Showing papers on "Compulsory education published in 2022"

Education for All-Round Student Development: An Evaluation of the Compulsory Education Curriculum Program and Standards 2022

Abstract: In China’s compulsory education, the Compulsory Education Curriculum Program and Standards 2022 represent a shift in emphasis from imparting knowledge to cultivating competence. It integrates the concept of holistic student development into day-to-day instructional activities in order to foster positive values, essential character traits, and fundamental academic competence in students. The purpose of this article is to promote the high-quality development of China’s basic education by describing the history of the New Curriculum Standards, interpreting its specific requirements, and recommending effective implementation strategies.

Mandatory Schooling of Girls Improved Their Children's Health: Evidence from Turkey's 1997 Education Reform

Abstract: This study examines the impact of mandatory maternal education on child health in Turkey, where a non-trivial fraction of families restricted their daughters’ schooling due to social and cultural barriers. The analysis employs two large data sets and exploits a quasi-experiment involving an education reform that increased compulsory schooling. Results show that an increase in mother’s schooling improves child health at birth (as measured by factors such as low birth weight and premature birth) and lowers child mortality. The current study on the intergenerational benefits of compulsory schooling arguably provides the strongest evidence supporting the argument that mandatory female education has substantial nonpecuniary benefits in terms of the health of the offspring in societies where female education is stigmatized. The implications of this research extend beyond girls’ schooling and suggest that compulsory human capital investments in children can correct market failures when families underinvest in their children because of social or cultural barriers. © 2022 The Authors. Journal of Policy Analysis and Management published by Wiley Periodicals LLC on behalf of Association for Public Policy and Management.

Gender Gap in Intergenerational Educational Persistence: Can Compulsory Schooling Reduce It?

Abstract: We analyze the impact of an increase in compulsory schooling policy on the gender gap in intergenerational educational persistence using the nationally representative Turkish Adult Education Survey. Prior to the reform, there is a gender gap in the association of parents’ educational attainment with their offspring’s. Daughters’ educational attainment is more dependent on their parents’ education background. We show that the education reform that increased compulsory schooling from 5 to 8 years reduced the impact of parental education on completion of new compulsory schooling (8 years) and post-compulsory schooling (high school) for both sons and daughters. The gender gap in intergenerational education transmission has decreased by about 5 percentage points in the completion of new compulsory schooling level but remains unchanged at the post-compulsory schooling level after the reform. Heterogeneous effects of the reform indicate that mandating additional years of education is an ineffective intervention in the eastern regions with poorer economic conditions, larger rural population, and more traditional gender views in reducing the gender gap in educational mobility, even at the compulsory level of education.

Evaluating the influence of financial investment in compulsory education on the health of Chinese adolescents: a novel approach

Abstract: With China's aging and declining fertility rate, the importance of population quality is increasing. As the main force of the labor market in the future, the Chinese government tries to promote the development of adolescents by increasing the financial investment in compulsory education, so as to improve the future population quality of China and enhance the national competitiveness. Therefore, the aim of this study was to investigate the relationship between financial investment in compulsory education and the health of Chinese adolescents.This study specifically uses data obtained from China Education Panel Survey (CEPS). The data were nationally representative, which covered families, schools, and communities. For the CEPS data obtained, the 2013-2014 school year was the baseline, and two cohorts of 7th and 9th graders were the starting point of the survey. In the 2014-2015 school year, 8th-grade students who participated in the baseline survey (7th-grade students in the 2013-2014 school year) were followed up. Since the second period only began to investigate the data on financial investment in compulsory education, this article uses the data from the 2014-2015 academic year for research. OLS and Ordered Probit models were used to investigate the impact of financial investment in compulsory education on adolescent health.With the doubling of financial investment in compulsory education, self-rated health increased by 0.021, frequency of illness decreased by 0.03, the number of sick leave days decreased by 0.207, and depression decreased by 0.191. The heterogeneity analysis shows that compared to only-child, high-income and nonagricultural groups, the financial investment in compulsory education has a greater impact on the health of adolescents with the characteristics of agriculture hukou, non-only-child and low-income families. Further analysis of the impact mechanism shows that financial investment in compulsory education exerts a significant influence on the health of adolescents by easing family budget constraints, improving school sports facilities, and increasing the expected return of health investment and social capital.Financial investment in compulsory education can enhance the health of adolescents, and vulnerable groups benefit more, which is conducive to promoting health equity.

