in the Spanish context do not seem to have addressed the demands that key organizations such as OMS or UNESCO have made about sex education. In the specific context of Spanish Secondary Compulsory Education, the present article taps into the past and present of concepts such as the body, emotions, interpersonal relationships and issues linked to equality and gender. To this end, we conducted a review of the educational legislation from the LGE of 1970 to the current LOMCE with a view to tapping into the most important implications of these legislative frameworks. This article also aims to picture the reality of the academic framework of sexology and sex education looked at as areas of knowledge, highlighting the most significant trends. Finally, we map out the current situation of sexual education as a theoretical body in secondary education. We also highlight the keys which might encourage the incorporation of sex education in the educational curriculum and in the initial and continuous training programs for education professionals.

The social-origin gap in university graduation by gender and immigrant status: a cohort analysis for Switzerland

Abstract: A large literature shows that families with more resources are able to provide better learning environments and make more ambitious educational choices for their children. At the end of compulsory education, the result is a social-origin gap in school-track attendance and learning outcomes. Our paper analyses whether this gap further widens thereafter for children withcomparable school achievement, and whether the gap varies by gender and migrant status. We examine graduation rates from higher education by combining a cohort study from Switzerland with a reweighting method to match students on their school track, grades, reading literacy and place of residence at the end of compulsory school. The one observed feature that sets them apart is their parents’ socio-economic status. When analysing their graduation rates 14 years later at the age of 30, we find a large social-origin gap. The rate of university completion at age 30 is 20 percentage points higher among students from the highest socio-economic status quartile than among students from the lowest quartile, even though their school abilities were comparable at age 16. This gap appears to be somewhat smaller among women than men, and among natives than migrants, but differences are not statistically significant. For men and women, migrants and natives alike, abundant parental resources strongly increase the likelihood of university graduation in Switzerland.

Can We Trust Education for Fostering Trust? Quasi-experimental Evidence on the Effect of Education and Tracking on Social Trust

Abstract: Education is one of the most commonly proposed determinants of social trust (generalized trust). Nevertheless, the empirical evidence of a causal relationship between education and social trust is inconclusive. This study contributes to this discussion in two ways. First, its design provides strong grounds for causal inference across multiple countries by exploiting numerous European compulsory schooling reforms. Second, it considers how the structure of education, specifically between-school tracking, impacts the relationship between education and social trust. The article argues that less tracking is positive for social trust because it entails intergroup contacts between children with different social backgrounds. The results do not give support for a general positive effect of education on social trust as the effect of reforms that extend compulsory education is positive but small and not statistically significant. However, reforms that reduce tracking have a somewhat larger, but still modest, positive and statistically significant effect on social trust. The effect is more pronounced for individuals with poorly educated parents. The positive effect of detracking reforms goes hand-in-hand with more understanding attitudes towards persons with a different background than one’s own. The lack of a clear effect of reforms that extend compulsory schooling on social trust reinforces the findings of recent single-country studies that have been unable to confirm a causal effect of education on social trust. However, the effect of detracking reforms, albeit modest, shows that education can have a positive effect on social trust but that the institutional character of education may be a conditioning factor.

Anasınıfı Öğretmenleri ve İlkokul Yöneticilerinin 4+4+4 Eğitim Sisteminin Okul Öncesi Eğitime Yansımalarına İlişkin Görüşleri

Abstract: In this research, it is aimed to determine the view of kindergarten teachers and primary school administrators about the reflections of 4+4+4 education system on pre-school education. The research is designed as a qualitative research. The study group of the research consisted of 42 kindergarten teachers and primary school administrators (principals and vice principals) with 8 years or more professional experience working in the primary schools in Adana province Kozan district, Osmaniye province Kadirli district and Aksaray province Merkez district. Participants were determined by purposeful sampling method among those who experienced the 4 + 4 + 4 education system. The research data were collected using the standardized open-ended interview form prepared. Content analysis and descriptive analysis methods were used in the analysis of the data. According to the results of the content analysis made in line with the opinions of the participants, six themes emerged. These are, “general views on the 4 + 4 + 4 education system, the positive aspects of the 4 + 4 + 4 education system, the negative aspects of the 4 + 4 + 4 education system, the solution suggestions for the problems in the 4 + 4 + 4 education system, effects of 4 + 4+4 education system on pre-school education and arrangements for pre-school education”. According to the research results; pre-school education should be included in the 4+4+4 compulsory education system, primary school should be implemented as 5 years, primary school should not be started at an early age (72 months ago), the preschool education system should be supported in terms of curriculum, auxiliary personnel, field specialist manager, material and physical environment. Preschool education should be more accessible (free) for all children. According to the research findings, pre-school education has been pushed into the background with the 4+4+4 education system; therefore, development and dissemination studies should be given importance.

