Year Of Compulsory Education Research Articles

School placement trajectories of students with special educational needs—A longitudinal analysis of administrative data

AbstractSchool transfers may be particularly challenging for students with special educational needs (SEN), and may negatively impact academic and social outcomes for these students. In countries with multiple placement options for students with SEN, although transfers between different types of placements are plausible, studies on this phenomenon are rare. The current study investigates individual placement trajectories over 11 years of compulsory education, using administrative data from a Swiss canton (i.e. federal state) about students with intensive SEN support. We employed sequence analysis to describe individual characteristics of placement trajectories (type of placements attended, number and timing of transfers), and to identify typical placement trajectories. Findings indicate that students with SEN experience frequent placement transfers, however, high variability between individual placement trajectories exists. Four clusters representing typical placement trajectories emerged. The clusters differed in the placements predominately attended by students, the number of transfers experienced, as well as in the distribution of students' age, gender and first language. These differences may reflect variations between clusters in the type and severity of students' SEN. Our study results underscore the importance of understanding the dynamics of placement trajectories for students with SEN, contributing valuable insights into the complexities of their educational journeys.

Computational thinking with Scratch or App Inventor in primary education

<p>Computational thinking (CT) is increasingly encouraged in subjects such as technology and digitalisation, and robotics. The effect on the development of generic competencies is of interest. This study investigates the use and effect of Scratch and App Inventor on the development of skills and competencies associated with CP (self-efficacy, motivation, creativity, collaborative work, algorithmic thinking, communication and social interaction) in primary education. A systematic review of articles in English and Spanish was conducted using the PRISMA statement, in the Web of Science (WOS), Dialnet and SCOPUS databases, obtaining 425 papers, from which 10 were finally selected. The results showed that both Scratch and App Inventor favour the development of skills and competencies for learning in the context of primary education and that these are underused strategies that should be promoted from the first years of compulsory education.</p>

How Does Nine Years of Compulsory Education in China Impact the Rural Area People's Living Condition?

Nine years of compulsory education, a concept introduced by the Chinese government in 1986, provides complimentary education by the state from primary school (Grade 1-6) through junior high school (Grade 7-9) across the entire society. This paper reevaluates the widely accepted view that Chinas nine-year compulsory education policy is universally beneficial. It aims to shed light on the challenges and limitations of the policy, particularly in rural areas, and seeks to move beyond the uncritical acceptance of this educational system. Employing a comprehensive methodological approach, the analysis integrates an extensive review of both domestic and international literature, media reports, and a rigorous evaluation of data reliability. Through comparative and refined analytical techniques, the paper presents trustworthy findings. The results indicate that the policy does not uniformly serve all families, especially in rural contexts where the costsincluding material, living, and opportunity costsoften surpass the benefits. These expenses can deepen economic hardships for some households, although, at a broader level, the policy significantly boosts educational quality and societal awareness, providing a strong foundation for China's future growth. The conclusion suggests that despite its successes in enhancing literacy rates and access to education, the policy requires targeted adjustments to effectively address the persistent economic and gender disparities in rural communities.

Implementation of Independent Curriculum Policy in Facing the Society 5.0 Era

The rapid development of technology in the era of society 5.0 is characterized by the rapid pace of information technology, this also makes various challenges appear in various aspects, one of which is education. The functions and objectives of National Education are none other than to develop capabilities and form distinguished national character and civilization in the context of educating the nation's life. In the education system in Indonesia. This research was conducted with a qualitative approach, through literature studies. Data collection was carried out by tracing various sources of literature or literature in the form of RI Minister of Education and Culture Regulation Number: 262/M/2022, journals, and other documents related to the independent curriculum. The independent learning curriculum is presented as an answer to the occurrence of a comprehensive transformation in all aspects, especially the demands of human resources who are able to compete and adapt. The implementation of the independent curriculum in the era of society 5.0 for 12 years of compulsory education has been implemented since February 2022 by the MENDIKBUDRISTEK as one of the independent learning programs to improve the quality of learning. Monotonous learning is a barrier for students to demonstrate their abilities and competencies. The pattern of life that is happening is increasingly dynamic as if there are no limits, this is proven by the development of the world of technology which is growing rapidly. Therefore, education must be able to keep up with the dynamics of the times. In its application, the Merdeka curriculum must also be adapted to the conditions and characteristics of each school, so as to maximize existing potential. In this case, schools must be able to identify the needs and challenges faced, and develop appropriate strategies to overcome them. Thus, it is hoped that the learning process in schools can run well and produce quality output.

