WeSISpedia - User contributions [en]

Religious education compulsory (CRC 1342)

2020-11-26T19:22:37Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Binary |valuelabe..."

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_relig
|category= [[Education_and_training|Education and training]]
|label = Religious education compulsory
|relatedindicators = edu_first_select, edu_civic, edu_marx_lenin, edu_dur_he, edu_dur_vet, edu_dur_up_sec, edu_dur_pri, edu_dur_low_sec, edu_med_instr
|description = This indicator refers to the question whether religious education is compulsory at any point in compulsory school-life.
|codingrules = It relates to religion as a compulsory part of the state curriculum. It does NOT include missionary schools. The term “compulsory” refers to parts of the education system which are obligatory for a particular population. This population is usually defined by an age or gender, varying between countries and over time. The duration of compulsory school attendance and the duration of compulsory school levels differ between countries. Compulsory schooling can include pre-school as well as aspects of schooling such as the language of instruction or compulsory subjects such as religion and which can take place either at a school or at home (“homeschooling”), depending on the countries policy. Only few states introduce compulsory schooling for the genders separately.

Subcategory I: Cultural reproduction

Cultural reproduction includes indicators specifying subjects or courses taught within the compulsory section of state mandated schooling. These indicators include the reform of languages of instruction, as well as their specification. If there are more than three indigenous languages available as medium of instruction for the entire program, they were coded as indigenous languages. Many states however, include one or two official languages, often English and multiple indigenous languages to server smaller groups. The languages was only coded if the entire program was to be taught in this langue, instead of single classes. The language of instruction does not need to be an official language, but needs to be specifically allowed by the state. Another group of indicators of cultural reproduction is the teaching of religion, universalistic ethics or Marxist-Leninist philosophies within the state-mandated curriculum. These indicators are binary and denote the compulsory nature of these aspects.

Subcategory II: Curriculum

The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = NA (no information available)
|revisions = NA (no information available)
|sources = Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Postlethwaite 2 (National Systems of Education),
}}

Marxist-Leninistic education compulsory binary (CRC 1342)

2020-11-26T19:20:50Z

PhilipR:

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_marx_lenin
|category= [[Education_and_training|Education and training]]
|label = Marxist-Leninistic education compulsory binary
|relatedindicators = edu_first_select, edu_civic, edu_relig, edu_dur_he, edu_dur_vet, edu_dur_up_sec, edu_dur_pri, edu_dur_low_sec, edu_med_instr
|description = This indicator refers to the question whether marxist-leninistic education is compulsory at any point in compulsory school-life.
|codingrules =

The term “compulsory” refers to parts of the education system which are obligatory for a particular population. This population is usually defined by an age or gender, varying between countries and over time. The duration of compulsory school attendance and the duration of compulsory school levels differ between countries. Compulsory schooling can include pre-school as well as aspects of schooling such as the language of instruction or compulsory subjects such as religion and which can take place either at a school or at home (“homeschooling”), depending on the countries policy. Only few states introduce compulsory schooling for the genders separately.

Subcategory I: Cultural reproduction

Cultural reproduction includes indicators specifying subjects or courses taught within the compulsory section of state mandated schooling. These indicators include the reform of languages of instruction, as well as their specification. If there are more than three indigenous languages available as medium of instruction for the entire program, they were coded as indigenous languages. Many states however, include one or two official languages, often English and multiple indigenous languages to server smaller groups. The languages was only coded if the entire program was to be taught in this langue, instead of single classes. The language of instruction does not need to be an official language, but needs to be specifically allowed by the state. Another group of indicators of cultural reproduction is the teaching of religion, universalistic ethics or Marxist-Leninist philosophies within the state-mandated curriculum. These indicators are binary and denote the compulsory nature of these aspects.

Subcategory II: Curriculum

The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = NA (no information available)
|revisions = NA (no information available)
|sources = Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.
}}

Official medium of instruction (CRC 1342)

2020-11-26T19:14:29Z

PhilipR: Created page with " {{Indicator |datatype = String |scale = String |valuel..."

{{Indicator
|datatype = String
|scale = String
|valuelabels = NA (no information available)
|techname = edu_med_instr
|category= [[Education_and_training|Education and training]]
|label = Official medium of instruction
|relatedindicators = edu_first_select, edu_civic, edu_relig, edu_marx_lenin, edu_dur_he, edu_dur_vet, edu_dur_up_sec, edu_dur_pri, edu_dur_low_sec
|description = This indicator refers to the official medium or media of instruction. Every new introduction or abolition is coded.
|codingrules =

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

Related to: Cultural Reproduction

Cultural reproduction includes indicators specifying subjects or courses taught within the compulsory section of state mandated schooling.
These indicators include the reform of languages of instruction, as well as their specification. If there are more than three indigenous languages available as medium of instruction for the entire program, they were coded as indigenous languages. Many states however, include one or two official languages, often English and multiple indigenous languages to server smaller groups. The languages was only coded if the entire program was to be taught in this langue, instead of single classes. The language of instruction does not need to be an official language, but needs to be specifically allowed by the state.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = NA (no information available)
|revisions = NA (no information available)
|sources = Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.
}}

Marxist-Leninistic education compulsory binary (CRC 1342)

2020-11-26T19:00:28Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Binary |valu..."

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_marx_lenin
|category= [[Education_and_training|Education and training]]
|label = Marxist-Leninistic education compulsory binary
|relatedindicators = edu_first_select, edu_civic, edu_relig, edu_dur_he, edu_dur_vet, edu_dur_up_sec, edu_dur_pri, edu_dur_low_sec, edu_med_instr
|description = This indicator refers to the question whether marxist-leninistic education is compulsory at any point in compulsory school-life.
|codingrules =

Subcategory I: Cultural reproduction

Cultural reproduction includes indicators specifying subjects or courses taught within the compulsory section of state mandated schooling. These indicators include the reform of languages of instruction, as well as their specification. If there are more than three indigenous languages available as medium of instruction for the entire program, they were coded as indigenous languages. Many states however, include one or two official languages, often English and multiple indigenous languages to server smaller groups. The languages was only coded if the entire program was to be taught in this langue, instead of single classes. The language of instruction does not need to be an official language, but needs to be specifically allowed by the state. Another group of indicators of cultural reproduction is the teaching of religion, universalistic ethics or Marxist-Leninist philosophies within the state-mandated curriculum. These indicators are binary and denote the compulsory nature of these aspects.

Subcategory II: Curriculum

The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = NA (no information available)
|revisions = NA (no information available)
|sources = Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.
}}

Education and training

2020-11-26T18:53:24Z

PhilipR:

