Universal Compulsory Education Research Articles

TEACHING PERSONNEL OF WESTERN KAZAKHSTAN DURING THE EDUCATIONAL REFORMS OF THE SECOND HALF OF THE 20TH CENTURY

The main purpose of the article is to analyze the development of the Soviet system of education in the second half of the 20th century in Kazakhstan and in the West Kazakhstan region in particular. The value of the research lies in the fact that this historical period is a landmark for the educational sphere. It was during these years that important regulatory documents were adopted, the foundations for developmental and problem-based learning were laid, and new teaching methods were created. As a result of the application of comparative historical, statistical and logical methods, the main aspects of the research topic are revealed. Special attention is paid to the characteristics of the teaching activity and the contribution of individual representatives of the educational sphere. Thanks to their work, the implementation of state educational programs was underway, and above all, the transition to universal compulsory secondary education, an important indicator of which was the development of new programs and the improvement of students’ academic performance. Due to the tasks set, the article gives a qualitative analysis of students’ academic performance in schools in Uralsk, the West Kazakhstan region. After all, the general state of the educational sphere of Kazakhstan depended on the activities of the regions. The author presents the personal data of teachers of the West Kazakhstan region, with good results of mastering new programs, highlights the issues of staff retraining and generalization of the experience of innovative teachers. The result of the conducted research is to identify the main trends in the development of the education system in the Soviet period, consider the reform in education as a system, as well as identify its positive and negative aspects and highlight the educational reforms of the West Kazakhstan region as an integral part of the all-Union and republican reforms, identify its advances and controversies. The tasks and problems in the education system, in a changed form according to modern requirements, remain relevant today. Based on this, it is concluded that the field of application of the results of historical research is the modern education system. Historical analysis makes it possible to draw a parallel between the Soviet education system of the second half of the twentieth century and the objectives of the education system of independent Kazakhstan, since the main goal of all historical periods of development is a high level of development of the education system.

THE ROLE OF HIGHER EDUCATION IN IMPROVING WOMEN’S HEALTH

As the primary United Nations (UN) framework for achieving "integrated and indivisible" goals across the three distinctive components of sustainable development—the social, environmental, and economic—the 2030 Agenda for Sustainable Development entered into force in January 2016. Health and well-being are a social dimension and the third goal of SDG. Although men and women have different healthcare needs, both have a right to lead healthy lives. However, due to issues like scarce financial resources and travel constraints, gender prejudice continually prevents many women and girls from accessing health care. By 2030, the SDG aims to globally reduce maternal mortality to fewer than 70 per 100,000 live births. By 2030, make sure that everyone has access to family planning, information, education, and the inclusion of reproductive health into national plans and activities. Education is typically considered a resource at the individual level by health researchers. However, within social connections, education is probably both an intra-individual and an inter-individual health resource. The inclusion of personal hygiene teachings in the school curricula, as well as free and universal compulsory education, which has resulted in widespread literacy, has greatly increased women's knowledge of health issues. In this paper, the main topic is the effect of education on women's health. The amount of newborn and child mortality, maternal mortality, communicable and non-communicable diseases, and awareness of all types of health issues are significantly influenced by women's education. Almost all of the other goals are influenced by health and education, which are the subjects of SDG 3 and SDG 4, which are both focused on health and well-being. For instance, universal health coverage (UHC) can help reduce poverty (SDG 1) by protecting individuals from a significant source of financial hardship, and good health can promote increased employment and economic growth (SDG 8). Strong healthcare systems can shield citizens from the negative social and financial effects of epidemics and other medical emergencies. Therefore, this essay aims to explain how higher education contributes to the long-term health and well-being of women in Haryana.

Донское просвещение в эпоху реформ и революций (середина ХIХ в. – первая треть ХХ в.)