Imposing Compulsory Rugby Union on Schoolchildren: An Analysis of English State-Funded Secondary Schools

Abstract: Objective To establish the extent to which Rugby Union was a compulsory physical education activity in state-funded secondary schools in England and to understand the views of Subject Leaders for Physical Education with respect to injury risk. Method A cross-sectional research study using data obtained under the Freedom of Information Act (2000) from 288 state-funded secondary schools. Results Rugby Union was delivered in 81% (n = 234 of 288) of state-funded secondary school physical education curricula, including 83% (n = 229 of 275) of state-funded secondary school boys' and 54% (n = 151 of 282) of girls' physical education curricular. Rugby Union was compulsory in 91% (n = 208 of 229) of state-funded secondary schools that delivered it as part of the boys' physical education curriculum and 54% (n = 82 of 151) of state-funded secondary schools that delivered contact Rugby Union as part of the girls' physical education curriculum. Subject Leaders for Physical Education also perceived Rugby Union to have the highest risk of harm of the activities they delivered in their school physical education curriculum. Conclusion Notwithstanding discussions of appropriate measures (i.e., mandatory concussion training, Rugby Union specific qualifications and CPD) to reduce injury risk, it is recommended that Rugby Union should not be a compulsory activity given that it has a perceived high risk of injury and is an unnecessary risk for children in physical education.

Networks of Global Policy Diffusion: The Introduction of Compulsory Education

Abstract: Compulsory education is closely related to the reproduction and change of a country’s culture. As we know from international comparative cultural research, however, there are different pathways into modernity, and so the particular role of education for a nation-state’s cultural basis might differ as well. At the same time, different relations between countries, such as cultural similarity or trade, can function as channels of diffusion of welfare policies. Our empirical analysis tests which dimensions of global networks structure the diffusion of introduction of compulsory education. We find a positive effect of exposure to other countries in a network of cultural similarity. Policy diffusion does not proceed via economic ties and colonial histories, but does through spatial proximity.

The Introduction of Compulsory Schooling Around the World: Global Diffusion Between Isomorphism and ‘Cultural Spheres’

Abstract: In Chap. 2, Helen Seitzer, Fabian Besche-Truthe, and Michael Windzio investigate the diffusion of compulsory education from a global perspective. Compulsory education closely relates to the reproduction and change of a country’s culture. In this chapter, the authors focus on the effect of a country’s membership in different clusters defined by cultural characteristics, on the diffusion of compulsory education. They apply social network analysis to define global ‘cultural spheres’, which have fuzzy boundaries. This network is the structural framework behind the diffusion process of compulsory education. The impact of cultural spheres on diffusion is tested by exposure in terms of close ties to other countries with compulsory education, and they are found to significantly increase the rate of adoption.

Does education help combat early marriage? The effect of compulsory schooling laws in China

Abstract: ABSTRACT This paper studies the relationship between education and early marriage by exploiting the 1986 Compulsory Schooling Laws in China. We find that one additional year of schooling decreases the probability of marriage before age 18 by 1.7% points and increases the age at first marriage by 0.734 years. We examine the role of labour market outcomes, marriage traditions, assortative mating, and peer marriage behaviours. We also find evidence that education decreases fertility outcomes and affects the marriage outcomes of the next generation. This suggests that policies aimed at combating early marriage could start with improving children’s educational attainment.

European Court of Human Rights’ judgements and compulsory religious education in Turkey

Abstract: ABSTRACT Turkey is the only country that has twice lost cases concerning the violation of parents’ freedom to ensure their children an education in conformity with their own religious and philosophical convictions at the European Court of Human Rights (ECtHR). This article firstly seeks to present these court cases. It then moves to the official responses to these cases, especially the curriculum and textbook reforms. The article then discusses some possible ways of reforming compulsory religious education course in Turkey, taking into account the ECtHR judgements and the Turkish laws, as well as the arguments of the government and the applicants in the ECtHR cases, as we believe, a balance needs to be found to achieve a workable solution

Education Equality and Its Influencing Factors for Migrant Children in the Compulsory Education Stage Based on Multi-Source Data: A Case Study of Dalian, China

