Introduction of common medium of instruction (CRC 1342)
| Quick info | |
|---|---|
| Data type | Date |
| Scale | Date |
| Value labels | Not applicable |
| Technical name | edu_intr_med_instr |
| Category | Education and training |
| Label | Introduction of common medium of instruction |
| Related indicators | |
This variable refers to the year of introduction of one or several official medium of instruction.
Coding rules
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 [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
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- Education Law
- Marlow-Ferguson, Rebecca. 2002. World education encyclopedia: a survey of educational systems worldwide - A - H. Detroit: Gale Group.
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