{|class="wikitable sortable" border="1"
! Indicator name*
! Subcategory I
! Subcategory II
! Subcategory III
! Technical name*
! Scale*
! Short description
|-
|-
| [[ edu_abl_comp_fem | Abolishment of compulsory education for females ]]
| system
| basic legal regulation
|
| edu_abl_comp_fem
| Date
|
|-
|-
| [[ edu_abl_home_school | Abolishment of allowance to homeschooling ]]
| system
| basic legal regulation
|
| edu_abl_home_school
| Date
|
|-
|-
| [[ edu_abl_pub_prv_mix | Abolishment of public funding for private schools ]]
| system
| administration
|
| edu_abl_pub_prv_mix
| Date
|
|-
|-
| [[ edu_abl_sys_strat | Abolishment of between school tracking ]]
| system
| basic legal regulation
|
| edu_abl_sys_strat
| Date
|
|-
| [[ edu_fem_out_school_pri_UIS| Rate of out-of-school children of primary school age, female (%) UIS]]
| inclusion rate
|
|
| edu_fem_out_school_pri_UIS
| Metric
| Short Description
|-
|-
| [[Enrollment rate in primary education Lee & Lee]]
| inclusion rate
|
|
| edu_pri_enroll_LeeLee
| Metric
|
|-
| [[Enrollment rate in secondary education Lee & Lee]]
| inclusion rate
|
|
| edu_sec_enroll_LeeLee
| Metric
|
|-
| [[Enrollment rate in tertiary education Lee & Lee]]
| inclusion rate
|
|
| edu_ter_enroll_LeeLee
| Metric
|
|-
| [[Female Enrollment rate in primary education Lee & Lee]]
| inclusion rate
|
|
| edu_fem_pri_enroll_LeeLee
| Metric
|
|-
| [[Female Enrollment rate in secondary education Lee & Lee]]
| inclusion rate
|
|
| edu_fem_sec_enroll_LeeLee
| Metric
|
|-
| [[Female Enrollment rate in tertiary education Lee & Lee]]
| inclusion rate
|
|
| edu_fem_ter_enroll_LeeLee
| Metric
|
|-
| [[Male Enrollment rate in primary education Lee & Lee]]
| inclusion rate
|
|
| edu_male_pri_enroll_LeeLee
| Metric
|
|-
| [[Male Enrollment rate in secondary education Lee & Lee]]
| inclusion rate
|
|
| edu_male_sec_enroll_LeeLee
| Metric
|
|-
| [[Male Enrollment rate in tertiary education Lee & Lee]]
| inclusion rate
|
|
| edu_male_ter_enroll_LeeLee
| Metric
|
|-
| [[Enrollment rate in primary education Lee & Lee Interpolated]]
| inclusion rate
|
|
| edu_pri_enroll_LeeLee_interpol
| Metric
|
|-
| [[Enrollment rate in secondary education Lee & Lee Interpolated]]
| inclusion rate
|
|
| edu_sec_enroll_LeeLee_interpol
| Metric
|
|-
| [[Enrollment rate in tertiary education Lee & Lee Interpolated]]
| inclusion rate
|
|
| edu_ter_enroll_LeeLee_interpol
| Metric
|
|-
| [[Female Enrollment rate in primary education Lee & Lee Interpolated]]
| inclusion rate
|
|
| edu_fem_pri_enroll_LeeLee_interpol
| Metric
|
|-
| [[Female Enrollment rate in secondary education Lee & Lee Interpolated]]
| inclusion rate
|
|
| edu_fem_sec_enroll_LeeLee_interpol
| Metric
|
|-
| [[Female Enrollment rate in tertiary education Lee & Lee Interpolated]]
| inclusion rate
|
|
| edu_fem_ter_enroll_LeeLee_interpol
| Metric
|
|-
| [[Male Enrollment rate in primary education Lee & Lee Interpolated]]
| inclusion rate
|
|
| edu_male_pri_enroll_LeeLee_interpol
| Metric
|
|-
| [[Male Enrollment rate in secondary education Lee & Lee Interpolated]]
| inclusion rate
|
|
| edu_male_sec_enroll_LeeLee_interpol
| Metric
|
|-
| [[Male Enrollment rate in tertiary education Lee & Lee Interpolated]]
| inclusion rate
|
|
| edu_male_ter_enroll_LeeLee_interpol
| Metric
|
|-
|-
| [[ edu_fem_lowsec_enroll_uis | Enrolment in lower secondary education, female (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_lowsec_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_fem_pre_enroll_uis | Enrolment in pre-primary education, female (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_pre_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_fem_pri_enroll_uis | Enrolment in primary education, female (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_pri_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_fem_psnt_enroll_uis | Enrolment in post-secondary non-tertiary education, female (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_psnt_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_fem_sec_enroll_uis | Enrolment in secondary education, female (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_sec_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_fem_ter_enroll_uis | Enrolment in tertiary education, all programmes, female (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_ter_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_fem_upsec_enroll_uis | Enrolment in upper secondary education, female (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_upsec_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_lowsec_enroll_uis | Enrolment in lower secondary education, both sexes (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_lowsec_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_male_lowsec_enroll_uis | Enrolment in lower secondary education, male (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_lowsec_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_male_pre_uis | Enrolment in pre-primary education, male (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_pre_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_male_pri_enroll_uis | Enrolment in primary education, male (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_pri_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_male_psnt_enroll_uis | Enrolment in post-secondary non-tertiary education, male (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_psnt_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_male_sec_enroll_uis | Enrolment in secondary education, male (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_sec_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_male_ter_enroll_uis | Enrolment in tertiary education, all programmes, male (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_ter_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_male_upsec_enroll_uis | Enrolment in upper secondary education, male (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_upsec_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_pre_enroll_uis | Enrolment in pre-primary education, both sexes (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_pre_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_pri_enroll_uis | Enrolment in primary education, both sexes (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_pri_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_psnt_enroll_uis | Enrolment in post-secondary non-tertiary education, both sexes (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_psnt_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_sec_enroll_uis | Enrolment in secondary education, both sexes (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_sec_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_ter_enroll_uis | Enrolment in tertiary education, all programmes, both sexes (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_ter_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_upsec_enroll_uis | Enrolment in upper secondary education, both sexes (number) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_upsec_enroll_uis
| Metric
| Enrollment in numbers
|-
|-
| [[ edu_first_select | Age of first selection ]]
| system
| differentiation
|
| edu_first_select
| Metric
|
|-
| [[ edu_track | Between school tracking binary ]]
| system
| basic legal regulation
|
| edu_track
| Binary
|
|-
| [[ edu_dur_he | Duration of higher education ]]
| system
| duration
|
| edu_dur_he
| Metric
|
|-
| [[ edu_dur_low_sec | Duration of lower secondary education ]]
| system
| duration
|
| edu_dur_low_sec
| Metric
|
|-
| [[ edu_dur_min | Duration of minimum education in years ]]
| system
| duration
|
| edu_dur_min
| Metric
|
|-
| [[ edu_dur_pre | Duration of pre-school education]]
| system
| duration
|
| edu_dur_pre
| Metric
|
|-
| [[ edu_dur_pri | Duration of primary education ]]
| system
| duration
|
| edu_dur_pri
| Metric
|
|-
| [[ edu_dur_up_sec | Duration of upper secondary education ]]
| system
| duration
|
| edu_dur_up_sec
| Metric
|
|-
|-
| [[ edu_dur_vet | Duration of VET ]]
| system
| duration
|
| edu_dur_vet
| Metric
|
|-
|-
| [[ edu_intr_soc_leg | Education introduced in social legislation ]]
| system
| administration
|
| edu_intr_soc_leg
| Date
|
|-
| [[ edu_intr_soc_leg_bin | First legislation concerning education binary ]]
| system
| administration
|
| edu_intr_soc_leg_bin
| Binary
|
|-
| [[Enrollment rate in pre-school education]]
| inclusion rate
|
|
| edu_pre_enroll
| Metric
|
|-
| [[Enrollment trend in primary education]]
| inclusion rate
|
|
| edu_pri_enroll
| Metric
|
|-
| [[Enrollment trend in primary education male]]
| inclusion rate
|
|
| edu_male_enroll_pri
| Metric
|
|-
| [[Female Enrollment trend in primary education]]
| inclusion rate
|
|
| edu_fem_enroll_pri
| Metric
|
|-
| [[Enrollment trend in secondary education]]
| inclusion rate
|
|
| edu_sec_enroll
| Metric
|
|-
| [[Enrollment trend in secondary education female]]
| inclusion rate
|
|
| edu_fem_enroll_sec
| Metric
|
|-
| [[Enrollment trend in secondary education male]]
| inclusion rate
|
|
| edu_male_enroll_sec
| Metric
|
|-
| [[Enrollment rate in tertiary education]]
| inclusion rate
|
|
| edu_ter_enroll
| Metric
|
|-
| [[ edu_intr_home_school | Introduction of an allowance to home schooling ]]
| system
| basic legal regulation
|
| edu_intr_home_school
| Date
|
|-
| [[ edu_intr_home_school_bin | Allowance of homeschooling binary ]]
| system
| basic legal regulation
|
| edu_intr_home_school_bin
| Binary
|
|-
|-
| [[ edu_intr_ministry | Founding of Ministry of Education ]]
| system
| administration
|
| edu_intr_ministry
| Date
|
|-
| [[ edu_intr_ministry_bin | Education ministry exists binary ]]
| system
| administration
|
| edu_intr_ministry_bin
| Binary
|
|-
| [[ edu_intr_comp_fem | Introduction of compulsory education (specifically) for females ]]
| participation
| basic legal regulation
|
| edu_intr_comp_fem
| Date
|
|-
|-
| [[ edu_intr_comp_fem_bin | Compulsory schooling for females binary ]]
| participation
| basic legal regulation
|
| edu_intr_comp_fem_bin
| Binary
|
|-
| [[ edu_intr_comp_pre | Introduction of compulsory pre-primary education ]]
| system
| basic legal regulation
|
| edu_intr_comp_pre
| Date
|
|-
|-
| [[ edu_intr_comp_pre_bin | Compulsory pre-primary education binary ]]
| system
| basic legal regulation
|
| edu_intr_comp_pre_bin
| Binary
|
|-
| [[ edu_intr_comp | Introduction of compulsory schooling ]]
| system
| basic legal regulation
|
| edu_intr_comp
| Date
|
|-
| [[ edu_intr_comp_bin | Compulsory Schooling existent binary ]]
| system
| basic legal regulation
|
| edu_intr_comp_bin
| Binary
|
|-
| [[ edu_intr_med_instr | Introduction of common medium of instruction ]]
| system
| cultural reproduction
|
| edu_intr_med_instr
| Date
|
|-
| [[ edu_intr_med_instr_bin | Official medium of instruction binary ]]
| system
| cultural reproduction
|
| edu_intr_med_instr_bin
| Binary
|
|-
| [[ edu_marx_lenin | Marxist-Leninistic education compulsory binary ]]
| cultural reproduction
| curriculum
|
| edu_marx_lenin
| Binary
|
|-
| [[ edu_intr_nfe_leg | Introduction of first legislation about non formal education ]]
| system
| basic legal regulation
|
| edu_intr_nfe_leg
| Date
|
|-
| [[ edu_intr_nfe_leg_bin | Legislation about non formal education in place binary ]]
| system
| basic legal regulation
|
| edu_intr_nfe_leg_bin
| Binary
|
|-
| [[Non-formal enrollment rate ]]
| tbd
|
|
| edu_nfe_enroll
| Metric
|
|-
| [[ edu_med_instr | Official medium of instruction ]]
| system
| basic legal regulations
|
| edu_med_instr
| String
|
|-
| [[ edu_intr_pub_prv_mix | Introduction of public funding for private schools ]]
| system
| privatization
|
| edu_intr_pub_prv_mix
| Date
|
|-
| [[ edu_intr_pub_prv_mix_bin | Introduction of public-private mix binary]]
| system
| privatization
|
| edu_intr_pub_prv_mix_bin
| Binary
|
|-
| [[Pupil/Student to teacher ratio]]
| tbd
|
|
| edu_pup_teach_ratio
| Metric
|
|-
| [[ edu_relig | Religious education compulsory ]]
| cultural reproduction
| curriculum
|
| edu_relig
| Binary
|
|-
| [[ edu_intr_sys_stand | Introduction of common entrance or exit exam ]]
| system
| basic legal regulation
|
| edu_intr_sys_stand
| Date
|
|-
| [[ edu_intr_sys_stand_bin | Common entrance or exit exam binary ]]
| system
| basic legal regulation
|
| edu_intr_sys_stand_bin
| Binary
|
|-
| [[ edu_intr_stand_vet | Introduction of common vocational education system ]]
| system
| basic legal regulation
|
| edu_intr_stand_vet
| Date
|
|-
| [[ edu_intr_stand_vet_bin | Introduction of common vocational education system binary ]]
| system
| basic legal regulation
|
| edu_intr_stand_vet_bin
| Binary
|
|-
| [[ edu_intr_sys_strat | Introduction of a stratified education system ]]
| system
| basic legal regulation
|
| edu_intr_sys_strat
| Date
|
|-
| [[ edu_intr_teach_train | Introduction of standardised teacher training ]]
| system
| basic legal regulation
|
| edu_intr_teach_train
| Date
|
|-
| [[ edu_intr_teach_train_bin | Standardised teacher training binary ]]
| system
| basic legal regulation
|
| edu_intr_teach_train_bin
| Binary
|
|-
| [[ edu_fem_pri_sec_transf_uis | Effective transition rate from primary to lower secondary general education, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Progression
|
| edu_fem_pri_sec_transf_uis
| Metric
|-
|-
| [[ edu_male_pri_sec_transf_uis | Effective transition rate from primary to lower secondary general education, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Progression
|
| edu_male_pri_sec_transf_uis
| Metric
|-
|-
| [[ edu_pri_sec_transf_uis | Effective transition rate from primary to lower secondary general education, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Progression
|
| edu_pri_sec_transf_uis
| Metric
|-
|-
|-
| [[ edu_civic | Civic education compulsory binary ]]
| cultural reproduction
| curriculum
|
| edu_civic
| Binary
|
|-
|-
| [[ edu_dur_comp_uis | Duration of compulsory education (years) UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_comp_uis
| Metric
|
|-
| [[ edu_fem_life_expectancy_pls_uis | School life expectancy, primary and lower secondary, female (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_fem_life_expectancy_pls_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_fem_life_expectancy_pre_uis | School life expectancy, pre-primary, female (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_fem_life_expectancy_pre_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_fem_life_expectancy_pri_ter_uis | School life expectancy, primary to tertiary, female (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_fem_life_expectancy_pri_ter_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_fem_life_expectancy_pri_uis | School life expectancy, primary, female (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_fem_life_expectancy_pri_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_fem_life_expectancy_psnt_uis | School life expectancy, post-secondary non-tertiary, female (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_fem_life_expectancy_psnt_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_fem_life_expectancy_sec_uis | School life expectancy, secondary, female (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_fem_life_expectancy_sec_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_fem_life_expectancy_ter_uis | School life expectancy, tertiary, female (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_fem_life_expectancy_ter_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_life_expectancy_pls_uis | School life expectancy, primary and lower secondary, both sexes (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_life_expectancy_pls_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_life_expectancy_pre_uis | School life expectancy, pre-primary, both sexes (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_life_expectancy_pre_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_life_expectancy_pri_ter_uis | School life expectancy, primary to tertiary, both sexes (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_life_expectancy_pri_ter_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_life_expectancy_pri_uis | School life expectancy, primary, both sexes (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_life_expectancy_pri_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_life_expectancy_psnt_uis | School life expectancy, post-secondary non-tertiary, both sexes (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_life_expectancy_psnt_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_life_expectancy_sec_uis | School life expectancy, secondary, both sexes (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_life_expectancy_sec_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_life_expectancy_ter_uis | School life expectancy, tertiary, both sexes (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_life_expectancy_ter_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_male_life_expectancy_pls_uis | School life expectancy, primary and lower secondary, male (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_male_life_expectancy_pls_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_male_life_expectancy_pre_uis | School life expectancy, pre-primary, male (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_male_life_expectancy_pre_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_male_life_expectancy_pri_ter_uis | School life expectancy, primary to tertiary, male (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_male_life_expectancy_pri_ter_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_male_life_expectancy_pri_uis | School life expectancy, primary, male (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_male_life_expectancy_pri_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_male_life_expectancy_psnt_uis | School life expectancy, post-secondary non-tertiary, male (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_male_life_expectancy_psnt_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_male_life_expectancy_sec_uis | School life expectancy, secondary, male (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_male_life_expectancy_sec_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
| [[ edu_male_life_expectancy_ter_uis | School life expectancy, tertiary, male (years) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_male_life_expectancy_ter_uis
| Metric
| Number of years a person can expect to spend within the specified level of education
|-
|-
|-
| [[ edu_dur_lowsec_uis | Theoretical duration of lower secondary education (years) UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_lowsec_uis
| Metric
|
|-
|-
| [[ edu_dur_pre_uis | Theoretical duration of pre-primary education (years) UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_pre_uis
| Metric
|
|-
|-
| [[ edu_dur_pri_uis | Theoretical duration of primary education (years) UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_pri_uis
| Metric
|
|-
|-
| [[ edu_dur_psnt_uis | Theoretical duration of post-secondary non-tertiary education (years) UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_psnt_uis
| Metric
|
|-
|-
| [[ edu_dur_sec_uis | Theoretical duration of secondary education (years) UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_sec_uis
| Metric
|
|-
|-
| [[ edu_dur_upsec_uis | Theoretical duration of upper secondary education (years) UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_upsec_uis
| Metric
|
|-
|-
| [[ edu_dur_comp_pre_lf_uis | Number of years of compulsory pre-primary education guaranteed in legal frameworks UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_comp_pre_lf_uis
| Metric
| Number of years of compulsory education guaranteed in legal frameworks
|-
|-
| [[ edu_dur_comp_pri_lf_uis | Number of years of compulsory primary education guaranteed in legal frameworks UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_comp_pri_lf_uis
| Metric
| Number of years of compulsory education guaranteed in legal frameworks
|-
|-
| [[ edu_dur_comp_ps_lf_uis | Number of years of compulsory primary and secondary education guaranteed in legal frameworks UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_comp_ps_lf_uis
| Metric
| Number of years of compulsory education guaranteed in legal frameworks
|-
|-
| [[ edu_dur_comp_sec_lf_uis | Number of years of compulsory secondary education guaranteed in legal frameworks UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_comp_sec_lf_uis
| Metric
| Number of years of compulsory education guaranteed in legal frameworks
|-
|-
| [[ edu_dur_comp_total_lf_uis | Total number of years of compulsory education guaranteed in legal frameworks UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_comp_total_lf_uis
| Metric
| Number of years of compulsory education guaranteed in legal frameworks
|-
|-
|-
| [[ edu_dur_free_pre_uis | Number of years of free pre-primary education guaranteed in legal frameworks UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_free_pre_uis
| Metric
| Duration of free education
|-
|-
| [[ edu_dur_free_pri_uis | Number of years of free primary education guaranteed in legal frameworks UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_free_pri_uis
| Metric
| Duration of free education
|-
|-
| [[ edu_dur_free_ps_uis | Number of years of free primary and secondary education guaranteed in legal frameworks UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_free_ps_uis
| Metric
| Duration of free education
|-
|-
| [[ edu_dur_free_sec_uis | Number of years of free secondary education guaranteed in legal frameworks UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_free_sec_uis
| Metric
| Duration of free education
|-
|-
| [[ edu_dur_free_total_uis | Total number of years of free education guaranteed in legal frameworks UNESCO Institute for Statistics (UIS) ]]
| System
| Durations
|
| edu_dur_free_total_uis
| Metric
| Duration of free education
|-
|-
| [[ edu_age_entry_comp_uis | Official entrance age to compulsory education (years) UNESCO Institute for Statistics (UIS) ]]
| System
| Differentiation
|
| edu_age_entry_comp_uis
| Metric
| Entrance age to a determined program or level of education
|-
|-
| [[ edu_age_entry_lowsec_uis | Official entrance age to lower secondary education (years) UNESCO Institute for Statistics (UIS) ]]
| System
| Differentiation
|
| edu_age_entry_lowsec_uis
| Metric
| Entrance age to a determined program or level of education
|-
|-
| [[ edu_age_entry_pre_uis | Official entrance age to pre-primary education (years) UNESCO Institute for Statistics (UIS) ]]
| System
| Differentiation
|
| edu_age_entry_pre_uis
| Metric
| Entrance age to a determined program or level of education
|-
|-
| [[ edu_age_entry_pri_uis | Official entrance age to primary education (years) UNESCO Institute for Statistics (UIS) ]]
| System
| Differentiation
|
| edu_age_entry_pri_uis
| Metric
| Entrance age to a determined program or level of education
|-
|-
| [[ edu_age_entry_psnt_uis | Official entrance age to post-secondary non-tertiary education (years) UNESCO Institute for Statistics (UIS) ]]
| System
| Differentiation
|
| edu_age_entry_psnt_uis
| Metric
| Entrance age to a determined program or level of education
|-
|-
| [[ edu_age_entry_upsec_uis | Official entrance age to upper secondary education (years) UNESCO Institute for Statistics (UIS) ]]
| System
| Differentiation
|
| edu_age_entry_upsec_uis
| Metric
| Entrance age to a determined program or level of education
|-
|-
| [[ edu_comp_net_enroll_uis | Net enrolment rate for compulsory education age group, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_comp_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_fem_comp_net_enroll_uis | Net enrolment rate for compulsory education age group, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_comp_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_fem_lowsec_net_enroll_uis | Net enrolment rate, lower secondary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_lowsec_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_fem_pre_net_enroll_uis | Net enrolment rate, pre-primary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_pre_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_fem_pri_net_enroll_uis | Net enrolment rate, primary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_pri_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_fem_sec_net_enroll_uis | Net enrolment rate, secondary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_sec_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_fem_upsec_net_enroll_uis | Net enrolment rate, upper secondary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_upsec_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_fem_vet_prop_15-24_enroll_uis | Proportion of 15-24 year-olds enrolled in vocational education, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_vet_prop_15-24_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_lowsec_net_enroll_uis | Net enrolment rate, lower secondary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_lowsec_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_male_comp_net_enroll_uis | Net enrolment rate for compulsory education age group, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_comp_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_male_lowsec_net_enroll_uis | Net enrolment rate, lower secondary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_lowsec_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_male_pre_net_enroll_uis | Net enrolment rate, pre-primary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_pre_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_male_pri_net_enroll_uis | Net enrolment rate, primary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_pri_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_male_sec_net_enroll_uis | Net enrolment rate, secondary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_sec_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_male_upsec_net_enroll_uis | Net enrolment rate, upper secondary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_upsec_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_male_vet_prop_15-24_enroll_uis | Proportion of 15-24 year-olds enrolled in vocational education, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_vet_prop_15-24_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_pre_net_enroll_uis | Net enrolment rate, pre-primary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_pre_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_pri_net_enroll_uis | Net enrolment rate, primary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_pri_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_sec_net_enroll_uis | Net enrolment rate, secondary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_sec_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_upsec_net_enroll_uis | Net enrolment rate, upper secondary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_upsec_net_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_vet_prop_15-24_enroll_uis | Proportion of 15-24 year-olds enrolled in vocational education, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_vet_prop_15-24_enroll_uis