The periods of reforms of the 19th century, revolution, civil war and Soviet construction of the 1920s of the 20th century, unprecedented in the concentration of innovations in the Don enlightenment, are investigated. The author traces the formation of the legal statuses of the estate-Cossack and peasant schools of the Don region, the emergence of female and secondary education in the region. Changes in the educational space of the Region of the Don Army (RDA) are associated with the inclusion in 1878 of the Rostov region and the Taganrog city government in its composition. An analysis of various types of RDA schools showed that there were twice as many parish schools in military villages and farms as there were schools in peasant settlements. The primary school of the Synod, after growth in the 1880s, lost its position at the beginning of the twentieth century due to the low level of education. The peculiarities of secondary education in the region are the class-Cossack character of gymnasiums in the Cossack centers of the Department of Internal Affairs, the priority development of military Cossack educational institutions, the provision of benefits to specialists of Cossack origin. The establishment of the Don Polytechnic Institute in Novocherkassk meant that, in terms of the development of education, the RDA rose to a level comparable to the central regions of the country, at the same time, most school-age children did not have access to educational institutions. During the Civil War on the territory of the White Cossack quasi-state “The Great Army of the Don”, the learning process was not interrupted, and functioned according to the laws of the estate school. The Soviet Unified Labor School, separated from the church and representing equal rights to education for representatives of all social groups and nationalities, was formed after the end of the Civil War. The system-forming link was the state administration of education, acting in line with the decisions of the Communist Party. In the 1920s and the country made a leap from mass illiteracy of the population to the introduction of universal compulsory primary education, which stopped the constant reproduction of the illiterate when new generations entered life. Development of the Don regional educational space system in the 19th-20th centuries became a progressive civilizational process.

Human capital and cooking fuel choices in rural China: Perspective from cognitive and noncognitive skills

Choosing renewable fuels for household cooking is of great significance for environmental protection. Using data from the 2016 China Family Panel Studies, this study empirically explores the impact of the human capital of rural household heads, measured by cognitive and noncognitive skills, on household cooking fuel choices and their mechanisms. The findings of this study are as follows: (1) improving the cognitive and noncognitive skills of rural household heads can significantly promote the use of renewable cooking fuels; (2) these two skills influence household renewable fuel choices through income effects and information-seeking effects; (3) raising human capital significantly increases the consumption of renewable fuels for household heads aged less than or equal to 65; and (4) compared with unmarried household heads, improving the human capital of married ones can significantly increase the use of renewable cooking fuels. Therefore, universal compulsory education, village/community adult training and education, and environmental protection publicity are important measures for carbon emission reduction, environmental protection, and sustainable economic development, particularly for developing countries.

Повседневность учащихся общеобразовательных школ в годы Великой Отечественной вой-ны (на примере Кабардино-Балкарии)

For the first time, based on new archival documents and other sources, a reconstruction of the schoolchildren's daily life in wartime conditions was conducted using the example of the Kabardi-no-Balkarian Republic. This article reveals the influence of a restructuring of the school education system on the daily life of students’ education. The organization of military, physical training and patriotic education of students was analyzed. This work shows the activity of schoolchildren, help-ing the front, wounded soldiers in evacuated military hospitals, participation in the partisan movement. Forms of helping rears are studied: caring for the families of front-line soldiers, or-phans, participating in the restoration of the national economy and agricultural work. The experi-ence of the state work, party bodies and educational institutions in the law’s implementation on universal compulsory education of school-age children is summarized. Problems are analyzed: the introduction of separate education, “Rules for students”, and the quality of students’ knowledge. Difficulties in covering universal education are identified as the main reasons for dropout. It is concluded that the restructuring of the school education system in the interests of the front and rear has significantly affected the daily life of students. Military and physical training, patriotic and labor education of schoolchildren allowed them to help the front and rear and overcome the difficulties of wartime.

