Difference between revisions of "Education ministry exists binary (CRC 1342)"

From WeSISpedia
Jump to: navigation, search
 
(2 intermediate revisions by 2 users not shown)
Line 12: Line 12:
 
|relatedindicators =  
 
|relatedindicators =  
 
<ul>
 
<ul>
−
<li>[[Introduction of compulsory education (specifically) for females (CRC 1342)]]</li>
+
<li>[[Abolishment of allowance to homeschooling (CRC 1342)]]</li>
−
<li>[[Compulsory Schooling existent binary (CRC 1342)]] </li>
+
<li>[[Allowance of homeschooling binary (CRC 1342)]] </li>
−
  <li>[[Education introduced in social legislation (CRC 1342)]]</li>
+
<li>[[Education introduced in social legislation (CRC 1342)]]</li>
−
  <li>[[First legislation concerning education binary (CRC 1342)]]</li>
 
−
<li>[[Abolishment of public funding for private schools (CRC 1342)]]</li>
 
−
<li>[[Abolishment of between school tracking (CRC 1342)]]</li>
 
−
<li>[[Introduction of standardised teacher training (CRC 1342)]]</li>
 
−
<li>[[Introduction of public funding for private schools (CRC 1342)]]</li>
 
−
<li>[[Introduction of public-private mix binary (CRC 1342)]]</li>
 
−
<li>[[Introduction of a stratified education system (CRC 1342)]]</li>
 
−
<li>[[Between school tracking binary (CRC 1342)]]</li>
 
−
<li>[[Introduction of common entrance or exit exam (CRC 1342)]]</li>
 
−
<li>[[Common entrance or exit exam binary (CRC 1342)]]</li>
 
−
<li>[[Introduction of common vocational education system binary (CRC 1342)]]</li>
 
−
<li>[[Introduction of common vocational education system (CRC 1342)]]</li>
 
−
<li>[[Standardised teacher training binary (CRC 1342)]]</li>
 
 
<li>[[Founding of Ministry of Education (CRC 1342)]]</li>
 
<li>[[Founding of Ministry of Education (CRC 1342)]]</li>
 +
<li>[[First legislation concerning education binary (CRC 1342)]]</li>
 
<li>[[Introduction of an allowance to home schooling (CRC 1342)]]</li>
 
<li>[[Introduction of an allowance to home schooling (CRC 1342)]]</li>
−
<li>[[Abolishment of allowance to homeschooling (CRC 1342)]]</li>
 
−
<li>[[Allowance of homeschooling binary (CRC 1342)]]</li>
 
−
<li>[[Introduction of compulsory education (specifically) for females (CRC 1342)]]</li>
 
−
<li>[[Compulsory schooling for females binary (CRC 1342)]]</li>
 
−
<li>[[Abolishment of compulsory education for females (CRC 1342)]]</li>
 
−
<li>[[Introduction of common medium of instruction (CRC 1342)]]</li>
 
−
<li>[[Official medium of instruction 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 common medium of instruction (CRC 1342)]]</li>
 
 
<li>[[Introduction of first legislation about non formal education (CRC 1342)]]</li>
 
<li>[[Introduction of first legislation about non formal education (CRC 1342)]]</li>
 
<li>[[Legislation about non formal education in place binary (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_track, edu_intr_sys_stand, edu_intr_sys_stand_bin, edu_intr_stand_vet_bin, edu_intr_stand_vet, 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 whether a ministry of education is in place or not. It is coded as 1 = Yes and 0 = No.
 
|description = This indicator refers to whether a ministry of education is in place or not. It is coded as 1 = Yes and 0 = No.
 
|codingrules = Not every new constitution will be shown. Reorganization e.g. forming a ministry of higher education and a separate ministry of basic education is not coded as well. If a ministry was created which was responsible for the geographic area the state entity was/is a part of, then we assume this was the introduction of a ministry of education for this entity. For example, is the introduction of a ministry for the Slovak Republic and Czech Republic the same, because the ministry of education was first introduced in Czechoslovakia. All those three entities have the same value in this variable. In cases of federal entities which are not specifically coded we took the first introduction of that federal entity which was part of the Union (e.g. in the case of the US) or later became a “larger” part of the entity. For example the introduction of a Prussian ministry is coded as the introduction of a ministry for Germany.
 
|codingrules = Not every new constitution will be shown. Reorganization e.g. forming a ministry of higher education and a separate ministry of basic education is not coded as well. If a ministry was created which was responsible for the geographic area the state entity was/is a part of, then we assume this was the introduction of a ministry of education for this entity. For example, is the introduction of a ministry for the Slovak Republic and Czech Republic the same, because the ministry of education was first introduced in Czechoslovakia. All those three entities have the same value in this variable. In cases of federal entities which are not specifically coded we took the first introduction of that federal entity which was part of the Union (e.g. in the case of the US) or later became a “larger” part of the entity. For example the introduction of a Prussian ministry is coded as the introduction of a ministry for Germany.
Line 52: Line 30:
 
This category entails indicators marking a shift in responsibility: the introduction of education as state responsibility, the introduction of state funded private schools and the creation of a ministry of education. The ministry was only coded as such, if it was not included into another ministry. Private schools often have a slightly different curriculum or approach to learning, the state is therefore giving away some of the responsibility to teach these students.
 
