Compulsory Schooling existent binary (CRC 1342) - Revision history

MarenSteinert at 13:59, 13 January 2022

2022-01-13T13:59:55Z

Stecor at 10:08, 17 November 2021

2021-11-17T10:08:11Z

Stecor at 10:07, 17 November 2021

2021-11-17T10:07:51Z

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Fbesche: Fbesche moved page Edu intr comp bin to Compulsory Schooling existent binary (CRC 1342)

2021-04-26T14:04:10Z

Fbesche moved page Edu intr comp bin to Compulsory Schooling existent binary (CRC 1342)

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

2020-11-24T17:56:53Z

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

New page

{{Indicator
|datatype = Numeric
|scale = Binary
|valuelabels = NA (no information available)
|techname = edu_intr_comp_bin
|category= [[Education_and_training|Education and training]]
|label = Compulsory Schooling existent binary
|relatedindicators = edu_intr_comp, 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_track, 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 year of introduction or abolition of compulsory education.
|codingrules = It must be emphasized that “compulsory” does only refer to forms of teaching which are sanctioned by law and not state-prescribed career paths. 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.

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.

All indicators, except the introductions, are initially coded with a year, this allows the coding of reforms. The duration of compulsory primary school is, for example, coded as 4 years in 1989 and 5 in 1999. For all years of this entity, from the introduction to 1989, the duration of compulsory primary school is coded as 4. From 1999 on it is coded as 5, until further changes are coded. This format, often found in time series analysis, also allows the continuous specification of the value of interest, even if the introduction or reform date is unclear.

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 = Mulcahy, D. E., Mulcahy, D. G., & Saul, R. (Eds.). (2015). Education in North America. Education Around the World Series. London: Bloomsbury Academia.

Posner, C., Martin, C., & Elvir, A. P. (Eds.). (2019). Education in Mexico, Central America and the Latin Caribbean. Education Around the World Series. London: Bloomsbury Academia.

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.

Sprague, T. (Ed.). (2016). Education in Non-EU Countries in Western and Southern Europe. 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.

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.

Ahmed, M.-E.-R. (Ed.). (2015). Education in West Central Asia. 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.

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

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

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.

Oreopoulos (2006)

MINED 2013

USFQ

Constitucion de la Republica Oriental del Uruguay del ano 1934

UNESCO

UNICEF

SAI/Uni Heidelberg

}}

@@ Line 12: / Line 12: @@
 |relatedindicators =
 <ul>
-<li>[[Introduction of compulsory education (specifically) for females (CRC 1342)]]</li>
+<li>[[Abolishment of compulsory education for females (CRC 1342)]]</li>
-<li>[[Standardised teacher training binary (CRC 1342)]] </li>
+<li>[[Compulsory pre-primary education binary (CRC 1342)]]</li>
-  <li>[[Education introduced in social legislation (CRC 1342)]]</li>
+<li>[[Introduction of compulsory education (specifically) for females (CRC 1342)]] </li>
 <li>[[Compulsory schooling for females binary (CRC 1342)]]</li>
 <li>[[Introduction of compulsory pre-primary education (CRC 1342)]]</li>
-<li>[[Compulsory pre-primary education binary (CRC 1342)]]</li>
+<li>[[Introduction of compulsory schooling (CRC 1342)]]</li>
 </ul>
@@ Line 54: / Line 32: @@
 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:
+For further information see the Technical Paper [https://www.socialpolicydynamics.de/f/d89734af3a.pdf].
 |citation =
 |relatedpublications =
 |projectmanagers = Fabian Besche-Truthe, Michael Windzio, Helen Seitzer

@@ Line 41: / Line 41: @@
 <li>[[Legislation about non formal education in place binary (CRC 1342)]]</li>
 </ul>
-edu_intr_comp, 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_track, 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 year of introduction or abolition of compulsory education.
 |codingrules = It must be emphasized that “compulsory” does only refer to forms of teaching which are sanctioned by law and not state-prescribed career paths. 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.

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