Between school tracking binary (CRC 1342) - Revision history

MarenSteinert at 12:01, 24 January 2022

2022-01-24T12:01:27Z

MarenSteinert at 10:54, 4 December 2021

2021-12-04T10:54:15Z

MarenSteinert at 10:39, 4 December 2021

2021-12-04T10:39:24Z

Stecor at 11:26, 17 November 2021

2021-11-17T11:26:47Z

Stecor at 11:26, 17 November 2021

2021-11-17T11:26:33Z

Fbesche: Fbesche moved page Edu track to Between school tracking binary (CRC 1342)

2021-04-26T13:45:47Z

Fbesche moved page Edu track to Between school tracking binary (CRC 1342)

PhilipR: Created page with " {{Indicator |datatype = Numeric |scale = Binary |valuelabe..."

2020-11-26T16:19:37Z

Created page with " {{Indicator |datatype = Numeric |scale = Binary |valuelabe..."

New page

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_track
|category= [[Education_and_training|Education and training]]
|label = Between school tracking binary
|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
|description = This indicator refers to the questions whether there are different certificates after the first selection of pupils/students into different types of schools.
|codingrules = The tracking indicator is the binary specification of the stratification indicator, specifying if there is a tracked education system in place at any given year. Between-school and within-school tracking are coded the same, if it leads to different certificates influencing career options after compulsory schooling the system is coded as tracked. It is important, that there is the possibility of obtaining specified certificates at the end of the thematic of aptitude-based tracks. Due to the close connection of the indicators relating to stratification, standardization and school tracks, there is often additional information on the structure of the educational system given. The category differentiation specifies two different aspects of differentiation: stratification between ability or content groups (academic vs. technical schools) and aspects of standardization for all school types. Both types if indicators include introduction years, specified under basic legal regulations.

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.

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:

|citation =
|relatedpublications = NA (no information available)
|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
|datarelease = 23.11.2020
|revisions = NA (no information available)
|sources =

Thomas, R. M. (Ed.). (2015). Education in the Commonwealth Caribbean and Netherlands Antilles. Education Around the World Series. London: Bloomsbury Academia.

Schwarzman, S. (Ed.). (2017). Education in South America. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2016). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.

Takyi-Amoako, E. (Ed.). (2016). Education in West Africa. Education Around the World Series. London: Bloomsbury Academia.

Wolhuter, C. (Ed.). (2015). Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academia.

Harber, C. (Ed.). (2015). Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academia.

Kirdar, S. (Ed.). (2019). Education in the Arab world. Education Around the World Series. London: Bloomsbury Academia.

Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. Education Around the World Series. London: Bloomsbury Academia.

Marlow-Ferguson, R. A - H. (2002) (Bd. 1). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. I - R. (2002) (Bd. 2). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Marlow-Ferguson, R. S - Z. (2002) (Bd. 3). World education encyclopedia: a survey of educational systems worldwide (2. Aufl.). Detroit. Detroit: Gale Group.

Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.

Pe Symaco, L. (Ed.). (2015). Education in South-East Asia. Education Around the World Series. London: Bloomsbury Academia.

IBE

Marlow-Feruson
}}

@@ Line 62: / Line 62: @@
 <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>
-<li>IBE.</li>
+<li>IBE, World Data on Education: Sixth edition 2006-07. http://www.ibe.unesco.org/en/resources/world-data-education.</li>
-<li>Marlow-Feruson.</li>
+<li>Marlow-Ferguson.</li>
 </ul>
 }}