Design Literacy in Chilean Curricula

The Chilean school curriculum shares with the design literacy approach the goal of forming responsible citizens committed to caring for the environment. Given that design is included as obligatory content of the visual arts and technology subjects in the first 10 years of compulsory education, we wonder if the learning objectives of visual arts and technology support the development of design literacy abilities, as outlined by Lutnæs and Cross. To address this question, we coded 119 learning objectives in alignment with Lutnæs’s and Cross’s design literacy abilities. Then, we generated heatmaps to undertake a visual analysis of the alignment between the learning objectives and design literacy categories. As a result, we found a strong convergence between the Cross and Lutnæs categories and technology learning objectives, especially in lower secondary level education. In the visual arts, design was focused on aesthetics, and connections with design literacy narratives were scarce. We propose that adopting the analytical instrument (coding table) as a standardised tool will encourage comparable studies of how well design literacy is incorporated into other national curricula.

Wajib Belajar 12 Tahun Di Desa Ampelan Kecamatan Wringin Kabupaten Bondowoso Tahun 2023

The Ministry of Education and Culture's Strategic Plan for 2020-2024 is that 9 years of compulsory education will be completed, 12 years of compulsory education will increase and will prioritize poor families.Readiness of Ampelan Village, Wringin District, Bondowoso Regency to welcome the 12 year compulsory education program, it is necessary to know the description of the implementation of the 9 year compulsory education program first. The type of research used was quantitative descriptive with a population of all teenagers in Ampelan Village, Wringin District, Bondowoso Regency totaling 52 teenagers.Using total sampling with the inclusion criteria of children who had dropped out of junior high school, the sample size was 11 teenagers. Data was obtained through a questionnaire and research results will be presented in percentage form. The results of the study showed that 21% of children dropped out of secondary school in Ampelan Village, Wringin District.72% of the children who have dropped out of secondary schools come from families who work as agricultural laborers and have difficulty accessing secondary schools which are quite far away, having to go to othervilla

E-PKBM Training for Tutors for Equal Learning

Education is considered very important in increasing human cognitive, affective and psychomotor potential. However, there are still many people who do not have access to education, especially in Pemalang Regency. This happens because the community's economic condition is still weak, educational service facilities are minimal and geographical conditions are very far apart even though the Government has implemented 12 years of compulsory education. There is data on access to education through equality education for 4,277 students with only 54 tutors, so it is still very lacking. This has an impact on the low quality of learning outcomes. The aim of community service is to provide training or assistance to tutors in Pemalang Regency in implementing E-PKBM as distance learning for equality education. The methods used are lectures, discussions and training or mentoring. The data obtained was processed descriptively. The results of this training activity show that the tutor has gained an understanding of the role of E-PKBM in the learning process and the tutor has understood how to use existing E-PKBM features to make learning easier. The conclusion from this activity is that tutors can create distance learning by utilizing E-PKBM.

