Topic
Compulsory education
About: Compulsory education is a research topic. Over the lifetime, 2784 publications have been published within this topic receiving 34237 citations.
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20 Jun 2005
TL;DR: In this article, the authors present policy options to support developing countries and transition economies in adapting their secondary education systems to the demands arising from the successful expansion of primary education and the socioeconomic challenges presented by globalization and the knowledge-based economy.
Abstract: The report offers policy options to support developing countries and transition economies in adapting their secondary education systems to the demands arising from the successful expansion of primary education and the socio-economic challenges presented by globalization and the knowledge-based economy. The work is the result of an extensive consultative process that involved education specialists worldwide.
275 citations
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TL;DR: In this article, a regression discontinuity design was used to estimate the increase in educational attainment due to changes in compulsory education laws in 20th century Europe, and they found a positive local average treatment effect for 7 of the 8 pro-environmental behaviors.
255 citations
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TL;DR: A French longitudinal dataset is used and the two identifying shocks are the Zay and Berthoin reforms, which respectively raised the minimum school leaving age to 14 and 16 years, and subsequent declines in mortality are observed, but none of these declines appears to be significant.
246 citations
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TL;DR: In this article, the authors analyze the selection process at work before and after compulsory schooling by assessing the determinants of school failures, dropouts, and upper secondary school decisions of young Italians.
Abstract: The aim of this paper is to analyze the selection process at work before and after compulsory schooling by assessing the determinants of school failures, dropouts, and upper secondary school decisions of young Italians. The data-set is built combining individual data by the Labor Force Survey and aggregate data on local labor markets and school supply by the Italian National Statistic Institute and the Minister of Public Education, respectively. Our results show that school failure (i.e., repetition of a year) is highly correlated with the family background, and it strongly affects later choices. Early school leaving and the upper secondary school choice are mainly a reflection of the parents' socioeconomic status. The effectiveness of the educational system when narrowing the failure risk and the scholastic outflow relies on the widespread adoption of full-time attendance in compulsory school, the quality of the school infrastructures, and the fewer teachers with temporary contracts.
234 citations
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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