This category entails indicators marking a shift in responsibility: the introduction of education as state responsibility, the introduction of state funded private schools and the creation of a ministry of education. The ministry was only coded as such, if it was not included into another ministry. Private schools often have a slightly different curriculum or approach to learning, the state is therefore giving away some of the responsibility to teach these students.
  
−
For further information see the Technical Paper:
+
For further information see the Technical Paper [https://www.socialpolicydynamics.de/f/d89734af3a.pdf].
−
|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 =  
 
|relatedpublications =  
 
|projectmanagers = Fabian Besche-Truthe, Michael Windzio, Helen Seitzer
 
|projectmanagers = Fabian Besche-Truthe, Michael Windzio, Helen Seitzer
Line 75: Line 53:
 
<li>Marlow-Ferguson, Rebecca. 2002. World education encyclopedia: a survey of educational systems worldwide -  S - Z.  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>Ministerio de Educación de República Dominicana</li>
 
<li>Ministerio de Educación de República Dominicana</li>
−
<li>Constitution, Fall, Ismaïla Madior. 2009. Evolution constitutionnelle du Sénégal - De la veille de l'Indépendance aux élections de 2007. Karthala</li>
+
<li>Constitution, Fall, Ismaïla Madior. 2009. Evolution constitutionnelle du Sénégal - De la veille de l'Indépendance aux élections de 2007. Karthala.</li>
 
<li>Ministry of Education South Korea</li>
 
<li>Ministry of Education South Korea</li>
 
</ul>
 
</ul>
  
 
}}
 
}}

Latest revision as of 15:15, 2 February 2022


Quick info
Data type Numeric
Scale Binary
Value labels Not applicable
Technical name edu_intr_ministry_bin
Category Education and training
Label Education ministry exists binary
Related indicators

This indicator refers to whether a ministry of education is in place or not. It is coded as 1 = Yes and 0 = No.


Coding rules

Not every new constitution will be shown. Reorganization e.g. forming a ministry of higher education and a separate ministry of basic education is not coded as well. If a ministry was created which was responsible for the geographic area the state entity was/is a part of, then we assume this was the introduction of a ministry of education for this entity. For example, is the introduction of a ministry for the Slovak Republic and Czech Republic the same, because the ministry of education was first introduced in Czechoslovakia. All those three entities have the same value in this variable. In cases of federal entities which are not specifically coded we took the first introduction of that federal entity which was part of the Union (e.g. in the case of the US) or later became a “larger” part of the entity. For example the introduction of a Prussian ministry is coded as the introduction of a ministry for Germany.

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: Administration

This category entails indicators marking a shift in responsibility: the introduction of education as state responsibility, the introduction of state funded private schools and the creation of a ministry of education. The ministry was only coded as such, if it was not included into another ministry. Private schools often have a slightly different curriculum or approach to learning, the state is therefore giving away some of the responsibility to teach these students.

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

  • Corner, Trevor, ed. 2016. Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academic.
  • Mulcahy, D. E., Donal G. Mulcahy, and Roger Saul, eds. 2015. Education in North America. Education Around the World Series. London: Bloomsbury Academic.
  • Kirdar, Serra, ed. 2019. Education in the Arab world. Education Around the World Series. London: Bloomsbury Academic.
  • Ahmed,Mah-E-Rukh, ed. 2015. Education in West Central Asia. Education Around the World Series. London: Bloomsbury Academic.
  • Wolhuter, Charl, ed. 2015. Education in East and Central Africa. Education Around the World Series. London: Bloomsbury Academic.
  • 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.
  • Harber, Clive, ed. 2015. Education in Southern Africa. Education Around the World Series. London: Bloomsbury Academic.
  • Letchamanan, Hema, and Debotri Dhar, eds. 2018. Education in South Asia and the Indian Ocean Islands. Education Around the World Series. London: Bloomsbury Academia.
  • Brock, Colin, ed. 2016. Edcuation in the United Kingdom. Education Around the World Series. London: Bloomsbury Academic.
  • Thomas, Emel, ed. 2015. Education in the Commonwealth Caribbean and Netherlands Antilles. Education around the world Series. London: Bloomsbury Academic
  • Sprague, Terra, ed. 2016. Education in Non-EU Countries in Western and Southern Europe. Education Around the World Series. London: Bloomsbury Academic
  • Marlow-Ferguson, Rebecca. 2002. World education encyclopedia: a survey of educational systems worldwide - A - H. Detroit: Gale Group.
  • Marlow-Ferguson, Rebecca. 2002. World education encyclopedia: a survey of educational systems worldwide - I - R. Detroit: Gale Group.
  • Marlow-Ferguson, Rebecca. 2002. World education encyclopedia: a survey of educational systems worldwide - S - Z. Detroit: Gale Group.
  • Ministerio de Educación de República Dominicana
  • Constitution, Fall, Ismaïla Madior. 2009. Evolution constitutionnelle du Sénégal - De la veille de l'Indépendance aux élections de 2007. Karthala.
  • Ministry of Education South Korea
Retrieved from "https://seth.informatik.uni-bremen.de/wesis/wiki/index.php?title=Education_ministry_exists_binary_(CRC_1342)&oldid=8918"