PARENTS' CHALLENGES AGAINST THE INTENTION OF THE IMPLEMENTATION OF THE 12-YEAR COMPULSORY EDUCATION POLICY IN MALAYSIA

Compulsory education policies supported by the law have been implemented throughout the world for centuries, including in Malaysia. However, the implementation of the law is only limited to 6 years of compulsory education at the primary level as opposed to at the international level, which reaches a period of 8 to 12 years of compulsory schooling. Therefore, this study was conducted to explore the challenges faced by parents if Malaysia intends to implement compulsory education in Malaysia within a period of 12 years, starting from one year in preschool until the end of schooling at the secondary level. This study was conducted using a qualitative approach involving several participants selected through purposive sampling. The exploration results through open-ended questions, focus group discussions, and researcher notes were analysed using a thematic analysis, which then received expert consensus at an excellent level with a Cohen Kappa index value exceeding 0.81. The study discovered four themes of challenges faced by parents in implementing the 12-year compulsory education policy in Malaysia, namely parents' financial issues, school-related issues that are a challenge for parents, parents' difficulty in managing their children, and issues faced by children, all of which have resulted in challenges to parents. In this vein, these challenges should be emphasized because parents are the main implementers of the compulsory education policy, which also determines the success of the intended 12-year compulsory education policy.

Roma students’ experiences: practices contributing to participation in post-compulsory education

ABSTRACT Background It is widely recognised internationally that participation in higher education is likely to lead to increased opportunities and resources. However, only a minority of learners from Roma backgrounds continue into post-compulsory education. As important research into inclusion continues, more attention must be paid to the identification of practices that can help break down barriers and support the participation of Roma students in post-compulsory education. Purpose The research sought to gain insight into particular factors influencing the decision-making processes of three students from Roma backgrounds who chose to pursue an academic pathway. Method The setting for this qualitative study was a school in Spain located in a socioeconomically disadvantaged and predominantly Roma neighbourhood whose students had never previously participated in pre-university studies (courses preparing students for university entrance). In-depth interviews were conducted with three Roma students in their last year of compulsory education who were about to move on to pre-university studies, as well as with three significant adults: a Roma mother, a Roma role model working at the school, and the school principal. Findings The analysis of participants’ narratives suggested that, according to their views, the implementation of a set of successful educational actions involving high expectations, the involvement of Roma families, the influence of positive Roma role models and engagement with dialogic interactions contributed to the continuation of these three Roma students on a trajectory towards post-compulsory education. Conclusions The study highlights some noteworthy factors that can be involved in transforming a context from one where access to university is not considered to be an option and towards a new one in which university becomes a real choice.

The association between parental internalizing disorders and child school performance

Parents play a crucial role in children’s lives. Despite high prevalences of anxiety and depression, we do not know how these disorders among parents associate with child school performance in Norway. We use regression models to estimate associations between parental mental disorders and child school performance, while adjusting for some social and genetic confounders. Parental anxiety and depression were assessed from administrative registers of government funded health service consultations for all individuals in Norway with children born between 1992 and 2002. School performance was assessed as standardized grade point average at the end of compulsory education when children are 16 years old. Associations were also considered in samples of adoptees and among differentially affected siblings. We find that 18.8% of children have a parent with an anxiety or depression diagnosis from primary care during the last three years of compulsory education (yearly prevalence: 11.5%). There is a negative association between these parental mental disorders and child school outcomes (z = 0.43). This association was weakened, but statistically significant among differentially exposed siblings (z = 0.04), while disappearing in adoptee children. Many children experience that their parents have anxiety or depression and receive a diagnosis from primary care. On average, these children have lower school performance. The association is attenuated when comparing differentially exposed siblings and disappears in adoptee children. These results have a poor fit with the hypothesis that parental internalizing is an influential causal factor in determining children’s educational success.