Inclusive Leadership of School Management from the View of Families: Construction and Validation of LEI-Q

Abstract: The purpose of this study was to validate a questionnaire aimed at assessing, from the point of view of families, the degree to which school administrations foster inclusion in compulsory education. In order to determine the psychometric properties of the “Cuestionario liderando la educacion inclusiva en centros de educacion obligatoria-Familias” [Leading inclusive education in compulsory-education schools Questionnaire] (LEI-Q-Families), we carried out descriptive, exploratory, and confirmatory factor analysis. For the sample used in this study, 150 families participated. The results confirmed that it is a valid and reliable scale with a two-factor structure. One of these factors included the initiatives carried out by the school management teams to enhance the openness of each school to the community and the surrounding area. The second factor encompassed actions aimed at promoting participation in the school and turning it into an inclusive space. LEI-Q-Families proved to be an instrument of great theoretical and practical worth that has made it possible to expand our currently slender knowledge on the perceptions families have of the work done by school managers to encourage inclusion in their institutions. It facilitates family participation in processes of improvement and provides a useful self-assessment tool for school administrations that wish to improve their schools and turn them into inclusive environments.

Education Expectations and Income Level of Families: An Assessment within the Framework of Human Capabilities Approach

Abstract: This study aimed to examine the education expectations of the parents of compulsory education students (primary, secondary and high schools) according the income levels within the context of the human capabilities approach The study used a qualitative phenomenological research design The study group consisted of 128 parents of students Convenience sampling, which is one of the purposive sampling methods, was employed in the study The descriptive analysis method was used to analyze the data The findings revealed that parents mostly had social and individual expectations However, they were found to differ by income groups The most frequently expressed expectation, on the other hand, was having a good job and serving the nation and country

Implementing task-based language education in primary education: Lessons learnt from the Flemish experience

Abstract: This article provides a critical analysis of the language policy measures that were taken by the Flemish government (Belgium) to improve the quality of the teaching of the national language (Dutch) in compulsory education in Flanders and in the Flemish education system in Brussels. It builds on Van den Branden (2006a), which documented the implementation of task-based language teaching (TBLT) in primary, secondary and adult education in Flanders in the period between 1995 and 2005. Focusing on primary education, this article examines the different periods and trends in the government’s attempts to push the innovation of Dutch language education, and analyses its impact on the practice of teaching the language of schooling. The article highlights the gradual shift in focus from introducing TBLT materials and supporting the individual teacher to mandating the design of a school-wide language policy involving the whole school team, and from a top-down implementation to a more bottom-up driven, collaborative innovation process. The major aim of the article is to identify the factors that impacted on the effects of the innovation policy, against the backdrop of the growing influx of pupils who do not acquire Dutch (the main medium of instruction) as their mother tongue.

A broader educational and vocational outlook in compulsory education has consequences for social justice

Abstract: This article explores a new approach to career education and career guidance activities within compulsory education, with a shift in focus from students’ immediate choices to supporting curiosity and an open-minded expansion of horizons. Sen’s concept of capability and approach to social justice plays a central role. A Danish project on career learning in compulsory school aimed to broaden perspectives on education and work among students in the final years (age 13–16) through experience-based learning and reflection activities. Concrete examples of ‘what can be done’ to develop a socially just practice in school-based career education and guidance are provided.

Does the Early Bird Catch the Worm? Evidence and Interpretation on the Long-Term Impact of School Entry Age in China

Abstract: The long-term economic impact of children's age at primary school entry on educational attainment and labor market outcomes is one of the primary concerns to families, educators, and policymakers. Using a nationally representative survey of families and individuals, this paper is the first to explore these effects in a causal sense in the Chinese context and understand the underlying mechanisms. We use a regression discontinuity (RD) design that employs the threshold date for primary school entry set by the 1986 Compulsory Education Law of China as a source of exogenous variation in the timing of school entry. We first document a salient and robust compliance rate of school entry requirement. RD estimates indicate that being born right after the cutoff date significantly increases years of schooling and log annual earnings for non-agricultural jobs for the full sample. We also observe remarkable heterogeneous effects on labor market performance by gender. Being born right after the cutoff increases the probability of being in the labor force for men, but decreases that for women. Further evidence suggests that the decline in the female labor force participation can be explained by supply-side factors including fertility decision and childcare provision.

Regional Cooperation Action of Poverty Alleviation by Education in China: Documentary of Pairing Assistance Action in Changxing County, Zhejiang Province

Abstract: Poverty alleviation by education is the soul of reshaping the development of impoverished areas. In the implementation of poverty alleviation, the collaborative model of impoverished areas driven by developed regions is essential for China’s poverty alleviation work. In 2016, Changxing County, Huzhou City, Zhejiang Province, and Zhijin County, Bijie City, Guizhou Province, established a counterpart support relationship. According to Zhijin County’s education assistance needs, Changxing County has gathered its strength to implement management input, demonstration guidance, and training guidance for its weak schools. With vocational education as the starting point, Zhijin County has been “remodeled” and “implanted” education assistance and has achieved a win-win situation. This article takes the education counterpart support activities of Changxing County and Zhijin County as an example to explore the path and methods of regional education assistance in China under the vision of collaboration. Science Insights Education Frontiers 2021; 8(2):1081-1095. Doi: 10.15354/sief.21.re014 How to Cite: Wu, J., & Qin, B. (2021). Regional cooperation action of poverty alleviation by education in China: Documentary of pairing assistance action in Changxing County, Zhejiang Province. Science Insights Education Frontiers, 8(2):1081-1095.