@@ Line 11: / Line 11: @@
 |label = Between school tracking binary
 |relatedindicators = <ul>
-<li>[[Introduction of compulsory education (specifically) for females (CRC 1342)]]</li>
 <li>[[Abolishment of between school tracking (CRC 1342)]]</li>
-<li>[[Introduction of standardised teacher training (CRC 1342)]]</li>
+<li>[[Age of first selection (CRC 1342)]] </li>
 <li>[[Introduction of a stratified education system (CRC 1342)]]</li>
-<li>[[Standardised teacher training binary (CRC 1342)]]</li>
+<li>[[Official entrance age to compulsory education (UIS)]]</li>
-<li>[[Introduction of common entrance or exit exam (CRC 1342)]]</li>
+<li>[[Official entrance age to lower secondary education (UIS)]]</li>
-<li>[[Common entrance or exit exam binary (CRC 1342)]]</li>
+<li>[[Official entrance age to post-secondary non-tertiary education (UIS)]]</li>
-<li>[[Introduction of common vocational education system binary (CRC 1342)]]</li>
+<li>[[Official entrance age to pre-primary education (UIS)]]</li>
-<li>[[Introduction of common vocational education system (CRC 1342)]]</li>
+<li>[[Official entrance age to primary education (UIS)]]</li>
-<li>[[Education ministry exists binary (CRC 1342)]]</li>
+<li>[[Official entrance age to upper secondary education (UIS)]]</li>
-<li>[[Founding of Ministry of Education (CRC 1342)]]</li>
 </ul>
 |description = This indicator refers to the questions whether there are different certificates after the first selection of pupils/students into different types of schools.

@@ Line 59: / Line 59: @@
-|citation =
+|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

@@ Line 41: / Line 41: @@
 <li>[[Introduction of first legislation about non formal education (CRC 1342)]]</li>
 <li>[[Legislation about non formal education in place binary (CRC 1342)]]</li>
-</ul>edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
+</ul>
 |description = This indicator refers to the questions whether there are different certificates after the first selection of pupils/students into different types of schools.
 |codingrules = The tracking indicator is the binary specification of the stratification indicator, specifying if there is a tracked education system in place at any given year. Between-school and within-school tracking are coded the same, if it leads to different certificates influencing career options after compulsory schooling the system is coded as tracked. It is important, that there is the possibility of obtaining specified certificates at the end of the thematic of aptitude-based tracks. Due to the close connection of the indicators relating to stratification, standardization and school tracks, there is often additional information on the structure of the educational system given. The category differentiation specifies two different aspects of differentiation: stratification between ability or content groups (academic vs. technical schools) and aspects of standardization for all school types. Both types if indicators include introduction years, specified under basic legal regulations.

@@ Line 6: / Line 6: @@
 |datatype = Numeric
 |scale = Binary
-|valuelabels = NA (no information available)
+|valuelabels = Not applicable
 |techname = edu_track
 |category= [[Education_and_training|Education and training]]
 |label = Between school tracking binary
-|relatedindicators = edu_intr_comp, edu_intr_comp_bin, edu_intr_soc_leg, edu_intr_soc_leg_bin, edu_intr_teach_train, edu_intr_teach_train_bin, edu_intr_pub_prv_mix, edu_abl_pub_prv_mix, edu_intr_pub_prv_mix_bin, edu_intr_sys_strat, edu_abl_sys_strat, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, edu_intr_ministry_bin, edu_intr_ministry, edu_intr_home_school, edu_abl_home_school, edu_intr_home_school_bin, edu_intr_comp_fem, edu_abl_comp_fem, edu_intr_comp_fem_bin, edu_intr_med_instr, edu_intr_med_instr_bin, edu_intr_comp_pre, edu_intr_comp_pre_bin, edu_intr_nfe_leg, edu_intr_nfe_leg_bin
+|relatedindicators = <ul>
 |description = This indicator refers to the questions whether there are different certificates after the first selection of pupils/students into different types of schools.
 |codingrules = The tracking indicator is the binary specification of the stratification indicator, specifying if there is a tracked education system in place at any given year. Between-school and within-school tracking are coded the same, if it leads to different certificates influencing career options after compulsory schooling the system is coded as tracked. It is important, that there is the possibility of obtaining specified certificates at the end of the thematic of aptitude-based tracks. Due to the close connection of the indicators relating to stratification, standardization and school tracks, there is often additional information on the structure of the educational system given. The category differentiation specifies two different aspects of differentiation: stratification between ability or content groups (academic vs. technical schools) and aspects of standardization for all school types. Both types if indicators include introduction years, specified under basic legal regulations.
@@ Line 29: / Line 60: @@
 |citation =
-|relatedpublications = NA (no information available)
+|relatedpublications =
-|projectmanagers = Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
+|projectmanagers = Fabian Besche-Truthe, Michael Windzio, Helen Seitzer
-|datarelease = 23.11.2020
+|datarelease = <ul><li>Version 0.001: Initial release</li></ul>
-|revisions = NA (no information available)
+|revisions = No revisions yet
 |sources =
 }}

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