| Metric
| Net enrollment expressed as percentage
|-
|-
| [[ edu_fem_lowsec_adj_net_enroll_uis | Adjusted net enrolment rate, lower secondary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_lowsec_adj_net_enroll_uis
| Metric
| Adjusted net enrollment expressed as a percentage
|-
|-
| [[ edu_fem_pri_adj_net_enroll_uis | Adjusted net enrolment rate, primary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_pri_adj_net_enroll_uis
| Metric
| Adjusted net enrollment expressed as a percentage
|-
|-
| [[ edu_lowsec_adj_net_enroll_uis | Adjusted net enrolment rate, lower secondary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_lowsec_adj_net_enroll_uis
| Metric
| Adjusted net enrollment expressed as a percentage
|-
|-
| [[ edu_male_lowsec_adj_net_enroll_uis | Adjusted net enrolment rate, lower secondary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_lowsec_adj_net_enroll_uis
| Metric
| Adjusted net enrollment expressed as a percentage
|-
|-
| [[ edu_male_pri_adj_net_enroll_uis | Adjusted net enrolment rate, primary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_pri_adj_net_enroll_uis
| Metric
| Adjusted net enrollment expressed as a percentage
|-
|-
| [[ edu_pri_adj_net_enroll_uis | Adjusted net enrolment rate, primary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_pri_adj_net_enroll_uis
| Metric
| Adjusted net enrollment expressed as a percentage
|-
|-
| [[ edu_fem_lowsec_total_net_enroll_uis | Total net enrolment rate, lower secondary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_lowsec_total_net_enroll_uis
| Metric
| Total net enrollment rate expressed as percentage
|-
|-
| [[ edu_fem_pri_total_net_enroll_uis | Total net enrolment rate, primary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_pri_total_net_enroll_uis
| Metric
| Total net enrollment rate expressed as percentage
|-
|-
| [[ edu_fem_upsec_total_net_enroll_uis | Total net enrolment rate, upper secondary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_upsec_total_net_enroll_uis
| Metric
| Total net enrollment rate expressed as percentage
|-
|-
| [[ edu_lowsec_total_net_enroll_uis | Total net enrolment rate, lower secondary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_lowsec_total_net_enroll_uis
| Metric
| Total net enrollment rate expressed as percentage
|-
|-
| [[ edu_male_lowsec_total_net_enroll_uis | Total net enrolment rate, lower secondary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_lowsec_total_net_enroll_uis
| Metric
| Total net enrollment rate expressed as percentage
|-
|-
| [[ edu_male_pri_total_net_enroll_uis | Total net enrolment rate, primary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_pri_total_net_enroll_uis
| Metric
| Total net enrollment rate expressed as percentage
|-
|-
| [[ edu_male_upsec_total_net_enroll_uis | Total net enrolment rate, upper secondary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_upsec_total_net_enroll_uis
| Metric
| Total net enrollment rate expressed as percentage
|-
|-
| [[ edu_pri_total_net_enroll_uis | Total net enrolment rate, primary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_pri_total_net_enroll_uis
| Metric
| Total net enrollment rate expressed as percentage
|-
|-
| [[ edu_upsec_total_net_enroll_uis | Total net enrolment rate, upper secondary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_upsec_total_net_enroll_uis
| Metric
| Total net enrollment rate expressed as percentage
|-
|-
| [[ edu_fem_lowsec_lg_dropout_uis | Cumulative drop-out rate to the last grade of lower secondary general education, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Progression
|
| edu_fem_lowsec_lg_dropout_uis
| Metric
| Cumulative dropout rate to the last grade of primary education
|-
|-
| [[ edu_fem_primary_lg_dropout_uis | Cumulative drop-out rate to the last grade of primary education, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Progression
|
| edu_fem_primary_lg_dropout_uis
| Metric
| Cumulative dropout rate to the last grade of primary education
|-
|-
| [[ edu_lowsec_lg_dropout_uis | Cumulative drop-out rate to the last grade of lower secondary general education, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Progression
|
| edu_lowsec_lg_dropout_uis
| Metric
| Cumulative dropout rate to the last grade of primary education
|-
|-
| [[ edu_male_lowsec_lg_dropout_uis | Cumulative drop-out rate to the last grade of lower secondary general education, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Progression
|
| edu_male_lowsec_lg_dropout_uis
| Metric
| Cumulative dropout rate to the last grade of primary education
|-
|-
| [[ edu_male_primary_lg_dropout_uis | Cumulative drop-out rate to the last grade of primary education, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Progression
|
| edu_male_primary_lg_dropout_uis
| Metric
| Cumulative dropout rate to the last grade of primary education
|-
|-
| [[ edu_primary_lg_dropout_uis | Cumulative drop-out rate to the last grade of primary education, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Progression
|
| edu_primary_lg_dropout_uis
| Metric
| Cumulative dropout rate to the last grade of primary education
|-
|-
| [[ edu_fem_literacy_25-64_uis | Literacy rate, population 25-64 years, female (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_fem_literacy_25-64_uis
| Metric
| Number of literate persons in a given age group, expressed as a percentage
|-
|-
| [[ edu_fem_literacy_adult_15+_uis | Adult literacy rate, population 15+ years, female (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_fem_literacy_adult_15+_uis
| Metric
| Number of literate persons in a given age group, expressed as a percentage
|-
|-
| [[ edu_fem_literacy_eldery_65+_uis | Elderly literacy rate, population 65+ years, female (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_fem_literacy_eldery_65+_uis
| Metric
| Number of literate persons in a given age group, expressed as a percentage
|-
|-
| [[ edu_fem_literacy_youth_15-24_uis | Youth literacy rate, population 15-24 years, female (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_fem_literacy_youth_15-24_uis
| Metric
| Number of literate persons in a given age group, expressed as a percentage
|-
|-
| [[ edu_iteracy_adult_15+_uis | Adult literacy rate, population 15+ years, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_iteracy_adult_15+_uis
| Metric
| Number of literate persons in a given age group, expressed as a percentage
|-
|-
| [[ edu_literacy_25-64_uis | Literacy rate, population 25-64 years, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_literacy_25-64_uis
| Metric
| Number of literate persons in a given age group, expressed as a percentage
|-
|-
| [[ edu_literacy_eldery_65+_uis | Elderly literacy rate, population 65+ years, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_literacy_eldery_65+_uis
| Metric
| Number of literate persons in a given age group, expressed as a percentage
|-
|-
| [[ edu_literacy_youth_15-24_uis | Youth literacy rate, population 15-24 years, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_literacy_youth_15-24_uis
| Metric
| Number of literate persons in a given age group, expressed as a percentage
|-
|-
| [[ edu_male_literacy_25-64_uis | Literacy rate, population 25-64 years, male (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_male_literacy_25-64_uis
| Metric
| Number of literate persons in a given age group, expressed as a percentage
|-
|-
| [[ edu_male_literacy_adult_15+_uis | Adult literacy rate, population 15+ years, male (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_male_literacy_adult_15+_uis
| Metric
| Number of literate persons in a given age group, expressed as a percentage
|-
|-
| [[ edu_male_literacy_eldery_65+_uis | Elderly literacy rate, population 65+ years, male (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_male_literacy_eldery_65+_uis
| Metric
| Number of literate persons in a given age group, expressed as a percentage
|-
|-
| [[ edu_male_literacy_youth_15-24_uis | Youth literacy rate, population 15-24 years, male (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_male_literacy_youth_15-24_uis
| Metric
| Number of literate persons in a given age group, expressed as a percentage
|-
|-
| [[ edu_fem_illiteracy_25-64_uis | Illiterate population, 25-64 years, % female UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_fem_illiteracy_25-64_uis
| Metric
| Number of literate persons in a given age group, expressed as a percentage
|-
|-
| [[ edu_fem_illiteracy_adult_15+_uis | Adult illiterate population, 15+ years, % female UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_fem_illiteracy_adult_15+_uis
| Metric
| Number of literate persons in a given age group, expressed as a percentage
|-
|-
| [[ edu_fem_illiteracy_eldery_65+_uis | Elderly illiterate population, 65+ years, % female UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_fem_illiteracy_eldery_65+_uis
| Metric
| Number of literate persons in a given age group, expressed as a percentage
|-
|-
| [[ edu_fem_illiteracy_youth_15-24_uis | Youth illiterate population, 15-24 years, % female UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_fem_illiteracy_youth_15-24_uis
| Metric
| Number of literate persons in a given age group, expressed as a percentage
|-
|-
| [[ edu_fem_isced5_attainment_25+_uis | Educational attainment: at least completed short-cycle tertiary (ISCED 5 or higher), population 25+ years, female (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_fem_isced5_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_fem_isced7_attainment_25+_uis | Educational attainment: at least master's or equivalent (ISCED 7 or higher), population 25+ years, female (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_fem_isced7_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_fem_isced8_attainment_25+_uis | Educational attainment: doctoral or equivalent (ISCED 8), population 25+ years, female (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_fem_isced8_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_fem_isecd6_attainment_25+_uis | Educational attainment: at least bachelor's or equivalent (ISCED 6 or higher), population 25+ years, female (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_fem_isecd6_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_fem_lowsec_attainment_25+_uis | Educational attainment: at least completed lower secondary (ISCED 2 or higher), population 25+ years, female (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_fem_lowsec_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_fem_postsec_attainment_25+_uis | Educational attainment: at least completed post-secondary (ISCED 4 or higher), population 25+ years, female (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_fem_postsec_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_fem_pri_attainment_25+_uis | Educational attainment: at least completed primary (ISCED 1 or higher), population 25+ years, female (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_fem_pri_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_fem_upsec_attainment_25+_uis | Educational attainment: at least completed upper secondary (ISCED 3 or higher), population 25+ years, female (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_fem_upsec_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_isced5_attainment_25+_uis | Educational attainment: at least completed short-cycle tertiary (ISCED 5 or higher), population 25+ years, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_isced5_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_isced6_attainment_25+_uis | Educational attainment: at least bachelor's or equivalent (ISCED 6 or higher), population 25+ years, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_isced6_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_isced7_attainment_25+_uis | Educational attainment: at least master's or equivalent (ISCED 7 or higher), population 25+ years, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_isced7_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_isced8_attainment_25+_uis | Educational attainment: doctoral or equivalent (ISCED 8), population 25+ years, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_isced8_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_lowsec_attainment_25+_uis | Educational attainment: at least completed lower secondary (ISCED 2 or higher), population 25+ years, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_lowsec_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_male_isced5_attainment_25+_uis | Educational attainment: at least completed short-cycle tertiary (ISCED 5 or higher), population 25+ years, male (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_male_isced5_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_male_isced6_attainment_25+_uis | Educational attainment: at least bachelor's or equivalent (ISCED 6 or higher), population 25+ years, male (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_male_isced6_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_male_isced7_attainment_25+_uis | Educational attainment: at least master's or equivalent (ISCED 7 or higher), population 25+ years, male (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_male_isced7_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_male_isced8_attainment_25+_uis | Educational attainment: doctoral or equivalent (ISCED 8), population 25+ years, male (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_male_isced8_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_male_lowsec_attainment_25+_uis | Educational attainment: at least completed lower secondary (ISCED 2 or higher), population 25+ years, male (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_male_lowsec_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_male_postsec_attainment_25+_uis | Educational attainment: at least completed post-secondary (ISCED 4 or higher), population 25+ years, male (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_male_postsec_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_male_pri_attainment_25+_uis | Educational attainment: at least completed primary (ISCED 1 or higher), population 25+ years, male (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_male_pri_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_male_upsec_attainment_25+_uis | Educational attainment: at least completed upper secondary (ISCED 3 or higher), population 25+ years, male (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_male_upsec_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_postsec_attainment_25+_uis | Educational attainment: at least completed post-secondary (ISCED 4 or higher), population 25+ years, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_postsec_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_pri_attainment_25+_uis | Educational attainment: at least completed primary (ISCED 1 or higher), population 25+ years, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_pri_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_upsec_attainment_25+_uis | Educational attainment: at least completed upper secondary (ISCED 3 or higher), population 25+ years, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Performance
| Attainment
|
| edu_upsec_attainment_25+_uis
| Metric
| Attainment rate of population aged 25 and above
|-
|-
| [[ edu_fem_mean_years_schooling_25+_uis | Mean years of schooling (ISCED 1 or higher), population 25+ years, female UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_fem_mean_years_schooling_25+_uis
| Metric
| Average number of completed years of education
|-
|-
| [[ edu_male_mean_years_schooling_25+_uis | Mean years of schooling (ISCED 1 or higher), population 25+ years, male UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_male_mean_years_schooling_25+_uis
| Metric
| Average number of completed years of education
|-
|-
| [[ edu_mean_years_schooling_25+_uis | Mean years of schooling (ISCED 1 or higher), population 25+ years, both sexes UNESCO Institute for Statistics (UIS) ]]
| Participation
| Attainment
|
| edu_mean_years_schooling_25+_uis
| Metric
| Average number of completed years of education
|-
|-
| [[ stud_teach_ratio_lowsec_count_uis | Pupil-teacher ratio in lower secondary education (headcount basis) UNESCO Institute for Statistics (UIS) ]]
| Resources
| Personnel
|
| stud_teach_ratio_lowsec_count_uis
| Metric
| Average number of pupils per teacher at a given level of education.
|-
|-
| [[ stud_teach_ratio_pre_count_uis | Pupil-teacher ratio in pre-primary education (headcount basis) UNESCO Institute for Statistics (UIS) ]]
| Resources
| Personnel
|
| stud_teach_ratio_pre_count_uis
| Metric
| Average number of pupils per teacher at a given level of education.
|-
|-
| [[ stud_teach_ratio_pri_count_uis | Pupil-teacher ratio in primary education (headcount basis) UNESCO Institute for Statistics (UIS) ]]
| Resources
| Personnel
|
| stud_teach_ratio_pri_count_uis
| Metric
| Average number of pupils per teacher at a given level of education.
|-
|-
| [[ stud_teach_ratio_psnt_count_uis | Pupil-teacher ratio in post-secondary non-tertiary education (headcount basis) UNESCO Institute for Statistics (UIS) ]]
| Resources
| Personnel
|
| stud_teach_ratio_psnt_count_uis
| Metric
| Average number of pupils per teacher at a given level of education.
|-
|-
| [[ stud_teach_ratio_sec_count_uis | Pupil-teacher ratio in secondary education (headcount basis) UNESCO Institute for Statistics (UIS) ]]
| Resources
| Personnel
|
| stud_teach_ratio_sec_count_uis
| Metric
| Average number of pupils per teacher at a given level of education.
|-
|-
| [[ stud_teach_ratio_tert_count_uis | Pupil-teacher ratio in tertiary education (headcount basis) UNESCO Institute for Statistics (UIS) ]]
| Resources
| Personnel
|
| stud_teach_ratio_tert_count_uis
| Metric
| Average number of pupils per teacher at a given level of education.
|-
|-
| [[ stud_teach_ratio_upsec_count_uis | Pupil-teacher ratio in upper secondary education (headcount basis) UNESCO Institute for Statistics (UIS) ]]
| Resources
| Personnel
|
| stud_teach_ratio_upsec_count_uis
| Metric
| Average number of pupils per teacher at a given level of education.
|-
|-
| [[ edu_fem_lowsec_gross_enroll_ratio_uis | Gross enrolment ratio, lower secondary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_lowsec_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_fem_pre_gross_enroll_ratio_uis | Gross enrolment ratio, pre-primary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_pre_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_fem_pri_gross_enroll_ratio_uis | Gross enrolment ratio, primary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_pri_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_fem_psnt_gross_enroll_ratio_uis | Gross enrolment ratio, post-secondary non-tertiary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_psnt_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_fem_sec_gross_enroll_ratio_uis | Gross enrolment ratio, secondary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_sec_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_fem_ter_gross_enroll_ratio_uis | Gross enrolment ratio, tertiary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_ter_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_fem_upsec_gross_enroll_ratio_uis | Gross enrolment ratio, upper secondary, female (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_fem_upsec_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_lowsec_gross_enroll_ratio_uis | Gross enrolment ratio, lower secondary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_lowsec_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_male_lowsec_gross_enroll_ratio_uis | Gross enrolment ratio, lower secondary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_lowsec_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_male_pre_gross_enroll_ratio_uis | Gross enrolment ratio, pre-primary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_pre_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_male_pri_gross_enroll_ratio_uis | Gross enrolment ratio, primary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_pri_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_male_psnt_gross_enroll_ratio_uis | Gross enrolment ratio, post-secondary non-tertiary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_psnt_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_male_sec_gross_enroll_ratio_uis | Gross enrolment ratio, secondary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_sec_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_male_ter_gross_enroll_ratio_uis | Gross enrolment ratio, tertiary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_ter_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_male_upsec_gross_enroll_ratio_uis | Gross enrolment ratio, upper secondary, male (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_male_upsec_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_pre_gross_enroll_ratio_uis | Gross enrolment ratio, pre-primary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_pre_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_pri_gross_enroll_ratio_uis | Gross enrolment ratio, primary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_pri_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_psnt_gross_enroll_ratio_uis | Gross enrolment ratio, post-secondary non-tertiary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_psnt_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_sec_gross_enroll_ratio_uis | Gross enrolment ratio, secondary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_sec_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_ter_gross_enroll_ratio_uis | Gross enrolment ratio, tertiary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_ter_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_upsec_gross_enroll_ratio_uis | Gross enrolment ratio, upper secondary, both sexes (%) UNESCO Institute for Statistics (UIS) ]]
| Participation
| Inclusion
|
| edu_upsec_gross_enroll_ratio_uis
| Metric
| Gross enrollment ratio
|-
|-
| [[ edu_pub_exp_lowsec_gdp_UIS | Government expenditure on lower secondary education as a percentage of GDP (%) UNESCO Institute for Statistics (UIS) ]]
| Resources
| Expenditure
|
| edu_pub_exp_lowsec_gdp_UIS
| Metric
| Public expenditure on education as percentage of GDP
|-
|-
| [[ edu_pub_exp_pre_gdp_UIS | Government expenditure on pre-primary education as a percentage of GDP (%) UNESCO Institute for Statistics (UIS) ]]
| Resources
| Expenditure
|
| edu_pub_exp_pre_gdp_UIS
| Metric
| Public expenditure on education as percentage of GDP
|-
|-
| [[ edu_pub_exp_pri_gdp_UIS | Government expenditure on primary education as a percentage of GDP (%) UNESCO Institute for Statistics (UIS) ]]
| Resources
| Expenditure
|
| edu_pub_exp_pri_gdp_UIS
| Metric
| Public expenditure on education as percentage of GDP
|-
|-
| [[ edu_pub_exp_psnt_gdp_UIS | Government expenditure on post-secondary non-tertiary education as a percentage of GDP (%) UNESCO Institute for Statistics (UIS) ]]
| Resources
| Expenditure
|
| edu_pub_exp_psnt_gdp_UIS
| Metric
| Public expenditure on education as percentage of GDP
|-
|-
| [[ edu_pub_exp_sec_gdp_UIS | Government expenditure on secondary education as a percentage of GDP (%) UNESCO Institute for Statistics (UIS) ]]
| Resources
| Expenditure
|
| edu_pub_exp_sec_gdp_UIS
| Metric
| Public expenditure on education as percentage of GDP
|-
|-
| [[ edu_pub_exp_spsntv_gdp_UIS | Government expenditure on secondary and post-secondary non-tertiary vocational education as a percentage of GDP (%) UNESCO Institute for Statistics (UIS) ]]
| Resources
| Expenditure
|
| edu_pub_exp_spsntv_gdp_UIS
| Metric
| Public expenditure on education as percentage of GDP
|-
|-
| [[ edu_pub_exp_ter_gdp_UIS | Government expenditure on tertiary education as a percentage of GDP (%) UNESCO Institute for Statistics (UIS) ]]
| Resources
| Expenditure
|
| edu_pub_exp_ter_gdp_UIS
| Metric
| Public expenditure on education as percentage of GDP
|-
|-
| [[ edu_pub_exp_total_gdp_UIS | Government expenditure on education as a percentage of GDP (%) UNESCO Institute for Statistics (UIS) ]]
| Resources
| Expenditure
|
| edu_pub_exp_total_gdp_UIS
| Metric
| Public expenditure on education as percentage of GDP
|-
|-
| [[ edu_pub_exp_upsec_gdp_UIS | Government expenditure on upper secondary education as a percentage of GDP (%) UNESCO Institute for Statistics (UIS) ]]
| Resources
| Expenditure
|
| edu_pub_exp_upsec_gdp_UIS
| Metric
| Public expenditure on education as percentage of GDP
|-
|-
| [[ edu_exp_all_prv_ihh_uis | Initial household funding of education as a percentage of GDP UNESCO Institute for Statistics (UIS) ]]
| Resources
|
|
| edu_exp_all_prv_ihh_uis
| Metric
| Initial houselhold funding as a percentage of GDP
|-
|-
| [[ edu_exp_pri_prv_ihh_uis | Initial household funding of primary education as a percentage of GDP UNESCO Institute for Statistics (UIS) ]]
| Resources
|
|
| edu_exp_pri_prv_ihh_uis
| Metric
| Initial houselhold funding as a percentage of GDP
|-
|-
| [[ edu_exp_sec_prv_ihh_uis | Initial household funding of secondary education as a percentage of GDP UNESCO Institute for Statistics (UIS) ]]
| Resources
|
|
| edu_exp_sec_prv_ihh_uis
| Metric
| Initial houselhold funding as a percentage of GDP
|-
|-
| [[ edu_exp_ter_prv_ihh_uis | Initial household funding of tertiary education as a percentage of GDP UNESCO Institute for Statistics (UIS) ]]
| Resources
|
|
| edu_exp_ter_prv_ihh_uis
| Metric
| Initial houselhold funding as a percentage of GDP
|-
|}

