Abolishment of compulsory education for females (CRC 1342)
| Quick info | |
|---|---|
| Data type | Date |
| Scale | Date |
| Value labels | Not applicable |
| Technical name | edu_abl_comp_fem |
| Category | Education and training |
| Label | Abolishment of compulsory education for females |
| Related indicators |
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This variable refers to the year of abolishment of compulsory education for women in a given country.
Coding rules
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.
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 [1].
Bibliographic info
Citation: Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen, 2021: Historical Education System Data (HESDat), SFB 1342 Technical Paper Series/12/2021, Bremen: SFB 1342.
Related publications:
Misc
Project manager(s): Fabian Besche-Truthe, Michael Windzio, Helen Seitzer
- Version 0.001: Initial release
Revisions: No revisions yet
Sources
- Marlow-Ferguson, Rebecca. 2002. World education encyclopedia: a survey of educational systems worldwide - A - H. Detroit: Gale Group.
