Introduction of compulsory pre-primary education (CRC 1342)

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Quick info
Data type Date
Scale Date
Value labels Not applicable
Technical name edu_intr_comp_pre
Category Education and training
Label Introduction of compulsory pre-primary education
Related indicators

This indicator refers to the year of introduction of compulsory pre-school education. The value of "1000" indicates the fact that there is definitely no compulsory pre-school education introduced.


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.

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 [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


Data release:
  • Version 0.001: Initial release


Revisions: No revisions yet

Sources

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