Age of first selection (CRC 1342)

2020-11-26T18:49:29Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Metric |va..."

{{Indicator
|datatype = Numeric
|scale = Metric
|valuelabels = NA (no information available)
|techname = edu_first_select
|category= [[Education_and_training|Education and training]]
|label = Age of first selection
|relatedindicators = , edu_civic, edu_relig, edu_marx_lenin, edu_dur_he, edu_dur_vet, edu_dur_up_sec, edu_dur_pri, edu_dur_low_sec, edu_med_instr
|description = This variable refers to the age in years of the first insitutionally required selection of pupils/students into different schools.
|codingrules = The youngest age possible is used, because this happens mostly after a school-year where ages of pupils/students differ. Normally it is merit-based. The date (year) this value refers is recorded in chronological order so that developments over time can be tracked.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Differentiation

The category differentiation specifies two different aspects of differentiation: stratification between ability or content groups (academic vs. technical schools) and aspects of standardization for all school types. Both types if indicators include introduction years, specified under basic legal regulations.

The tracking indicator is the binary specification of the stratification indicator, specifying if there is a tracked education system in place at any given year. Between-school and within-school tracking are coded the same, if it leads to different certificates influencing career options after compulsory schooling the system is coded as tracked. It is important, that there is the possibility of obtaining specified certificates at the end of the thematic of aptitude-based tracks. Due to the close connection of the indicators relating to stratification, standardization and school tracks, there is often additional information on the structure of the educational system given.

Age of first Selection refers to the age of the students first separation into different tracks of schooling, often accompanied by aptitude exams. Here the earliest age at which students are normally taking this exam is coded. If there are multiple exams, only the first value is coded.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = NA (no information available)
|revisions = NA (no information available)
|sources = Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

UNESCO National Profiles
}}

Duration of VET (CRC 1342)

2020-11-26T18:42:48Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Metric |valuela..."

{{Indicator
|datatype = Numeric
|scale = Metric
|valuelabels = NA (no information available)
|techname = edu_dur_vet
|category= [[Education_and_training|Education and training]]
|label = Duration of VET
|relatedindicators = edu_first_select, edu_civic, edu_relig, edu_marx_lenin, edu_dur_he, edu_dur_up_sec, edu_dur_pri, edu_dur_low_sec, edu_med_instr
|description = This indicator refers to the duration of vocational education and training that is offered by the state in the respective year.
|codingrules = Only institutionalized vocational training is recognized. Vocational education is defined through the designation for learners to acquire the knowledge, skills and competencies specific to a particular occupation, trade, or class of occupations. Such programs may have work-based components (e.g. apprenticeships, dual-system education programs). The completion leads to labor-market relevant qualifications acknowledged by national authorities and/or labor market.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Durations

Indicators containing durations specify the official minimum duration of a given level of education. This can entail the duration of all compulsory levels, split into the primary and secondary sector as well as non-compulsory durations such as state-wide, state offered programs such as pre-school or higher education.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = NA (no information available)
|revisions = NA (no information available)
|sources =

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

UNESCO National Profiles

IBE

UNESCO-IBE
}}

Duration of upper secondary education (CRC 1342)

2020-11-26T18:31:51Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Metric |valu..."

{{Indicator
|datatype = Numeric
|scale = Metric
|valuelabels = NA (no information available)
|techname = edu_dur_up_sec
|category= [[Education_and_training|Education and training]]
|label = Duration of upper secondary education
|relatedindicators = edu_first_select, edu_civic, edu_relig, edu_marx_lenin, edu_dur_he, edu_dur_vet, edu_dur_pri, edu_dur_low_sec, edu_med_instr
|description = This indicator refers to the duration of upper secondary education that is offered by the state in the respective year.
|codingrules =

School levels: The dataset differentiates between 4 different levels of education. Pre-school is specifically named as such by the state and can entail programs for all ages from birth to school entry-age. It is important to note, however, that only state provided programs available for all children are coded. Programs organized by municipalities and funded by the state are not included in the dataset. The program must be available for the entire population to attend, there is however no differentiation between compulsory or non-compulsory programs for the duration aspect, the introduction however includes only compulsory programs. Primary education counts as basic education. The secondary schooling level is separated into lower and upper secondary. Many states include only the primary and lower secondary levels into the compulsory school program, but only the attendance of the upper secondary sector allows access to higher education. In some cases, the secondary sector is not split into two levels, but the completion of this level still leads directly to higher education, this is then coded as “upper secondary” education. States specify individually which levels are compulsory, which age groups attend which levels, and the complexity of the material per level. The levels are defined differently by each state and are therefore not standardized through by the international standard classification of education (ISCED). A student completing lower secondary education in one state could therefore have a different knowledge-base than a student from another state completing the same level, regardless of age. This, however, is dependent on the states and the diffusion of these standards is part of the question, for which this dataset was developed. To reiterate, we define primary schooling as the first level giving basic education to students. Upper secondary is the education that leads to higher education. Lower secondary is then between those two levels; more advanced than basic education, but not leading directly to higher education.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Durations

Indicators containing durations specify the official minimum duration of a given level of education. This can entail the duration of all compulsory levels, split into the primary and secondary sector as well as non-compulsory durations such as state-wide, state offered programs such as pre-school or higher education.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = NA (no information available)
|revisions = NA (no information available)
|sources = Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

UNESCO-IBE, Samady (2001)

Brewer et al. 2007

Ali 2018

UNESCO

Motala et al. (2007)
}}

Duration of primary education (CRC 1342)

2020-11-26T18:03:50Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Metric |valuela..."