Abstract: Inequality in the admission of migrant children is an important manifestation of inequities at the compulsory education stage in China. Spatial differences in the allocation of educational resources and the factors affecting the number of enrolled migrant children led to the following conclusions: 1) the total number of migrant children in Dalian is growing situationally, with a total increase of 29,223 from 2008 to 2020. 2) The migrant children in Dalian in 2020 are distributed in a spatially uneven manner, with most of them concentrated in the periphery of the Ganjingzi District, south of the Jinzhou area (suburban areas), where very few of them were enrolled in high-quality junior high and primary schools. 3) The distribution of educational resources differed significantly between the central urban areas and suburban areas. 4) The internal factor of schools constraining the admission of migrant children is the teacher–student ratio. For every 1% increase in the teacher–student ratio, the number of migrant children decreases by 4.12%. The main external factors affecting the admission of migrant children were rental prices and the area occupied by construction, which increased by 1% for each 2,000 m buffer range of school and 0.25% for the number of migrant children and decreased by 0.29% for each 2,000 m buffer range of the school.

Attitudes and ambiguities – teachers’ views on second foreign language education in Swedish compulsory school

Abstract: Stockholm University Press is an open access publisher of peer-reviewed academic journals and books. We aim to make journals and books affordable, and to enable the widest possible dissemination so that researchers around the world can find and access the information they need without barriers.In partnership with our authors and series editors, we publish in the humanities, social sciences and the natural sciences. Our main focal points are rigorous peer review, open access and global dissemination.

Compulsory Education Phenomenon for Islamic Education in Indonesia

Abstract: The education level in Indonesia aims to create a society that has the lowest education, namely SMA/Equivalent, so that scientific competence, learning experience and thinking patterns have knowledge in general, so that in the process of interacting in the world of work, this is also the target of religious education institutions. which are non-formal in nature such as al-Quran memorizing schools (tahfiz schools), the method in this study uses the literature study method, namely discussing literature both from laws and regulations, government regulations, related ministerial regulations and education regulations. Basically Compulsory Education/compulsory education is a government program that has been running in Indonesia, namely the 9-year and 12-year compulsory education program, this program is running until now.Compulsory Education, Compulsory Islamic Education

Post-compulsory education pathways and labour market outcomes

Abstract: We use sequence analysis to compare the different trajectories that individuals take through the education system and into work and identify the characteristics that could be used to target those who are at most risk of poorer labour market outcomes. As well as age 16 exam performance, we find that parental advice, aspirations, and attitudes towards HE are important predictors of the pathways through education and into work. However, these pathways are not strongly determined at the end of compulsory education, and thus there are still opportunities for individuals to change their trajectory even after leaving school.

An Interpretation of the Revised Compulsory Education Curriculum Program and Standards: A Revolution in China’s Compulsory Education

Abstract: The Compulsory Education Curriculum Program and the Compulsory Education Course Standards make up the Compulsory Education Curriculum Program and Standards 2022, which was released by the Chinese Ministry of Education. The statement emphasizes the development of students’ key competencies while optimizing the objectives for compulsory education and outlining new demands for a more intense reform of the educational system in order to fulfill the needs of the current era. In order to better support student autonomous learning and overall development, it is imperative to raise reform awareness among the educational community, enhance teachers’ professionalism and instructional skills, and create student-centered learning environments before implementing the revised curriculum program and course standards. In order to add new perspectives to the literature on the new curriculum program and standards and provide implications for teachers and administrators in educational reform, we have focused our interpretation of the document on three dimensions: training objectives, student key competencies, and curriculum and teaching reform. We have also offered some recommendations for its successful implementation.

Revisiting the Effect of Education on Later Life Health

Abstract: We provide new evidence on the effect of education on later life health. Using variation in state compulsory schooling laws, we examine education's effect on a range of outcomes encompassing physical health, decision-making, and life expectancy. We employ under-utilized Health and Retirement Study data linked to restricted geographic identifiers, allowing us to match individuals more accurately to compulsory schooling laws. While positively related to educational attainment, compulsory schooling laws have no significant effect on later life health outcomes. Our results suggest that increased educational attainment has no significant causal effect on health.

