Common entrance or exit exam binary (CRC 1342)
| Quick info | |
|---|---|
| Data type | Numeric |
| Scale | Binary |
| Value labels | Not applicable |
| Technical name | edu_intr_sys_stand_bin |
| Category | Education and training |
| Label | Common entrance or exit exam binary |
| Related indicators | |
This indicator refers to the existence of national examina either for leaving or entering school. It is coded as 1 = Yes and 0 = No.
Coding rules
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 [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
- Corner, Trevor, ed. 2016. Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academic.
- Wolhuter, Charl, ed. 2015. Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academic.
- Thomas, Emel, ed. 2015. Education in the Commonwealth Caribbean and Netherlands Antilles. Education around the world Series. London: Bloomsbury Academic
- Harber, Clive, ed. 2015. Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academic.
- Takyi-Amoako, Emefa, ed. 2016. Education in West Africa. Education Around the World Series. London: Bloomsbury Academic
- Postlethwaite, T. Neville, 1995. International Encyclopedia of National Systems of Education 1 (Comparative Education). https://www.elsevier.com/books/international-encyclopedia-of-national-systems-of-education/postlethwaite/978-0-08-042302-9
- Marlow-Ferguson, Rebecca. 2002. World education encyclopedia: a survey of educational systems worldwide - A - H. Detroit: Gale Group.
- Marlow-Ferguson, Rebecca. 2002. World education encyclopedia: a survey of educational systems worldwide - I - R. Detroit: Gale Group.
- Marlow-Ferguson, Rebecca. 2002. World education encyclopedia: a survey of educational systems worldwide - S - Z. Detroit: Gale Group.