{{Indicator
|datatype = Numeric
|scale = Metric
|valuelabels = NA (no information available)
|techname = edu_dur_pri
|category= [[Education_and_training|Education and training]]
|label = Duration of primary education
|relatedindicators = edu_first_select, edu_civic, edu_relig, edu_marx_lenin, edu_dur_he, edu_dur_vet, edu_dur_up_sec, edu_dur_low_sec, edu_med_instr
|description = This indicator refers to the duration of primary education that is offered by the state in the respective year.
|codingrules = School levels: The dataset differentiates between 4 different levels of education. Pre-school is specifically named as such by the state and can entail programs for all ages from birth to school entry-age. It is important to note, however, that only state provided programs available for all children are coded. Programs organized by municipalities and funded by the state are not included in the dataset. The program must be available for the entire population to attend, there is however no differentiation between compulsory or non-compulsory programs for the duration aspect, the introduction however includes only compulsory programs. Primary education counts as basic education. The secondary schooling level is separated into lower and upper secondary. Many states include only the primary and lower secondary levels into the compulsory school program, but only the attendance of the upper secondary sector allows access to higher education. In some cases, the secondary sector is not split into two levels, but the completion of this level still leads directly to higher education, this is then coded as “upper secondary” education. States specify individually which levels are compulsory, which age groups attend which levels, and the complexity of the material per level. The levels are defined differently by each state and are therefore not standardized through by the international standard classification of education (ISCED). A student completing lower secondary education in one state could therefore have a different knowledge-base than a student from another state completing the same level, regardless of age. This, however, is dependent on the states and the diffusion of these standards is part of the question, for which this dataset was developed. To reiterate, we define primary schooling as the first level giving basic education to students. Upper secondary is the education that leads to higher education. Lower secondary is then between those two levels; more advanced than basic education, but not leading directly to higher education.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Durations

Indicators containing durations specify the official minimum duration of a given level of education. This can entail the duration of all compulsory levels, split into the primary and secondary sector as well as non-compulsory durations such as state-wide, state offered programs such as pre-school or higher education.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = NA (no information available)
|revisions = NA (no information available)
|sources = Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Sahlberg (2009)

Campus OEI

Ali 2018

Hali Access Network
}}

Duration of pre-school education (CRC 1342)

2020-11-26T17:58:32Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Metric |valuela..."

{{Indicator
|datatype = Numeric
|scale = Metric
|valuelabels = NA (no information available)
|techname = edu_dur_pre
|category= [[Education_and_training|Education and training]]
|label = Duration of pre-school education
|relatedindicators = NA (no information available)
|description = This indicator refers to the duration of pre-school education offered by the state.
|codingrules =

School levels: The dataset differentiates between 4 different levels of education. Pre-school is specifically named as such by the state and can entail programs for all ages from birth to school entry-age. It is important to note, however, that only state provided programs available for all children are coded. Programs organized by municipalities and funded by the state are not included in the dataset. The program must be available for the entire population to attend, there is however no differentiation between compulsory or non-compulsory programs for the duration aspect, the introduction however includes only compulsory programs. Primary education counts as basic education. The secondary schooling level is separated into lower and upper secondary. Many states include only the primary and lower secondary levels into the compulsory school program, but only the attendance of the upper secondary sector allows access to higher education. In some cases, the secondary sector is not split into two levels, but the completion of this level still leads directly to higher education, this is then coded as “upper secondary” education. States specify individually which levels are compulsory, which age groups attend which levels, and the complexity of the material per level. The levels are defined differently by each state and are therefore not standardized through by the international standard classification of education (ISCED). A student completing lower secondary education in one state could therefore have a different knowledge-base than a student from another state completing the same level, regardless of age. This, however, is dependent on the states and the diffusion of these standards is part of the question, for which this dataset was developed. To reiterate, we define primary schooling as the first level giving basic education to students. Upper secondary is the education that leads to higher education. Lower secondary is then between those two levels; more advanced than basic education, but not leading directly to higher education.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Durations

Indicators containing durations specify the official minimum duration of a given level of education. This can entail the duration of all compulsory levels, split into the primary and secondary sector as well as non-compulsory durations such as state-wide, state offered programs such as pre-school or higher education.

For further information see the Technical Paper:
|citation = NA (no information available)
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = NA (no information available)
|revisions = NA (no information available)
|sources = NA (no information available)
}}

Duration of lower secondary education (CRC 1342)

2020-11-26T17:58:00Z

PhilipR:

{{Indicator
|datatype = Numeric
|scale = Metric
|valuelabels = NA (no information available)
|techname = edu_dur_low_sec
|category= [[Education_and_training|Education and training]]
|label = Duration of lower secondary education
|relatedindicators = edu_first_select, edu_civic, edu_relig, edu_marx_lenin, edu_dur_he, edu_dur_vet, edu_dur_up_sec, edu_dur_pri, edu_med_instr
|description = This indicator refers to the duration of lower-secondary education that is offered by the state in the respective year.
|codingrules =
School levels: The dataset differentiates between 4 different levels of education. Pre-school is specifically named as such by the state and can entail programs for all ages from birth to school entry-age. It is important to note, however, that only state provided programs available for all children are coded. Programs organized by municipalities and funded by the state are not included in the dataset. The program must be available for the entire population to attend, there is however no differentiation between compulsory or non-compulsory programs for the duration aspect, the introduction however includes only compulsory programs.
Primary education counts as basic education. The secondary schooling level is separated into lower and upper secondary. Many states include only the primary and lower secondary levels into the compulsory school program, but only the attendance of the upper secondary sector allows access to higher education. In some cases, the secondary sector is not split into two levels, but the completion of this level still leads directly to higher education, this is then coded as “upper secondary” education.
States specify individually which levels are compulsory, which age groups attend which levels, and the complexity of the material per level. The levels are defined differently by each state and are therefore not standardized through by the international standard classification of education (ISCED). A student completing lower secondary education in one state could therefore have a different knowledge-base than a student from another state completing the same level, regardless of age. This, however, is dependent on the states and the diffusion of these standards is part of the question, for which this dataset was developed. To reiterate, we define primary schooling as the first level giving basic education to students. Upper secondary is the education that leads to higher education. Lower secondary is then between those two levels; more advanced than basic education, but not leading directly to higher education.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Durations

Indicators containing durations specify the official minimum duration of a given level of education. This can entail the duration of all compulsory levels, split into the primary and secondary sector as well as non-compulsory durations such as state-wide, state offered programs such as pre-school or higher education.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = NA (no information available)
|revisions = NA (no information available)
|sources = Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Dale (1959),

U.S. Government (1947), ILO

Brewer et al. 2007

UNESCO 2018

Motala et al. (2007)
}}

Duration of minimum education in years (CRC 1342)

2020-11-26T17:49:01Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Metric |valuela..."

{{Indicator
|datatype = Numeric
|scale = Metric
|valuelabels = NA (no information available)
|techname = edu_dur_min
|category= [[Education_and_training|Education and training]]
|label = Duration of minimum education in years
|relatedindicators = NA (no information available)
|description = This indicator refers to the duration of minimum education in years.
|codingrules = It is the length of compulsory education in years. This indicator refers to the minimum of compulsory-schooling and requires the duration in years.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Durations

Indicators containing durations specify the official minimum duration of a given level of education. This can entail the duration of all compulsory levels, split into the primary and secondary sector as well as non-compulsory durations such as state-wide, state offered programs such as pre-school or higher education.

For further information see the Technical Paper:

|citation = NA (no information available)
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = NA (no information available)
|revisions = NA (no information available)
|sources = NA (no information available)
}}

Duration of lower secondary education (CRC 1342)

2020-11-26T17:32:44Z

PhilipR:

Duration of lower secondary education (CRC 1342)

2020-11-26T17:32:23Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Metric |val..."

Duration of higher education (CRC 1342)

2020-11-26T17:28:29Z

PhilipR:

{{Indicator
|datatype = Numeric
|scale = Metric
|valuelabels = NA (no information available)
|techname = edu_dur_he
|category= [[Education_and_training|Education and training]]
|label = Duration of higher education
|relatedindicators = edu_first_select, edu_civic, edu_relig, edu_marx_lenin, edu_dur_vet, edu_dur_up_sec, edu_dur_pri, edu_dur_low_sec, edu_med_instr
|description = This indicator refers to the duration of higher education that is offered by the state in the respective year.
|codingrules = The duration here is from after formal school to first Graduation e.g. Bachelor s Degree.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Durations

Indicators containing durations specify the official minimum duration of a given level of education. This can entail the duration of all compulsory levels, split into the primary and secondary sector as well as non-compulsory durations such as state-wide, state offered programs such as pre-school or higher education.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = NA (no information available)
|revisions = NA (no information available)
|sources = Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

UNESCO National Profiles

UNESCO-IBE
}}

Duration of higher education (CRC 1342)

2020-11-26T17:18:09Z

PhilipR:

{{Indicator
|datatype = Numeric
|scale = Metric
|valuelabels = NA (no information available)
|techname = edu_dur_he
|category= [[Education_and_training|Education and training]]
|label = Duration of higher education
|relatedindicators = edu_first_select, edu_civic, edu_relig, edu_marx_lenin, edu_dur_vet, edu_dur_up_sec, edu_dur_pri, edu_dur_low_sec, edu_med_instr
|description = This indicator refers to the duration of higher education that is offered by the state in the respective year.
|codingrules = The duration here is from after formal school to first Graduation e.g. Bachelor s Degree.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Durations

Indicators containing durations specify the official minimum duration of a given level of education. This can entail the duration of all compulsory levels, split into the primary and secondary sector as well as non-compulsory durations such as state-wide, state offered programs such as pre-school or higher education.
For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = NA (no information available)
|revisions = NA (no information available)
|sources = Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

UNESCO National Profiles

UNESCO-IBE
}}

Duration of higher education (CRC 1342)

2020-11-26T17:16:40Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Metric |valuelab..."

{{Indicator
|datatype = Numeric
|scale = Metric
|valuelabels = NA (no information available)
|techname = edu_dur_he
|category= [[Education_and_training|Education and training]]
|label = Duration of higher education
|relatedindicators = edu_first_select, edu_civic, edu_relig, edu_marx_lenin, edu_dur_vet, edu_dur_up_sec, edu_dur_pri, edu_dur_low_sec, edu_med_instr
|description = This indicator refers to the duration of higher education that is offered by the state in the respective year.
|codingrules = The duration here is from after formal school to first Graduation e.g. Bachelor s Degree.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Durations

Indicators containing durations specify the official minimum duration of a given level of education. This can entail the duration of all compulsory levels, split into the primary and secondary sector as well as non-compulsory durations such as state-wide, state offered programs such as pre-school or higher education.

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = NA (no information available)
|revisions = NA (no information available)
|sources = Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

UNESCO National Profiles

UNESCO-IBE
}}

Between school tracking binary (CRC 1342)

2020-11-26T16:19:37Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Binary |valuelabe..."

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_track
|category= [[Education_and_training|Education and training]]
|label = Between school tracking binary
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to the questions whether there are different certificates after the first selection of pupils/students into different types of schools.
|codingrules = The tracking indicator is the binary specification of the stratification indicator, specifying if there is a tracked education system in place at any given year. Between-school and within-school tracking are coded the same, if it leads to different certificates influencing career options after compulsory schooling the system is coded as tracked. It is important, that there is the possibility of obtaining specified certificates at the end of the thematic of aptitude-based tracks. Due to the close connection of the indicators relating to stratification, standardization and school tracks, there is often additional information on the structure of the educational system given. The category differentiation specifies two different aspects of differentiation: stratification between ability or content groups (academic vs. technical schools) and aspects of standardization for all school types. Both types if indicators include introduction years, specified under basic legal regulations.

Stratification can be defined as the establishment of different school tracks. Ideally, each school track leads to a specific certificate and enables or prevents the attendance of higher education or trade schools. The stratification can be defined by aptitude or interest. School systems that allow the choice of different school orientations leading to a similar or even the same certificate are not coded here. The corresponding binary indicator tracking is sorted into the category differentiation.

Standardization gives information on similar content than the tracking indicator. In this indicator we show the introduction of national examina. These exams can either lead to the stratification into different tracks, allow the progression to higher school levels or Universities, or simply review students’ knowledge. There are different types of examina: Belgium for example, has different school tracks (some leading to a higher education, some to vocational education), but no standardized examinations when entering or when leaving school. Germany on the other hand, has both. There are multiple school tracks (Gymnasium, Realschule etc. ) but there is also a state wide exam (Zentralabitur) for the Gymnasium track and for most other tracks as well (except leaving without certificate). The grades of this exam often further differentiate access to higher education. In summary the “national” component is important, specifying that tests administered by municipalities or a school council are not included. Further information of e.g. changes in national examinations or restrictions depending on the school track are recorded in the comment-cell. An indicator for the introduction of standardized structures is available also for vocational education and training (VET), even though not an aspect of compulsory schooling, some countries offer a state wide standardization of certificates for trades. This is also considered state affairs and therefore part of education and training.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources =

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

IBE

Marlow-Feruson
}}

Standardised teacher training binary (CRC 1342)

2020-11-26T15:39:59Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Bi..."

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_intr_teach_train_bin
|category= [[Education_and_training|Education and training]]
|label = Standardised teacher training binary
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This variable refers to there exists centralized teacher training. It is coded as 1 = Yes and 0 = No.
|codingrules = This indicator describes the introduction/existence of a state-wide teacher training system. This could be specific schools, a centrally organized class and in-school training or university programs. The intention for this indicator is to specify, if the state set a standard for teacher training that is effective for the entire state.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.
}}

Introduction of standardised teacher training (CRC 1342)

2020-11-26T15:38:40Z

PhilipR:

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_teach_train
|category= [[Education_and_training|Education and training]]
|label = Introduction of standardised teacher training
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This variable refers to the year of introduction of centralized teacher training.
|codingrules = This indicator describes the introduction of a state-wide teacher training system. This could be specific schools, a centrally organized class and in-school training or university programs. The intention for this indicator is to specify, if the state set a standard for teacher training that is effective for the entire state.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.
}}

Introduction of standardised teacher training (CRC 1342)

2020-11-26T15:21:15Z

PhilipR: Created page with " {{Indicator |datatype = Date |scale = Date |val..."

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_teach_train
|category= [[Education_and_training|Education and training]]
|label = Introduction of standardised teacher training
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This variable refers to the year of introduction of centralized teacher training.
|codingrules = This indicator describes the introduction of a state-wide teacher training system. This could be specific schools, a centrally organized class and in-school training or university programs. The intention for this indicator is to specify, if the state set a standard for teacher training that is effective for the entire state.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.
}}

Introduction of a stratified education system (CRC 1342)

2020-11-26T15:03:52Z

PhilipR: Created page with " {{Indicator |datatype = Date |scale = Date |value..."