The Effect of Teachers' Cognitive Flexibility on Attitudes towards Compulsory Distance Education during the COVID-19 Pandemic

Abstract: The period when education services were tried to be provided remotely due to the COVID-19 epidemic enabled teachers to be intertwined with technology-supported teaching platforms. The acquisition of the technology required for the use of the platform, the adaptation of the existing teaching strategies, methods, and techniques to the platform, and the need to stay in touch with all stakeholders related to education in this process have led to new experiences for teachers as well as many challenging situations. During this process, it was predicted that teachers frequently use their cognitive flexibility, which enables them to think about different solutions and make functional changes for different or problematic situations. The research is a survey study and data were collected from a group of teachers with the Cognitive Flexibility Inventory and the Attitude Scale towards Compulsory Distance Education, whose validity and reliability were retested within the scope of this research. The results of this study, in which the data were analyzed with descriptive statistics, show that the cognitive flexibility of the teachers participating in the research was high during the epidemic period and that they had attitudes that could not be evaluated either positively or negatively regarding compulsory distance education. Although there is a relationship between teachers' cognitive flexibility levels and their attitudes towards compulsory distance education, it is at a low level. The cognitive flexibility of teachers can predict a very small part of their attitudes towards compulsory distance education. The findings obtained from the research are discussed in relation to other research results.

Engineering Students' Engagement and Their Perspective on Compulsory Classroom Attendance

Abstract: The link between class attendance, student engagement, and student success is controversial in Higher Education. Some universities monitor student attendance in the classroom. The difference between monitoring or recording attendance and enforcing a compulsory attendance policy should be clarified. This paper aims to explore engineering students' experience of applying attendance monitoring and enforcing a mandatory attendance policy. The relation between increasing the attendance rate and student engagement is also investigated. The primary research questions are: what are student perspectives on compulsory attendance monitoring? and why do senior engineering students attend classes? A pilot case study investigates senior undergraduate engineering student experience before and after the attendance monitoring system was performed. A survey was used to determine the view of students on how the compulsory attendance system influences their motivation and engagement in the classroom and what motivated them to attend before the compulsory policy became in effect. The findings can enrich higher education teaching and learning authorities with thoughts on future strategic policies and strategic research in the digital transformation era.

Compulsory Educational Measures Applied to Minors: Debatable Issues of Legal Regulation

Abstract: The need to find and develop humane and adequate measures to combat juvenile delinquency, to ensure strict individualisation in the choice of means of influencing children-offenders in combination with maximum respect for their legitimate interests, is indisputable, which is the relevance of this paper. The purpose of this study was to identify the shortcomings in the construction of norms regulating the closure of criminal proceedings against minors in connection with the application of compulsory educational measures to them, to provide recommendations for improving the relevant norms of criminal and criminal procedural legislation and the practice of their application. During the study, various methods of cognition were applied: dialectical, comparative, modelling, system-structural analysis, and dogmatic. It was proved that when applying compulsory educational measures, it is necessary to find out the attitude of a minor towards what they have done. It was noted that the effectiveness and efficiency of transferring a minor under supervision depends entirely on the capabilities and responsibility of the person assigned to supervise the minor. Therefore, even though the law does not require the consent of a legal representative to such a transfer, such consent is factually crucial. The legislators’ approach was criticised, which, instead of clearly defining the lower and upper limits of the duration of such measures, is limited to indicating that the duration of compulsory educational measures prescribed in clauses 2 and 3 of Part 2 of Article 105 of the Criminal Code of Ukraine is established by the court that appoints them. It was stated that the optimal period for these measures is one, maximum two years. Therefore, it was proposed to amend Article 105 of the Criminal Code of Ukraine aimed at establishing the period for which compulsory educational measures can be imposed, as well as at determining the circumstances that the court must consider as the basis for choosing one of these measures. It was proposed that the performance of a minor’s obligation to compensate for the damage caused should make provision for the following forms: 1) monetary, 2) in-kind – transfer of property, 3) labour. Furthermore, it was proposed that with these methods it is possible to compensate not only for property, but also for moral damage.

Mass Education and Women's Autonomy: Evidence From Latin America.