Issues and Challenges of School Education Faced by Tribal Students in India: A Critical Review

Education is one of the liberating forces anticipated for an egalitarian society based on equality and justice. Makers of the Indian Constitution cognized of its value have set a deadline of 10 years after the promulgation of the constitution to achieve universal compulsory education for all children up to the age of 14. To much distress, after 74 years of independence, even primary education is far from being universal, but the state has relentlessly pursued the goal. Much of the population have reaped the fruits of Modern Education, but a significant population is lagging. Scheduled Tribe, with more than 104 million people, has poorly performed compared to the rest of the people. The current study will comprehensively review the issues and challenges for imparting education to children fromindigenous communities. The article is entirely based on secondary data gathered from various government sources and derived from numerous research studies conducted in India. The study’s outcome can improve the implementation of the fundamental right to education in its true spirit while giving due regard for the tribal identity.

Проблемы преподавания физической культуры и развития спорта в Карельском педагогическом институте в 1930-е гг.

The development of the education system in the 1930s, activities to eliminate the illiteracy of the population, the introduction of universal compulsory education, the opening of primary and secondary schools required a significant increase in the number of teachers. In this regard, the state policy of the USSR in the field of higher education was aimed at creating pedagogical and teaching institutes and strengthening their activities in training pedagogical personnel. During these years, a new academic subject «physical culture» was introduced into the course of higher educational institutions. The article is devoted to the problems of teaching physical culture at the Karelian Pedagogical Institute in the 1930s. On the basis of legislative, archival and documentary materials, the author presents the activities of the military-physical culture department, its teachers in teaching physical culture and developing sports among students. The study highlights the difficulties of organizing sports work associated with the lack of special rooms, equipment, as well as specialists in the field of physical education.

How can Public Policies Change the Accumulated Disadvantage of Individuals? Based on the Perspective of Education Poverty Alleviation

Education poverty alleviation is one of the important development strategies during the 13th Five-Year Plan period, and it is a precise poverty alleviation method. So far, China has implemented a number of education poverty alleviation projects, which have significantly improved the education level of individuals, but there is a lack of scientific evaluation on the effect of macro projects on micro individual human capital accumulation. Based on the first phase of National Compulsory Education Project in Poor Areas （hereinafter referred to as the “compulsory education project”） from 1995 to 2000, this paper uses the follow-up survey data of China Labor-force Dynamics Survey （CLDS） in 2012 and 2014 to identify the specific county-level unit where the policy is implemented according to the unpublished county-level code, so as to evaluate the long-term human capital accumulation effect of education poverty alleviation on micro-individuals. In addition, this paper argues that the differences in the length of education beyond the compulsory stage, the quality of education and the beneficiary groups are the internal mechanism of the compulsory education project to promote the continuous improvement of individual education level, which realizes the original intention of public policies to change the accumulated disadvantage of individuals. On this basis, through analyzing the internal mechanism of education and the impact of education on long-term income, this paper further discusses the impact on the future economic status of workers. The study finds that: （1） The compulsory education project makes up for the lack of universal compulsory education years under the Compulsory Education Law, increases the opportunities for students in poor areas to receive education, increases the education years of individuals in poor areas on an absolute and relative level, and significantly reduces the phenomenon of dropping out of school and delaying reading. In this sense, the compulsory education project has realized the original intention of the education poverty alleviation policy. （2） However, the impact of the implementation of the compulsory education project on male and female workers has some differences. After the implementation of the project, there is still a large gap between the investment and expenditure of education at the per capita level, and the popularization quality of this compulsory education is relatively poor. Most workers do not further receive education above junior high school, resulting in relatively poor professional skills in the labor market. （3） The policy does not promote the workers to continue to receive education beyond the compulsory education stage, resulting in relatively low wage income and slow growth rate. With the continuous improvement of the average social education level, the positive effect of the project is gradually declining. Further improving the education level of poor areas has become an important content of targeted poverty alleviation in the new period. This paper puts forward two plans to alleviate the problem that the policy dividend of compulsory education project is weakening day by day, and the role of changing the accumulated disadvantage of individuals is also gradually decreasing: （1） Further bringing senior high school education into the compulsory education stage, and promoting the improvement of individual education years by increasing the legal years of education. （2） Continuing to issue continuing education policies for poor areas, and encouraging individuals to continuously improve their education level and professional skills. At the same time, continuing to implement the dynamic monitoring of education projects to ensure the effective implementation of relevant policies.