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_sys_strat
|category= [[Education_and_training|Education and training]]
|label = Introduction of a stratified education system
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to the year of introduction or abolition of multiple school tracks. Multiple school tracks means, different types of school that lead to different certificates which in turn determine e.g. the entrance to higher education.
|codingrules = Ideally, each school track leads to a specific certificate and enables /does not enable higher education. Only the first date of stratification is mentioned.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

Stratification can be defined as the establishment of different school tracks. Ideally, each school track leads to a specific certificate and enables or prevents the attendance of higher education or trade schools. The stratification can be defined by aptitude or interest. School systems that allow the choice of different school orientations leading to a similar or even the same certificate are not coded here. The corresponding binary indicator tracking is sorted into the category differentiation.

Standardization gives information on similar content than the tracking indicator. In this indicator we show the introduction of national examina. These exams can either lead to the stratification into different tracks, allow the progression to higher school levels or Universities, or simply review students’ knowledge. There are different types of examina: Belgium for example, has different school tracks (some leading to a higher education, some to vocational education), but no standardized examinations when entering or when leaving school. Germany on the other hand, has both. There are multiple school tracks (Gymnasium, Realschule etc. ) but there is also a state wide exam (Zentralabitur) for the Gymnasium track and for most other tracks as well (except leaving without certificate). The grades of this exam often further differentiate access to higher education.

In summary the “national” component is important, specifying that tests administered by municipalities or a school council are not included. Further information of e.g. changes in national examinations or restrictions depending on the school track are recorded in the comment-cell. An indicator for the introduction of standardized structures is available also for vocational education and training (VET), even though not an aspect of compulsory schooling, some countries offer a state wide standardization of certificates for trades. This is also considered state affairs and therefore part of education and training. Another indicator coded in this category is centralized teacher training. This indicator describes the introduction of a state-wide teacher training system. This could be specific schools, a centrally organized class and in-school training or university programs. The intention for this indicator is to specify, if the state set a standard for teacher training that is effective for the entire state.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources =

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.
}}

Common entrance or exit exam binary (CRC 1342)

2020-11-26T14:21:30Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Bina..."

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_intr_sys_stand_bin
|category= [[Education_and_training|Education and training]]
|label = Common entrance or exit exam binary
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to the existence of national examina either for leaving or entering school. It is coded as 1 = Yes and 0 = No.
|codingrules = For example: Belgium where there are different school tracks (some leading to a higher education, some to vocational education) but no standardized examinations when entering or when leaving school. Germany on the other hand, has both. There are multiple school tracks (Gymnasium, Realschule etc. ) but there is also a country wide exam (Zentralabitur) for the Gymnasium track and for most other tracks as well (except leaving without certificate). It is important to emphasize here the “national” component, which states that tests administrated by municipalities or a school council are not included.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

Stratification can be defined as the establishment of different school tracks. Ideally, each school track leads to a specific certificate and enables or prevents the attendance of higher education or trade schools. The stratification can be defined by aptitude or interest. School systems that allow the choice of different school orientations leading to a similar or even the same certificate are not coded here. The corresponding binary indicator tracking is sorted into the category differentiation.

Standardization gives information on similar content than the tracking indicator. In this indicator we show the introduction of national examina. These exams can either lead to the stratification into different tracks, allow the progression to higher school levels or Universities, or simply review students’ knowledge. There are different types of examina: Belgium for example, has different school tracks (some leading to a higher education, some to vocational education), but no standardized examinations when entering or when leaving school. Germany on the other hand, has both. There are multiple school tracks (Gymnasium, Realschule etc. ) but there is also a state wide exam (Zentralabitur) for the Gymnasium track and for most other tracks as well (except leaving without certificate). The grades of this exam often further differentiate access to higher education.

In summary the “national” component is important, specifying that tests administered by municipalities or a school council are not included. Further information of e.g. changes in national examinations or restrictions depending on the school track are recorded in the comment-cell. An indicator for the introduction of standardized structures is available also for vocational education and training (VET), even though not an aspect of compulsory schooling, some countries offer a state wide standardization of certificates for trades. This is also considered state affairs and therefore part of education and training. Another indicator coded in this category is centralized teacher training. This indicator describes the introduction of a state-wide teacher training system. This could be specific schools, a centrally organized class and in-school training or university programs. The intention for this indicator is to specify, if the state set a standard for teacher training that is effective for the entire state.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Postlethwaite 1 (Comparative Education),
}}

Introduction of common entrance or exit exam (CRC 1342)

2020-11-26T14:20:15Z

PhilipR:

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_sys_stand
|category= [[Education_and_training|Education and training]]
|label = Introduction of common entrance or exit exam
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to the year of introduction of national examina either for leaving or entering school.
|codingrules = For example: Belgium where there are different school tracks (some leading to a higher education, some to vocational education) but no standardized examinations when entering or when leaving school. Germany on the other hand, has both. There are multiple school tracks (Gymnasium, Realschule etc. ) but there is also a country wide exam (Zentralabitur) for the Gymnasium track and for most other tracks as well (except leaving without certificate). It is important to emphasize here the “national” component, which states that tests administrated by municipalities or a school council are not included.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

Stratification can be defined as the establishment of different school tracks. Ideally, each school track leads to a specific certificate and enables or prevents the attendance of higher education or trade schools. The stratification can be defined by aptitude or interest. School systems that allow the choice of different school orientations leading to a similar or even the same certificate are not coded here. The corresponding binary indicator tracking is sorted into the category differentiation.

Standardization gives information on similar content than the tracking indicator. In this indicator we show the introduction of national examina. These exams can either lead to the stratification into different tracks, allow the progression to higher school levels or Universities, or simply review students’ knowledge. There are different types of examina: Belgium for example, has different school tracks (some leading to a higher education, some to vocational education), but no standardized examinations when entering or when leaving school. Germany on the other hand, has both. There are multiple school tracks (Gymnasium, Realschule etc. ) but there is also a state wide exam (Zentralabitur) for the Gymnasium track and for most other tracks as well (except leaving without certificate). The grades of this exam often further differentiate access to higher education.

In summary the “national” component is important, specifying that tests administered by municipalities or a school council are not included. Further information of e.g. changes in national examinations or restrictions depending on the school track are recorded in the comment-cell. An indicator for the introduction of standardized structures is available also for vocational education and training (VET), even though not an aspect of compulsory schooling, some countries offer a state wide standardization of certificates for trades. This is also considered state affairs and therefore part of education and training. Another indicator coded in this category is centralized teacher training. This indicator describes the introduction of a state-wide teacher training system. This could be specific schools, a centrally organized class and in-school training or university programs. The intention for this indicator is to specify, if the state set a standard for teacher training that is effective for the entire state.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources =

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Postlethwaite 1 (Comparative Education)
}}

Introduction of common entrance or exit exam (CRC 1342)

2020-11-26T14:14:10Z

PhilipR: Created page with " {{Indicator |datatype = Date |scale = Date |value..."

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_sys_stand
|category= [[Education_and_training|Education and training]]
|label = Introduction of common entrance or exit exam
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to the year of introduction of national examina either for leaving or entering school.
|codingrules = For example: Belgium where there are different school tracks (some leading to a higher education, some to vocational education) but no standardized examinations when entering or when leaving school. Germany on the other hand, has both. There are multiple school tracks (Gymnasium, Realschule etc. ) but there is also a country wide exam (Zentralabitur) for the Gymnasium track and for most other tracks as well (except leaving without certificate). It is important to emphasize here the “national” component, which states that tests administrated by municipalities or a school council are not included.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

Stratification can be defined as the establishment of different school tracks. Ideally, each school track leads to a specific certificate and enables or prevents the attendance of higher education or trade schools. The stratification can be defined by aptitude or interest. School systems that allow the choice of different school orientations leading to a similar or even the same certificate are not coded here. The corresponding binary indicator tracking is sorted into the category differentiation.

Standardization gives information on similar content than the tracking indicator. In this indicator we show the introduction of national examina. These exams can either lead to the stratification into different tracks, allow the progression to higher school levels or Universities, or simply review students’ knowledge. There are different types of examina: Belgium for example, has different school tracks (some leading to a higher education, some to vocational education), but no standardized examinations when entering or when leaving school. Germany on the other hand, has both. There are multiple school tracks (Gymnasium, Realschule etc. ) but there is also a state wide exam (Zentralabitur) for the Gymnasium track and for most other tracks as well (except leaving without certificate). The grades of this exam often further differentiate access to higher education.

In summary the “national” component is important, specifying that tests administered by municipalities or a school council are not included. Further information of e.g. changes in national examinations or restrictions depending on the school track are recorded in the comment-cell. An indicator for the introduction of standardized structures is available also for vocational education and training (VET), even though not an aspect of compulsory schooling, some countries offer a state wide standardization of certificates for trades. This is also considered state affairs and therefore part of education and training. Another indicator coded in this category is centralized teacher training. This indicator describes the introduction of a state-wide teacher training system. This could be specific schools, a centrally organized class and in-school training or university programs. The intention for this indicator is to specify, if the state set a standard for teacher training that is effective for the entire state.
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources =

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Postlethwaite 1 (Comparative Education)
}}

Introduction of common vocational education system (CRC 1342)

2020-11-26T13:44:12Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Bina..."

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_intr_stand_vet_bin
|category= [[Education_and_training|Education and training]]
|label = Introduction of common vocational education system binary
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to whether there exists a common certificate for vocational education and training. It is coded as 1 = Yes and 0 = No.
|codingrules = Only VET, not forms of education for employees. Vocational education and training (VET) is defined through the designation for learners to acquire the knowledge, skills and competencies specific to a particular occupation, trade, or class of occupations. Such programs may have work-based components (e.g. apprenticeships, dual-system education programs). The completion leads to labor-market relevant qualifications acknowledged by national authorities and/or labor market.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

Stratification can be defined as the establishment of different school tracks. Ideally, each school track leads to a specific certificate and enables or prevents the attendance of higher education or trade schools. The stratification can be defined by aptitude or interest. School systems that allow the choice of different school orientations leading to a similar or even the same certificate are not coded here. The corresponding binary indicator tracking is sorted into the category differentiation. Standardization gives information on similar content than the tracking indicator. In this indicator we show the introduction of national examina. These exams can either lead to the stratification into different tracks, allow the progression to higher school levels or Universities, or simply review students’ knowledge. There are different types of examina: Belgium for example, has different school tracks (some leading to a higher education, some to vocational education), but no standardized examinations when entering or when leaving school. Germany on the other hand, has both. There are multiple school tracks (Gymnasium, Realschule etc. ) but there is also a state wide exam (Zentralabitur) for the Gymnasium track and for most other tracks as well (except leaving without certificate). The grades of this exam often further differentiate access to higher education. In summary the “national” component is important, specifying that tests administered by municipalities or a school council are not included. Further information of e.g. changes in national examinations or restrictions depending on the school track are recorded in the comment-cell. An indicator for the introduction of standardized structures is available also for vocational education and training (VET), even though not an aspect of compulsory schooling, some countries offer a state wide standardization of certificates for trades. This is also considered state affairs and therefore part of education and training. Another indicator coded in this category is centralized teacher training. This indicator describes the introduction of a state-wide teacher training system. This could be specific schools, a centrally organized class and in-school training or university programs. The intention for this indicator is to specify, if the state set a standard for teacher training that is effective for the entire state.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources =

Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Postlethwaite 2 (National Systems of Education)

INHES
}}

Introduction of common vocational education system binary (CRC 1342)

2020-11-26T13:42:05Z

PhilipR:

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_stand_vet
|category= [[Education_and_training|Education and training]]
|label = Introduction of common vocational education system
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, _bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to the year of introduction or abolition of a common certificate for vocational education and training.
|codingrules = Only VET, not forms of education for employees. Vocational education and training (VET) is defined through the designation for learners to acquire the knowledge, skills and competencies specific to a particular occupation, trade, or class of occupations. Such programs may have work-based components (e.g. apprenticeships, dual-system education programs). The completion leads to labor-market relevant qualifications acknowledged by national authorities and/or labor market.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels.
Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred.
The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

Stratification can be defined as the establishment of different school tracks. Ideally, each school track leads to a specific certificate and enables or prevents the attendance of higher education or trade schools. The stratification can be defined by aptitude or interest. School systems that allow the choice of different school orientations leading to a similar or even the same certificate are not coded here. The corresponding binary indicator tracking is sorted into the category differentiation.
Standardization gives information on similar content than the tracking indicator. In this indicator we show the introduction of national examina. These exams can either lead to the stratification into different tracks, allow the progression to higher school levels or Universities, or simply review students’ knowledge. There are different types of examina: Belgium for example, has different school tracks (some leading to a higher education, some to vocational education), but no standardized examinations when entering or when leaving school. Germany on the other hand, has both. There are multiple school tracks (Gymnasium, Realschule etc. ) but there is also a state wide exam (Zentralabitur) for the Gymnasium track and for most other tracks as well (except leaving without certificate). The grades of this exam often further differentiate access to higher education.
In summary the “national” component is important, specifying that tests administered by municipalities or a school council are not included. Further information of e.g. changes in national examinations or restrictions depending on the school track are recorded in the comment-cell.
An indicator for the introduction of standardized structures is available also for vocational education and training (VET), even though not an aspect of compulsory schooling, some countries offer a state wide standardization of certificates for trades. This is also considered state affairs and therefore part of education and training.
Another indicator coded in this category is centralized teacher training. This indicator describes the introduction of a state-wide teacher training system. This could be specific schools, a centrally organized class and in-school training or university programs. The intention for this indicator is to specify, if the state set a standard for teacher training that is effective for the entire state.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Postlethwaite 2 (National Systems of Education)

INHES
}}

Introduction of common vocational education system binary (CRC 1342)

2020-11-26T13:38:11Z

PhilipR: Created page with " {{Indicator |datatype = Date |scale = Date |value..."