Abstract: Most low- and middle-income countries have implemented mass education reforms in the last few decades. Demographers and policymakers have posited that mass schooling would enhance women's autonomy and, therefore, accelerate population transformations in the Global South. However, gains in women's schooling may have unexpected implications for female autonomy in contexts where hypergamy norms-the ideal that men should marry down and women should marry up in education and other markers of status-are still dominant. This study addresses difficulties in evaluating the causal impact of additional education on women's autonomy by leveraging the timing of compulsory schooling reforms in three Latin American countries: Bolivia, Colombia, and Peru. Using Demographic and Health Surveys, I implement an instrumental variable design using random exposure to compulsory schooling laws as an instrument for years of education. Results show that for women who entered the school system as a result of compulsory reforms, further schooling decreased their level of autonomy in all countries-especially among women from rural Bolivia and Peru. Additional analyses suggest these results are explained by changes in the selection into schooling and the formation of unions defying hypergamy norms. Together, these findings highlight the importance of examining the returns to mass schooling considering population heterogeneity and the contextual meaning of women's education.

Impact of Family Background and Individual Characteristics on Vocational High School Choice in South Korea: A Gender Analysis

Abstract: At the end of compulsory school, adolescents in many industrialised countries must makean important and far-reaching decision that strongly influences their future working life. Few of the many studies of school choice in South Korea have empirically analysed the choice of type of upper secondary school and almost none have paid attention family background and individual characteristics. This paper does so for both boys and girls completing compulsory lower secondary education, using 11 years’ data from the Korea Education and Employment Panel (KEEP) of the Korea Research Institute for Vocational Education and Training from a period before recent Korean vocational educational policy changes. We use a Probit model to deal with binary variables. Key variables considered include teacher assessments of students, father’s income, father’s education, spending on private tutoring at the lower secondary level, and the number of siblings, these last two never previously analyzed. In addition, to gender analysis this paper confirmsprevious results that parental social status is a major determinant of high school choice between general and vocational education. The key gender result is that fathers’ educational attainment negatively and significantly affects females more than males, and that fathers’ high income more negatively and significantly affects males than females in nonattendance at vocational high school. This paper also confirms previous findings that females were more motivated than males to enroll in vocational high school. Vocational education better meets females’ needs than males’, especially those not well supported by their parents. These findings imply that future research on both Korea and other countries needs to pay much more attention to family and individual characteristics and to differences between genders.

Applications of Production Economics in Education

Abstract: This chapter provides a comprehensive survey of the existing literature on production economics from the education perspective, bringing together findings from the education costs, production, and efficiency contexts and relating to all levels of education including primary, secondary (both compulsory and non-compulsory), and higher education.

Frustrated transfers: the attempt to introduce school vouchers system in Spain (1978–1982)

Abstract: This paper analyses the origin, development and fall of the ‘school voucher’ system in Spain. It was called the Ley de Financiación de la Enseñanza Obligatoria (Compulsory Education Financing Law) (LFEO), and this reform represented the first attempt at an international level to establish a school voucher model for a whole country. This article attempts to explain the importance of the new ideas that emerged from the Economics of Education and International Organisation to understand the origin of the proposed LFEO. It also focuses on its development and the parliamentary debate of the law. Finally, it explains how other foreign ideas began to compete to establish models of equal opportunities in education different from the one proposed. The paper provides a valuable insight into how educational transfers take place, and the importance of the role that local actors can play in the development and, in this case, the failure of such transfers.

Analysis of Problems and Countermeasures in the Allocation of Educational Resources in Urban and Rural Areas of China

Abstract: At the present stage, the scatter of basic education resources between urban and rural areas is extremely unbalanced, and the gap between development levels is large, which has seriously affected the development of China's education and the construction of a harmonious society. Based on the reality of unbalanced allocation of urban and rural education resources, we should propose to re integrate town teaching resources according to the development trend of education urbanization, implement the principle of paying attention to equity and giving consideration to efficiency, and provide higher quality education for rural children. Take the scientific unity of education quality, efficiency and equity as the strategic goal, focus and breakthrough of reallocation of education resources, fundamentally reverse and eliminate the differential allocation of rural educational materials, ensure the full investment of financial resources for rural compulsory education, and accelerate the balanced development of urban and rural compulsory education. This paper aims to come true the sharing of town teaching resources, deepen the reform of town and country education system, and broaden the financing channels for town and country education.