View source for Duration of upper secondary education (CRC 1342)

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{{Indicator
|datatype = Numeric
|scale = Metric
|valuelabels = Not applicable
|techname = edu_dur_up_sec
|category= [[Education_and_training|Education and training]]
|label = Duration of upper secondary education
|relatedindicators = <ul>
<li>[[Duration of higher education (CRC 1342)]]</li>
<li>[[Duration of lower secondary education (CRC 1342)]]</li>
<li>[[Duration of VET (CRC 1342)]]</li>
<li>[[Duration of pre-school education (CRC 1342)]]</li>
<li>[[Duration of primary education (CRC 1342)]]</li>
<li>[[Number of years of free pre-primary education guaranteed in legal frameworks (UIS)]]</li>
<li>[[Number of years of free primary and secondary education guaranteed in legal frameworks (UIS)]]</li>
<li>[[Number of years of free primary education guaranteed in legal frameworks (UIS)]]</li>
<li>[[Number of years of free secondary education guaranteed in legal frameworks (UIS)]]</li>
<li>[[Theoretical duration of lower secondary education (UIS)]]</li>
<li>[[Theoretical duration of post-secondary non-tertiary education (UIS)]]</li>
<li>[[Theoretical duration of pre-primary education (UIS)]]</li>
<li>[[Theoretical duration of primary education (UIS)]]</li>
<li>[[Theoretical duration of secondary education (UIS)]]</li>
<li>[[Theoretical duration of upper secondary education (UIS)]]</li>
<li>[[Total number of years of free education guaranteed in legal frameworks (UIS)]]</li>
</ul>
|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 [https://www.socialpolicydynamics.de/f/d89734af3a.pdf].

|citation = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen, 2021: Historical Education System Data (HESDat), SFB 1342 Technical Paper Series/12/2021, Bremen: SFB 1342.
|relatedpublications = 
|projectmanagers = Fabian Besche-Truthe, Michael Windzio, Helen Seitzer
|datarelease = <ul><li>Version 0.001: Initial release</li></ul>
|revisions = No revisions yet
|sources = 
<ul>
<li> Corner, Trevor, ed. 2016. Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academic.</li>
<li> Mulcahy, D. E., Donal G. Mulcahy, and Roger Saul, eds. 2015. Education in North America. Education Around the World Series. London: Bloomsbury Academic.</li>
<li> Kirdar, Serra, ed. 2019. Education in the Arab world. Education Around the World Series. London: Bloomsbury Academic.</li>
<li> Letchamanan, Hema, and Debotri Dhar, eds. 2018. Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academic.</li>
<li>Wolhuter, Charl, ed. 2015. Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academic.</li>
<li>Elvir, Ana P., Charles Posner, and Chris Martin, eds. 2020. Education in Mexico, Central America and the Latin Caribbean. Education around the World Series. London: Bloomsbury Academic.</li>
<li>Sprague, Terra, ed. 2016. Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academic</li>
<li>Ivanenko, Natasha, ed. 2015. Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academic.</li>
<li>Harber, Clive, ed. 2015. Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academic.</li>
<li>Thomas, Emel, ed. 2015. Education in the Commonwealth Caribbean and Netherlands Antilles. Education around the world Series. London: Bloomsbury Academic</li>
<li>Takyi-Amoako, Emefa, ed. 2016. Education in West Africa. Education Around the World Series. London: Bloomsbury Academic</li>
<li> Ahmed,Mah-E-Rukh, ed. 2015. Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academic.</li>
<li>Pe Symaco, Lorraine, ed. 2015. Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.</li>
<li>UNESCO-IBE, Samady (2001)</li>
<li>Ali 2018</li>
<li>IBE, World Data on Education: Sixth edition 2006-07. http://www.ibe.unesco.org/en/resources/world-data-education.</li>
<li>Samady (2001)</li>
<li>Motala et al. (2007)</li>
<li>Marlow-Ferguson, Rebecca. 2002. World education encyclopedia: a survey of educational systems worldwide -  A - H.  Detroit: Gale Group.</li>
<li>Marlow-Ferguson, Rebecca. 2002. World education encyclopedia: a survey of educational systems worldwide -  I - R.  Detroit: Gale Group.</li>
<li>Marlow-Ferguson, Rebecca. 2002. World education encyclopedia: a survey of educational systems worldwide -  S - Z.  Detroit: Gale Group.</li>
</ul>

}}