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_stand_vet
|category= [[Education_and_training|Education and training]]
|label = Introduction of common vocational education system
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, _bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to the year of introduction or abolition of a common certificate for vocational education and training.
|codingrules = Only VET, not forms of education for employees. Vocational education and training (VET) is defined through the designation for learners to acquire the knowledge, skills and competencies specific to a particular occupation, trade, or class of occupations. Such programs may have work-based components (e.g. apprenticeships, dual-system education programs). The completion leads to labor-market relevant qualifications acknowledged by national authorities and/or labor market.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels.
Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred.
The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

Stratification can be defined as the establishment of different school tracks. Ideally, each school track leads to a specific certificate and enables or prevents the attendance of higher education or trade schools. The stratification can be defined by aptitude or interest. School systems that allow the choice of different school orientations leading to a similar or even the same certificate are not coded here. The corresponding binary indicator tracking is sorted into the category differentiation.
Standardization gives information on similar content than the tracking indicator. In this indicator we show the introduction of national examina. These exams can either lead to the stratification into different tracks, allow the progression to higher school levels or Universities, or simply review students’ knowledge. There are different types of examina: Belgium for example, has different school tracks (some leading to a higher education, some to vocational education), but no standardized examinations when entering or when leaving school. Germany on the other hand, has both. There are multiple school tracks (Gymnasium, Realschule etc. ) but there is also a state wide exam (Zentralabitur) for the Gymnasium track and for most other tracks as well (except leaving without certificate). The grades of this exam often further differentiate access to higher education.
In summary the “national” component is important, specifying that tests administered by municipalities or a school council are not included. Further information of e.g. changes in national examinations or restrictions depending on the school track are recorded in the comment-cell.
An indicator for the introduction of standardized structures is available also for vocational education and training (VET), even though not an aspect of compulsory schooling, some countries offer a state wide standardization of certificates for trades. This is also considered state affairs and therefore part of education and training.
Another indicator coded in this category is centralized teacher training. This indicator describes the introduction of a state-wide teacher training system. This could be specific schools, a centrally organized class and in-school training or university programs. The intention for this indicator is to specify, if the state set a standard for teacher training that is effective for the entire state.

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Postlethwaite 2 (National Systems of Education)

INHES
}}

First legislation concerning education binary (CRC 1342)

2020-11-26T13:24:07Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Binary..."

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_intr_soc_leg_bin
|category= [[Education_and_training|Education and training]]
|label = First legislation concerning education binary
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to whether there is some sort of legislation on education in place. It is coded as 1 =Yes and 0 = No.
|codingrules =

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Administration

This category entails indicators marking a shift in responsibility: the introduction of education as state responsibility, the introduction of state funded private schools and the creation of a ministry of education. The ministry was only coded as such, if it was not included into another ministry. Private schools often have a slightly different curriculum or approach to learning, the state is therefore giving away some of the responsibility to teach these students.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

BMBWF

Constitution, Fall, IsmaÃ¯la Madior. 2009. Evolution constitutionnelle du SÃ©nÃ©gal - De la veille de l'IndÃ©pendance aux Ã©lections de 2007. Karthala.

Constitution

Hollingsworth, Michael. Education in Egypt's development: the need for a wider system of appraisal.

Malaysia
}}

Education introduced in social legislation (CRC 1342)

2020-11-26T13:10:53Z

PhilipR: Created page with " {{Indicator |datatype = Date |scale = Date |valuela..."

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_soc_leg
|category= [[Education_and_training|Education and training]]
|label = Education introduced in social legislation
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to the year of introduction of education in (social) legislation.
|codingrules =

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Administration

This category entails indicators marking a shift in responsibility: the introduction of education as state responsibility, the introduction of state funded private schools and the creation of a ministry of education. The ministry was only coded as such, if it was not included into another ministry. Private schools often have a slightly different curriculum or approach to learning, the state is therefore giving away some of the responsibility to teach these students.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

BMBWF

Constitution, Fall, IsmaÃ¯la Madior. 2009. Evolution constitutionnelle du SÃ©nÃ©gal - De la veille de l'IndÃ©pendance aux Ã©lections de 2007. Karthala.

Constitution

Hollingsworth, Michael. Education in Egypt's development: the need for a wider system of appraisal.

Malaysia
}}

Introduction of public-private mix binary (CRC 1342)

2020-11-26T12:30:41Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Bi..."

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_intr_pub_prv_mix_bin
|category= [[Education_and_training|Education and training]]
|label = Introduction of public-private mix binary
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This variable refers to whether there exist state funded private schools. It is coded as 1 = Yes and 0 = No.
|codingrules = More precisely: publicly financed private schools.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Administration

This category entails indicators marking a shift in responsibility: the introduction of education as state responsibility, the introduction of state funded private schools and the creation of a ministry of education. The ministry was only coded as such, if it was not included into another ministry. Private schools often have a slightly different curriculum or approach to learning, the state is therefore giving away some of the responsibility to teach these students.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources =

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.
}}

Introduction of public funding for private schools (CRC 1342)

2020-11-26T12:15:34Z

PhilipR: Created page with " {{Indicator |datatype = Date |scale = Date |val..."

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_pub_prv_mix
|category= [[Education_and_training|Education and training]]
|label = Introduction of public funding for private schools
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This variable refers to the year of introduction of state funded private schools.
|codingrules = More precisely: publicly financed private schools.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Administration

This category entails indicators marking a shift in responsibility: the introduction of education as state responsibility, the introduction of state funded private schools and the creation of a ministry of education. The ministry was only coded as such, if it was not included into another ministry. Private schools often have a slightly different curriculum or approach to learning, the state is therefore giving away some of the responsibility to teach these students.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources =

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.
}}

Legislation about non formal education in place binary (CRC 1342)

2020-11-26T12:02:05Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Binary..."

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_intr_nfe_leg_bin
|category= [[Education_and_training|Education and training]]
|label = Legislation about non formal education in place binary
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg,
|description = This variable refers to whteher there is a policy in place regulating non-formal education. It is coded as 1 = Yes and 0 = No
|codingrules =

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Law of Education
}}

Introduction of first legislation about non formal education (CRC 1342)

2020-11-26T11:53:03Z

PhilipR: Created page with " {{Indicator |datatype = Date |scale = Date |valuela..."

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_nfe_leg
|category= [[Education_and_training|Education and training]]
|label = Introduction of first legislation about non formal education
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg_bin
|description = This variable refers to the year of introduction of non-formal education in legislation.
|codingrules =

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Law of Education
}}

Education ministry exists binary (CRC 1342)

2020-11-25T18:46:52Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Binar..."

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_intr_ministry_bin
|category= [[Education_and_training|Education and training]]
|label = Education ministry exists binary
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to whether a ministry of education is in place or not. It is coded as 1 = Yes and 0 = No.
|codingrules = Not every new constitution will be shown. Reorganization e.g. forming a ministry of higher education and a separate ministry of basic education is not coded as well. If a ministry was created which was responsible for the geographic area the state entity was/is a part of, then we assume this was the introduction of a ministry of education for this entity. For example, is the introduction of a ministry for the Slovak Republic and Czech Republic the same, because the ministry of education was first introduced in Czechoslovakia. All those three entities have the same value in this variable. In cases of federal entities which are not specifically coded we took the first introduction of that federal entity which was part of the Union (e.g. in the case of the US) or later became a “larger” part of the entity. For example the introduction of a Prussian ministry is coded as the introduction of a ministry for Germany.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Administration

This category entails indicators marking a shift in responsibility: the introduction of education as state responsibility, the introduction of state funded private schools and the creation of a ministry of education. The ministry was only coded as such, if it was not included into another ministry. Private schools often have a slightly different curriculum or approach to learning, the state is therefore giving away some of the responsibility to teach these students.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Brock, C. (Ed.). (2016). Edcuation in the United Kingdom. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Ministerio de Educación de República Dominicana

Constitution, Fall, IsmaÃ¯la Madior. 2009. Evolution constitutionnelle du SÃ©nÃ©gal - De la veille de l'IndÃ©pendance aux Ã©lections de 2007. Karthala.

Ministry of Education South Korea
}}

Founding of Ministry of Education (CRC 1342)

2020-11-25T18:32:48Z

PhilipR: Created page with " {{Indicator |datatype = Date |scale = Date |valuel..."

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_ministry
|category= [[Education_and_training|Education and training]]
|label = Founding of Ministry of Education
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, _bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to the introduction i.e. creation of a ministry of education. Note that only the year of first introduction is coded.
|codingrules = Not every new constitution will be shown. Reorganization e.g. forming a ministry of higher education and a separate ministry of basic education is not coded as well. If a ministry was created which was responsible for the geographic area the state entity was/is a part of, then we assume this was the introduction of a ministry of education for this entity. For example, is the introduction of a ministry for the Slovak Republic and Czech Republic the same, because the ministry of education was first introduced in Czechoslovakia. All those three entities have the same value in this variable. In cases of federal entities which are not specifically coded we took the first introduction of that federal entity which was part of the Union (e.g. in the case of the US) or later became a “larger” part of the entity. For example the introduction of a Prussian ministry is coded as the introduction of a ministry for Germany.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Administration

This category entails indicators marking a shift in responsibility: the introduction of education as state responsibility, the introduction of state funded private schools and the creation of a ministry of education. The ministry was only coded as such, if it was not included into another ministry. Private schools often have a slightly different curriculum or approach to learning, the state is therefore giving away some of the responsibility to teach these students.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources =Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Brock, C. (Ed.). (2016). Edcuation in the United Kingdom. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Ministerio de Educación de República Dominicana

Constitution, Fall, IsmaÃ¯la Madior. 2009. Evolution constitutionnelle du SÃ©nÃ©gal - De la veille de l'IndÃ©pendance aux Ã©lections de 2007. Karthala.

Ministry of Education South Korea
}}

Official medium of instruction binary (CRC 1342)

2020-11-25T18:15:59Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Bina..."

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_intr_med_instr_bin
|category= [[Education_and_training|Education and training]]
|label = Official medium of instruction binary
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This variable refers to whether there are one or several official medium of instruction. It is coded as 1 = Yes and 0 = No.
|codingrules = We specifically coded only medium of instruction. So a copuntry having an official language does not count as long as it is not mentioned in legislation that this particular language is to be used in education. In some countries (for example Belgium) there is more than one established national language. This does not automatically mean that they all count as medium of instruction. Only the languages legally introduced as language used in schools are included as a value. When a new medium gets introduced, but the existing ones retain their status, they are listed in the indicator edu_med_instr, so it becomes comprehensible which media were established at a given point in time. In some countries there are various indigenous languages established as official medium of instruction. If more than three of them are mentioned, they are summarized as “indigenous languages” in order to ensure clarity.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Cultural reproduction

Cultural reproduction includes indicators specifying subjects or courses taught within the compulsory section of state mandated schooling. These indicators include the reform of languages of instruction, as well as their specification. If there are more than three indigenous languages available as medium of instruction for the entire program, they were coded as indigenous languages. Many states however, include one or two official languages, often English and multiple indigenous languages to server smaller groups. The languages was only coded if the entire program was to be taught in this langue, instead of single classes. The language of instruction does not need to be an official language, but needs to be specifically allowed by the state. Another group of indicators of cultural reproduction is the teaching of religion, universalistic ethics or Marxist-Leninist philosophies within the state-mandated curriculum. These indicators are binary and denote the compulsory nature of these aspects.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Education Law
}}

Introduction of common medium of instruction (CRC 1342)

2020-11-25T18:06:51Z

PhilipR: Created page with " {{Indicator |datatype = Date |scale = Date |value..."

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_med_instr
|category= [[Education_and_training|Education and training]]
|label = Introduction of common medium of instruction
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This variable refers to the year of introduction of one or several official medium of instruction.
|codingrules = We specifically coded only medium of instruction. So a country having an official language does not count as long as it is not mentioned in legislation that this particular language is to be used in education. The year of the first legislation is coded; changes can be tracked via the related variable edu_med_instr. In some countries (for example Belgium) there is more than one established national language. This does not automatically mean that they all count as medium of instruction. Only the languages legally introduced as language used in schools are included as a value. When a new medium gets introduced, but the existing ones retain their status, they are listed, so it becomes comprehensible which media were established at a given point in time. In some countries there are various indigenous languages established as official medium of instruction. If more than three of them are mentioned, they are summarized as “indigenous languages” in order to ensure clarity.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Cultural reproduction

Cultural reproduction includes indicators specifying subjects or courses taught within the compulsory section of state mandated schooling. These indicators include the reform of languages of instruction, as well as their specification. If there are more than three indigenous languages available as medium of instruction for the entire program, they were coded as indigenous languages. Many states however, include one or two official languages, often English and multiple indigenous languages to server smaller groups. The languages was only coded if the entire program was to be taught in this langue, instead of single classes. The language of instruction does not need to be an official language, but needs to be specifically allowed by the state. Another group of indicators of cultural reproduction is the teaching of religion, universalistic ethics or Marxist-Leninist philosophies within the state-mandated curriculum. These indicators are binary and denote the compulsory nature of these aspects.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Education Law
}}

Allowance of homeschooling binary (CRC 1342)

2020-11-25T17:29:54Z

PhilipR:

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_intr_home_school_bin
|category= [[Education_and_training|Education and training]]
|label = Allowance of homeschooling binary
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to whether home-schooling is allowed by law. It is coded as 1 = Yes and 0 = No
|codingrules = Allowance of home schooling by a policy.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Home School Legal Defense Association

Constitution

HSLDA

ILO

Home School Legal Defense Association
}}

Allowance of homeschooling binary (CRC 1342)

2020-11-25T17:29:17Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Bi..."

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_intr_home_school_bin
|category= [[Education_and_training|Education and training]]
|label = Allowance of homeschooling binary
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to whether home-schooling is allowed by law. It is coded as 1 = Yes and 0 = No
|codingrules = Allowance of home schooling by a policy.

Allowance of home schooling by a policy.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Home School Legal Defense Association

Constitution

HSLDA

ILO

Home School Legal Defense Association
}}

Introduction of an allowance to home schooling (CRC 1342)

2020-11-25T17:19:02Z

PhilipR: Created page with " {{Indicator |datatype = Date |scale = Date |val..."

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_home_school
|category= [[Education_and_training|Education and training]]
|label = Introduction of an allowance to home schooling
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to the year of introduction of the allowance of home-schooling.
|codingrules = Allowance of home schooling by a policy.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Home School Legal Defense Association

Constitution

HSLDA

ILO

Home School Legal Defense Association
}}

Compulsory pre-primary education binary (CRC 1342)

2020-11-25T16:47:18Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Binar..."