THEORETICAL ASPECTS OF THE FORMATION OF EDUCATION IN ZAPORIZHZHIA REGION OF THE END OF THE EIGHTEENTH THE BEGINNING OF THE TWENTY FIRST CENTURY

The article presents the theoretical basis of the formation of education in the Zaporizhia region in the late eighteenth - early twenty-first century. The relevance of this study is substantiated, the scientific directions of research of the history of education in the Zaporizhia region of the end of the XVIII - the beginning of the XXI century are singled out. The results of the analysis of historical researches which contain regional factual and historical material are given.Ukraine is a country that has grown and developed for many centuries. There were many ups and downs in our history. One of the most pressing issues at any time was the issue of education. Our own history is closely linked to the history of education and its development. Serious transformations in people's everyday life also affected education. As an independent state, we must remember and not forget our roots.Considerable attention in the article is paid to the coverage of the process of origin of schools in Oleksandrivka, Berdiansk and Melitopol districts of Ekaterinoslav province. The factors influencing the development of public education in the Zaporizhia region of the end of the XVIII - the beginning of the XXI century are determined. On the initiative of M. Korph about 70 schools were opened in Oleksandrivsk district (now the territory of Zaporizhia region).M. Korph has a leading role in the formation and development of public education in Zaporozhia region. An outstanding teacher was one of the first in Russia to demand universal compulsory primary education in the native language. He opened schools in Alexander Region and became an initiator and organizer of teachers' congresses. At the same time M.Korph was the first in the Zaporozhia region who raises the establishment of a secondary school and craft school.

Meiji Japan, Ottoman Egypt, and the British Occupation: A Turn of the Century Colonial Triangle of Non-Western Modernity and Anti-Colonial Egyptian Nationalism

The independent Japanese nation-state of the late 19th century, with its modern institutions and its enlightened officials, became a powerful role model for other non-Western societies who struggled to acquire the trappings of modernity they often associated with the West – parliamentary constitutionalism, universal compulsory education, and patriotic love of homeland, for example. Under British occupation since 1882, Egyptian nationalists in late Ottoman Egypt looked to this Japanese example in formulating their anti-colonial resistance ideologies. After Japan’s dramatic victory in the Russo-Japanese War in 1905, the pages of the Egyptian nationalist press were full of articles arguing for a British withdrawal in order to facilitate independent Egyptian nationhood. The authors of these anti-colonial demands used the Japanese example as a discursive tool to highlight their particular strategies for liberating Egypt. But a question arises: could an “Eastern” nation such as Japan, which served as an exemplary nation-state for other “Easterners” to emulate, also be acknowledged as colonialist? Or was colonialism at this time only understood as a by-product of Western imperialism to suit the needs of Egyptians, allowing them to deploy the Japanese model rhetorically, with knowing regard for Japanese colonial endeavors in East Asia?

ELIMINATION OF ILLITERACY AND DEVELOPMENT OF PRE-SCHOOL AND SCHOOL EDUCATION IN THE 1930S IN THE KHANTYMANSIYSK OKRUG – YUGRA

This study attempts to trace the development of pre-school and school education of special settlers in the 1930s in the Khanty-Mansiysk Okrug – Yugra. By the mid of 1930s, cultural and educational work among children and young adults of special settlers was carried out in special settlements. A program of universal compulsory primary education for children of special settlers was developed, building of new schools was planned. The whole process of formation and development of preschool and school education in special settlements was carried out in difficult geographical and material conditions. It is important to note that this was the subject of constant care of Commissars of Education of the USSR, of the Gulag, local authorities and public education, heads of industries and institutions where special settlers worked. The main forms of work among special settlers included: school classes, talks, lectures, circle work, supply of literature and periodicals. The percentage of children of special settlers included in the education process had very important political consequences.

