Age of first selection (CRC 1342)
| Quick info | |
|---|---|
| Data type | Numeric |
| Scale | Metric |
| Value labels | NA (no information available) |
| Technical name | edu_first_select |
| Category | Education and training |
| Label | Age of first selection |
| Related indicators | , edu_civic, edu_relig, edu_marx_lenin, edu_dur_he, edu_dur_vet, edu_dur_up_sec, edu_dur_pri, edu_dur_low_sec, edu_med_instr |
This variable refers to the age in years of the first insitutionally required selection of pupils/students into different schools.
Coding rules
The youngest age possible is used, because this happens mostly after a school-year where ages of pupils/students differ. Normally it is merit-based. The date (year) this value refers is recorded in chronological order so that developments over time can be tracked.
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: Differentiation
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.
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.
Age of first Selection refers to the age of the students first separation into different tracks of schooling, often accompanied by aptitude exams. Here the earliest age at which students are normally taking this exam is coded. If there are multiple exams, only the first value is coded.
For further information see the Technical Paper:
Bibliographic info
Citation:
Related publications: NA (no information available)
Misc
Project manager(s): Windzio, Michael; Besche-Truthe, Fabian; Seitzer, Helen
Data release: NA (no information available)
Revisions: NA (no information available)
Sources
Corner, T. (Ed.). (2016). 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.
Letchamanan, H., & Dhar, D. (Eds.). (2018). Education in South Asia and the Indian Ocean Islands. 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.
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.
Corner, T. (Ed.). (2017). Education in the European Union. Post-2003 Member States. Education Around the World Series. London: Bloomsbury Academia.
Schwarzman, S. (Ed.). (2017). Education in South 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.
Ivanenko, N. (Ed.). (2015). Education in Eastern Europe and Eurasia. 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.
Pe Symaco, L. (Ed.). (2015). Education in South-East 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.
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.
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