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_intr_comp_pre_bin
|category= [[Education_and_training|Education and training]]
|label = Compulsory pre-primary education binary
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to whether there is compulsory pre-school education. It is coded as 1 = Yes and 0 = No.
|codingrules = Compulsory aspects: The term “compulsory” refers to parts of the education system which are obligatory for a particular population. This population is usually defined by an age or gender, varying between countries and over time. The duration of compulsory school attendance and the duration of compulsory school levels differ between countries. Compulsory schooling can include pre-school as well as aspects of schooling such as the language of instruction or compulsory subjects such as religion and which can take place either at a school or at home (“homeschooling”), depending on the countries policy. Only few states introduce compulsory schooling for the genders separately.

School levels: The dataset differentiates between 4 different levels of education. Pre-school is specifically named as such by the state and can entail programs for all ages from birth to school entry-age. It is important to note, however, that only state provided programs available for all children are coded. Programs organized by municipalities and funded by the state are not included in the dataset. The program must be available for the entire population to attend, there is however no differentiation between compulsory or non-compulsory programs for the duration aspect, the introduction however includes only compulsory programs. Primary education counts as basic education. The secondary schooling level is separated into lower and upper secondary. Many states include only the primary and lower secondary levels into the compulsory school program, but only the attendance of the upper secondary sector allows access to higher education. In some cases, the secondary sector is not split into two levels, but the completion of this level still leads directly to higher education, this is then coded as “upper secondary” education. States specify individually which levels are compulsory, which age groups attend which levels, and the complexity of the material per level. The levels are defined differently by each state and are therefore not standardized through by the international standard classification of education (ISCED).

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

UNESCO EFA Global Monitoring Report 2015

Constitución de la República de Ecuador 2008
}}

Introduction of compulsory pre-primary education (CRC 1342)

2020-11-25T16:09:34Z

PhilipR: Created page with " {{Indicator |datatype = Date |scale = Date |valuel..."

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_comp_pre
|category= [[Education_and_training|Education and training]]
|label = Introduction of compulsory pre-primary education
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to the year of introduction of compulsory pre-school education.
|codingrules = Compulsory aspects: The term “compulsory” refers to parts of the education system which are obligatory for a particular population. This population is usually defined by an age or gender, varying between countries and over time. The duration of compulsory school attendance and the duration of compulsory school levels differ between countries. Compulsory schooling can include pre-school as well as aspects of schooling such as the language of instruction or compulsory subjects such as religion and which can take place either at a school or at home (“homeschooling”), depending on the countries policy. Only few states introduce compulsory schooling for the genders separately.

School levels: The dataset differentiates between 4 different levels of education. Pre-school is specifically named as such by the state and can entail programs for all ages from birth to school entry-age. It is important to note, however, that only state provided programs available for all children are coded. Programs organized by municipalities and funded by the state are not included in the dataset. The program must be available for the entire population to attend, there is however no differentiation between compulsory or non-compulsory programs for the duration aspect, the introduction however includes only compulsory programs.
Primary education counts as basic education. The secondary schooling level is separated into lower and upper secondary. Many states include only the primary and lower secondary levels into the compulsory school program, but only the attendance of the upper secondary sector allows access to higher education. In some cases, the secondary sector is not split into two levels, but the completion of this level still leads directly to higher education, this is then coded as “upper secondary” education.
States specify individually which levels are compulsory, which age groups attend which levels, and the complexity of the material per level. The levels are defined differently by each state and are therefore not standardized through by the international standard classification of education (ISCED).

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

UNESCO EFA Global Monitoring Report 2015

Constitución de la República de Ecuador 2008
}}

Compulsory schooling for females binary (CRC 1342)

2020-11-25T15:54:35Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Binar..."

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_intr_comp_fem_bin
|category= [[Education_and_training|Education and training]]
|label = Compulsory schooling for females binary
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This variable refers to there exist compulsory education for females. It is coded as 1 = Yes and 0 = No.
|codingrules = The term “compulsory” refers to parts of the education system which are obligatory for a particular population. This population is usually defined by an age or gender, varying between countries and over time. The duration of compulsory school attendance and the duration of compulsory school levels differ between countries. Compulsory schooling can include pre-school as well as aspects of schooling such as the language of instruction or compulsory subjects such as religion and which can take place either at a school or at home (“homeschooling”), depending on the countries policy. Only few states introduce compulsory schooling for the genders separately.

Subcategory I:

The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS. In the following section, the second grouping is used to cluster the indicators further. Table 1 in the Appendix contains a short description of all indicators.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Constitucion de la Republica Oriental del Uruguay del ano 1934
}}

Introduction of compulsory education (specifically) for females (CRC 1342)

2020-11-25T15:35:31Z

PhilipR:

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_comp_fem
|category= [[Education_and_training|Education and training]]
|label = Introduction of compulsory education (specifically) for females
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This variable refers to the year of introduction of compulsory education for women.
|codingrules = The term “compulsory” refers to parts of the education system which are obligatory for a particular population. This population is usually defined by an age or gender, varying between countries and over time. The duration of compulsory school attendance and the duration of compulsory school levels differ between countries. Compulsory schooling can include pre-school as well as aspects of schooling such as the language of instruction or compulsory subjects such as religion and which can take place either at a school or at home (“homeschooling”), depending on the countries policy. Only few states introduce compulsory schooling for the genders separately.

Subcategory I:

The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS. In the following section, the second grouping is used to cluster the indicators further. Table 1 in the Appendix contains a short description of all indicators.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources =

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Constitucion de la Republica Oriental del Uruguay del ano 1934

}}

Introduction of compulsory education (specifically) for females (CRC 1342)

2020-11-25T15:34:20Z

PhilipR: Created page with " {{Indicator |datatype = Date |scale = Date |valuel..."

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_comp_fem
|category= [[Education_and_training|Education and training]]
|label = Introduction of compulsory education (specifically) for females
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This variable refers to the year of introduction of compulsory education for women.
|codingrules = The term “compulsory” refers to parts of the education system which are obligatory for a particular population. This population is usually defined by an age or gender, varying between countries and over time. The duration of compulsory school attendance and the duration of compulsory school levels differ between countries. Compulsory schooling can include pre-school as well as aspects of schooling such as the language of instruction or compulsory subjects such as religion and which can take place either at a school or at home (“homeschooling”), depending on the countries policy. Only few states introduce compulsory schooling for the genders separately.

Subcategory I:

The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS. In the following section, the second grouping is used to cluster the indicators further. Table 1 in the Appendix contains a short description of all indicators.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

For further information see the Technical Paper:

|citation =

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Constitucion de la Republica Oriental del Uruguay del ano 1934

|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Marlow-Ferguson Encyclopedia; Bloomsbury Series; Constitucion de la Republica Oriental del Uruguay del ano 1934
}}

Civic education compulsory binary (CRC 1342)

2020-11-24T17:57:58Z

PhilipR:

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_civic
|category= [[Education_and_training|Education and training]]
|label = Civic education compulsory binary
|relatedindicators = edu_first_select, edu_relig, edu_marx_lenin, edu_dur_he, edu_dur_vet, edu_dur_up_sec, edu_dur_pri, edu_dur_low_sec, edu_med_instr
|description = This indicator refers to the question whether universalistic ethics education is compulsory at any point in compulsory school-life.
|codingrules = It relates to Universalistic Ethics as a school-subject, not Social Sciences or Politics etc.

Subcategory I: Cultural reproduction

Cultural reproduction includes indicators specifying subjects or courses taught within the compulsory section of state mandated schooling.
These indicators include the reform of languages of instruction, as well as their specification. If there are more than three indigenous languages available as medium of instruction for the entire program, they were coded as indigenous languages. Many states however, include one or two official languages, often English and multiple indigenous languages to server smaller groups. The languages was only coded if the entire program was to be taught in this langue, instead of single classes. The language of instruction does not need to be an official language, but needs to be specifically allowed by the state.
Another group of indicators of cultural reproduction is the teaching of religion, universalistic ethics or Marxist-Leninist philosophies within the state-mandated curriculum. These indicators are binary and denote the compulsory nature of these aspects.

Subcategory II: Curriculum

The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = NA (no information available)
|revisions = NA (no information available)
|sources = Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Postlethwaite 2 (National Systems of Education).
}}

Compulsory Schooling existent binary (CRC 1342)

2020-11-24T17:56:53Z

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Binary |v..."

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_intr_comp_bin
|category= [[Education_and_training|Education and training]]
|label = Compulsory Schooling existent binary
|relatedindicators = edu_intr_comp, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to the year of introduction or abolition of compulsory education.
|codingrules = It must be emphasized that “compulsory” does only refer to forms of teaching which are sanctioned by law and not state-prescribed career paths. The term “compulsory” refers to parts of the education system which are obligatory for a particular population. This population is usually defined by an age or gender, varying between countries and over time. The duration of compulsory school attendance and the duration of compulsory school levels differ between countries. Compulsory schooling can include pre-school as well as aspects of schooling such as the language of instruction or compulsory subjects such as religion and which can take place either at a school or at home (“homeschooling”), depending on the countries policy. Only few states introduce compulsory schooling for the genders separately.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

All indicators, except the introductions, are initially coded with a year, this allows the coding of reforms. The duration of compulsory primary school is, for example, coded as 4 years in 1989 and 5 in 1999. For all years of this entity, from the introduction to 1989, the duration of compulsory primary school is coded as 4. From 1999 on it is coded as 5, until further changes are coded. This format, often found in time series analysis, also allows the continuous specification of the value of interest, even if the introduction or reform date is unclear.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

For further information see the Technical Paper:
|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Oreopoulos (2006)

MINED 2013

USFQ

Constitucion de la Republica Oriental del Uruguay del ano 1934

UNESCO

UNICEF

SAI/Uni Heidelberg

}}

Introduction of compulsory schooling (CRC 1342)

2020-11-24T17:20:08Z

PhilipR: Created page with " {{Indicator |datatype = Date |scale = Date |valuelabel..."

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_intr_comp
|category= [[Education_and_training|Education and training]]
|label = Introduction of compulsory schooling
|relatedindicators = edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to the year of introduction or abolition of compulsory education.
|codingrules = It must be emphasized that “compulsory” does only refer to forms of teaching which are sanctioned by law and not state-prescribed career paths. The term “compulsory” refers to parts of the education system which are obligatory for a particular population. This population is usually defined by an age or gender, varying between countries and over time. The duration of compulsory school attendance and the duration of compulsory school levels differ between countries. Compulsory schooling can include pre-school as well as aspects of schooling such as the language of instruction or compulsory subjects such as religion and which can take place either at a school or at home (“homeschooling”), depending on the countries policy. Only few states introduce compulsory schooling for the genders separately.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

All indicators, except the introductions, are initially coded with a year, this allows the coding of reforms. The duration of compulsory primary school is, for example, coded as 4 years in 1989 and 5 in 1999. For all years of this entity, from the introduction to 1989, the duration of compulsory primary school is coded as 4. From 1999 on it is coded as 5, until further changes are coded. This format, often found in time series analysis, also allows the continuous specification of the value of interest, even if the introduction or reform date is unclear.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Oreopoulos (2006) MINED 2013

USFQ

Constitucion de la Republica Oriental del Uruguay del ano 1934

UNESCO

UNICEF

SAI/Uni Heidelberg
}}

Abolishment of between school tracking (CRC 1342)

2020-11-24T16:57:45Z

PhilipR:

{{Indicator
|datatype = Date
|scale = Date
|valuelabels = NA (no information available)
|techname = edu_abl_sys_strat
|category= [[Education_and_training|Education and training]]
|label = Abolishment of between school tracking
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to the year of introduction or abolition of multiple school tracks. Multiple school tracks means, different types of school that lead to different certificates which in turn determine e.g. the entrance to higher education.
|codingrules = Stratification can be defined as the establishment of different school tracks. Ideally, each school track leads to a specific certificate and enables or prevents the attendance of higher education or trade schools. The stratification can be defined by aptitude or interest. School systems that allow the choice of different school orientations leading to a similar or even the same certificate are not coded here. The corresponding binary indicator tracking is sorted into the category differentiation.

Standardization gives information on similar content than the tracking indicator. In this indicator we show the introduction of national examina. These exams can either lead to the stratification into different tracks, allow the progression to higher school levels or Universities, or simply review students’ knowledge. There are different types of examina: Belgium for example, has different school tracks (some leading to a higher education, some to vocational education), but no standardized examinations when entering or when leaving school. Germany on the other hand, has both. There are multiple school tracks (Gymnasium, Realschule etc. ) but there is also a state wide exam (Zentralabitur) for the Gymnasium track and for most other tracks as well (except leaving without certificate). The grades of this exam often further differentiate access to higher education.
In summary the “national” component is important, specifying that tests administered by municipalities or a school council are not included. Further information of e.g. changes in national examinations or restrictions depending on the school track are recorded in the comment-cell.
An indicator for the introduction of standardized structures is available also for vocational education and training (VET), even though not an aspect of compulsory schooling, some countries offer a state wide standardization of certificates for trades. This is also considered state affairs and therefore part of education and training.

Subcategory I: The indicators in this dataset can be grouped into 5 categories, based on the information they contain: system, resources, performance, participation and cultural reproduction. In addition, a second category allows a more differentiated classification of the different indicators. In general, the systems category defines all legally implemented structures of education systems (e.g. the introduction of compulsory schooling). Resources denotes financial or personnel resources a system can distribute (e.g. student-teacher ratios). Performance describes indicators linked to the successful progression of student through the education system (for example completion rates). Cultural reproduction is mostly linked to the curriculum and describes indicators related to teaching content. The grouping of indicators allows for a better overview of the data as displayed in WESIS.

Subcategory II: Basic legal regulations

This category includes introduction-indicators, which refer to the first introduction or first occurrence of an indicator. For example the introduction of education in (social) legislation denotes the first instance of a political entity declaring education as a responsibility of the state, by mentioning education in the constitution or adding it through amendments. Important to note is here, that this is only coded if it concerns the majority of the population, introductions for minority groups are not coded. The introduction date, coded in years, refers to de jure as opposed to de facto. While de jure describes the first official introduction of the law, de facto states to the enactment date of the law. Even though there can be multiple years between those dates and the in situ practice could not be fulfilled either, the first intention of the state to regulate this aspect of education for all citizens is coded. Introductions are valid for all aspects of compulsory education, including the language of instruction and the duration of the school levels. Reforms are not coded under introductions, but all other indicators are always coded in conjunction with a year, which allows the coding of reforms if changes occurred. The abolishment of a previously introduced law is coded separately. If a law is not introduced or no information was found, it is coded as missing.

For further information see the Technical Paper:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources = Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.
}}