Avaliação em larga escala e educação inclusiva: os lugares do aluno da Educação Especial

O Ministério da Educação vem utilizando um sistema avaliativo com intuito de qualificar a educação nacional e oferecer subsídios para a formulação, reformulação e monitoramento das políticas educacionais. Os alunos da educação especial podem participar do processo avaliativo desde que se enquadrem na população-alvo avaliada (idade e série) e estejam devidamente registrados no Censo Escolar. Como forma de contextualizar mudanças adotadas nessas provas a partir de 2010, neste artigo objetiva-se analisar o “espaço” que os alunos público-alvo da educação especial encontram em documentos que tratam do Sistema de Avaliação da Educação Básica (Saeb) e do Exame Nacional do Ensino Médio. Para sua elaboração foram analisados documentos orientadores e relatórios do governo federal sobre essas avaliações. Conclui-se que há o crescimento constante da participação dessa população nas provas e a tentativa de adequação, a cada ano, de oferecimento de atendimento especializado para sua realização. O presente estudo pode nos trazer pistas sobre os moldes dessas avaliações que passam a ser propostos a uma parcela da população brasileira, que apesar dos importantes avanços em números de matrículas na Educação Básica, ainda não tem sua escolarização obrigatória universalizada.

Does money matter? The effects of block grants on education attainment in rural China: Evidence from intercensal population survey 2015

Considerable disagreement exists on the impacts of intergovernmental transfers in improving education access and outcomes. This is further complicated by the fungibility of these transfers, especially in a developing country setting. This study examines the effects of the block grant established by the Chinese government to subsidize the operating costs of rural compulsory education in 2006 on education attainment in a difference-in-difference framework. Comparing students whose compulsory schooling was completed just before or after the reform in counties receiving higher and lower percentages of their operating costs from higher-level governments, we find that a 20% increase in subsidies received from higher levels of government has led to 0.21 more years of schooling completed (0.07 standard deviation) and a 2.2 percentage points rise in the probability of completing compulsory education (0.08 standard deviation). These findings have implications not just for China but also for other developing countries which aim to achieve universal compulsory education.

A tensão republicana entre a universalidade da cidadania e a parcialidade da ação político-partidária: uma perspectiva protestante tradicional

The article studies the lack of justification of the public policies. This lack creates moral dilemmas to reflect theoretically the relationship between faith and politics. One of the dilemmas lies in the political confusion between the privacy of individual awareness and publicity of government management. The paper proposes an interdisciplinary approach between theology and pedagogy to examine faith and political relationship in the current political and social conjuncture Brazilian. Faith and political relationship from the perspective of liberation theology comes closest to theoretical concept of the separation than the distinction. Bobbio and Freire are the main theoretical references for pedagogical analysis of the relationship between faith and politics from the perspective of popular education. The conclusion justifies because, for the Republican morality, the school has a legal obligation and the teaching staff have scientific expertise to provide universal compulsory education as part of complex training for citizenship.

Church, school and locality: Revisiting the historiography of “state” and “religious” educational infrastructures in England and Wales, 1780–1870

The historiographical tradition which developed within the history of education from the 1970s regarded religious organisations as distractions from the “real” task of developing state-funded universal compulsory education. Despite more positive evaluations of voluntary agencies within the history of social policy, since the 1980s, the schools affiliated to the national co-ordinating religious societies are still regarded as potential agents of social control, inadequate in numerical terms, with poor standards, dull curricula and brutal discipline. This article seeks to redress the balance of this historiography by means of a case-study of part of the London hinterland. It will show how voluntary schools attached to national and international “modern” co-ordinating bodies might provide sufficient school places, a curriculum which was structured, with results evaluated positively by inspectors, and could operate systems of rewards rather than corporal punishment. Comparisons with the period after school boards were founded indicates that attendance rates stayed about the same, that the curriculum initially narrowed in one area, and that corporal punishment increased. While these factors were due partly to population increase, the evidence nevertheless demonstrates how voluntary schools could provide adequately, even well, for local populations, and that rate-aided school provision might have negative consequences.

Natural Virtue versus Book Learning: Rousseau and the great Enlightenment battle over education

Although Rousseau was certainly the towering figure in educational theory in the later Enlightenment, his educational theories proved more serviceable to the Counter-Enlightenment. The moral order on which society depends rests in his view on a natural sentiment which education should cultivate in the child and allow to develop uncorrupted by society. From this emerged a view of education, strongly espoused during the French Revolution by Robespierre and Saint Just, which believed it more important for children to remain ordinary and “natural” than to learn things. This view clashed directly with the ideas of Radical Enlightenment thinkers (Diderot, d'Holbach, Helvétius and Condorcet), and carried further during the Revolution, before Robespierre's rise, that the republic needs compulsory universal education that instils into children (and parents) the elements of a secular morality based on equality and the principles of the Rights of Man. The resulting clash of educational policies reflected the wider ideological conflict within French revolutionary republicanism in the 1790s.

EDUCATIONAL STANDPOINTS AND CONSIDERATIONS FOR THE GREEK SOCIALIST’S PLATO DRAKOULIS WORK (1858-1942): THE SCHEMATIZATION OF FEMALE EDUCATION

In the present study, the socialists’ impact upon the educational policy formulation on female education is being studied. The Greek socialist P. Drakoulis’ standpoints are hereby examined as a Case Study. The dynamics of standpoints on female education shifting from England to Greece as well as the gradual formulation of educational standpoints within socialist societies and how these standpoints have been tied to broader issues on social progress and economic development are being presented. Thus, the traditional conservative Greek educational system is contradicted and gradually substituted by modern and progressive elements of educational consideration. Women’s rights in education are also interpreted in terms of political freedom. Social progress is, therefore, closely associated to female emancipation. According to Drakoulis, the connection of democracy, humanism and socialism is conducive to an overall respect for the human being. A fair society would therefore be the outcome of universal compulsory education targeting all social strata and which could be achieved through a combination of “instrumental knowledge”, morality and humanism on the basis of social justice and a socialist transformation of society. That era’s archives as well as corresponding scarce bibliography of that period (1870-1915) have been studied in order to approach the ideological and political framework of the Greek policy formulation. Key words: economy, educational policy, female education, ideology, socialism.

Education for all. A welfare-improving course for Africa?

In this paper, we argue that the case for universal compulsory education for sub-Saharan Africa might have been overstated. We capture the African situation through a heterogeneous-agent model, in which high costs of education relative to income and the skill premium cause the economy to stagnate in a low steady state with minimal educational attainment. We calibrate the model to available data from the sub-Saharan African countries to study education policies. We find that a tax and in-kind subsidy scheme that effectively redistributes resources from households with lower ability children to those with higher ability children outperforms enrollment-maximizing policies such as the abolition of child labor and compulsory education.

Constructing Disability and Social Inequality Early in the Life Course: the case of special education in Germany and the United States

Joining life course and educational stratification research with disability studies' complimentary emphasis on structure and disabling barriers enables a more complete analysis of the experiences and life chances of primary and secondary school students who are classified disabled. Because the processes that affect life course phases and transitions, as well as individual opportunities, identities, and attainments are cumulative, analysis of early differentiation is necessary to understand how (special) education legitimates and generates social inequality. Universal compulsory education led schools to develop a variety of sorting mechanisms. Especially during the resulting transitions within an educational system's learning opportunity structures, special educational needs are identified, labelled and categorical boundaries drawn around dis/ability altering individuals' trajectories. By stigmatizing, separating, and segregating students, special education institutions in Germany and the United States construct social inequality early in the life course.

Differentiating Between Universal Education and Compulsory Education

Since the promulgation of the Law of the People's Republic of China on Compulsory Education in 1986, all provinces, cities, and prefectures have been conscientiously implementing and putting this law into effect and have scored certain successes. But they have also encountered many difficulties in the course of carrying out the Law on Compulsory Education because of our country's weak economic foundations and the considerable imbalances among its various localities in economic and cultural development. Faced by such difficulties, some people have put forward proposals about ensuring quality, gradual implementation, and setting different requirements for different localities. But some localities have proposed implementing universal education first and compulsory education later. Such proposals are very much open to discussion.