Computer-Assisted Vocabulary Learning for Thai Deaf Students: A Case Study of Sot Suksa School for the Deaf

In a world without sound, learning to communicate, read, write, and expand one’s vocabulary requires a community of expert communicators in sign language. For many deaf individuals in Thailand who are born into hearing-abled families, access to the expert assistance they need to learn communication skills does not begin until their first years of compulsory education. By that time, academically, they are already many years behind their hearing-abled peers. The present study employed an experimental research design to investigate the influence of computer-assisted language learning technology, DeafReader, on the vocabulary skills of deaf students in Thailand. After a six-week intervention, one-way ANOVA analysis showed no significant difference in pre-test and post-test scores between the treatment and control groups. Additional analysis found a significant difference in performance between male and female students. Age differences in the acquisition of foundation language skills between genders were considered to be an influencing factor in the results of this study. The author concludes that students may have lacked the basic language skills needed for technology intervention to be effective. The author recommends examining the effects on an older age group and exploring the use of DeafReader as a learning tool for fingerspelling, sign language, and mapping text to sign.

Ke Dise, Mi Arma? Dialectal Varieties in WhatsApp Digital Norm of Andalusian Adolescent Speakers

This article analyzes the written expression in WhatsApp-type instant messaging applications of Andalusian adolescents who are in the last years of compulsory education in Spain. It aims to establish the relationship between the most relevant characteristics of the digital norm used by Andalusian adolescents in their communications through WhatsApp and the dialectal characteristics of their variety of Spanish. Additionally, this study intends to determine whether the writing norm in instant messaging applications influences the standard orthography of Spanish in school texts. A quantitative methodology has been used, analyzing objective data and carrying out a systematic and structured information collection process. A descriptive research design was employed using textual content analysis. The results show that the dialectal linguistic identity of Andalusian adolescent speakers on WhatsApp is mainly identified with suprasegmental linguistic features such as intonation and rhythm. Textisms related to the loss of the intervocalic -d- stand out, as well as those which reproduce the different realizations of the phonemes /s/ and /ʝ/. These features characterize the norm used by adolescent Andalusian speakers and coincide with the features that distinguish their way of pronouncing Spanish. The results show that these textisms are not related to the standard orthography of Spanish and do not cause non-standard orthography.

SPORTS AND PHYSICAL ACTIVITIES ON ACADEMIC PERFORMANCE AND OVERALL PERSONAL DEVELOPMENT: A LONGITUDINAL CASE STUDY / 運動與體育活動對於學業表現及全人發展的關聯：一個個案的長期研究

<p>Many researchers and scholars have done research and published theses, dissertations, scholarly papers and articles on the benefits and positive impacts of physical activities (exercise, sports, sports participations, and other related physical activities) on students’ academic performance as well as overall personal development. In fact, these PA (physical activities) can be considered as the backbones of the lives of students. However, most of these studies have been done mostly in a quantitative approach, synchronically, which makes it difficult to find out what changes these physical activities can bring to the lives of students in the long run. The present study is a qualitative, longitudinal and descriptive individual case study, which investigated the benefits and positive impacts of sports and physical activities on a single male student’s academic performance and his overall personal development during his 9 and half years of compulsory education in Taiwan region. For authenticity, reliability and validity, the research data were collected using a triangulation data collection approach - observation, documentation, and face-to-face interviews over a period of nine and half years of compulsory education in Taiwan. Results: First, there was a strong link between the case study subject’s involvement level and frequency in sports and physical activity and his academic performance. Second, higher intensity and higher frequency yielded better academic results. Third, a slight declining tendency was found in both physical activity and academic performance over the course of the study. Fourth, doing sports and physical activities regularly not only helped the case study subject to be active, energetic and healthy but also helped him to outperform academically those physically inactive students. Fifth, the case study subject improved physically and academically and became more disciplined, self-confident and responsible. </p><p>許多研究人員和學者們曾經對於體育相關活動（包括訓練，運動，運動競技，及其它有關的體育活動）之於學生的學業成績與個人的全面發展所帶來的益處和積極影響分別進行了研究，並發表了報告，論文及專業論文。事實上，這些體育活動（PA, physical activities）就像是學生生活中的脊樑骨。然而，這些研究大多是截取特定時間的量化研究，難以發現體育活動(PA)對於學生生活所帶來的延續的(for a long run)變化。本研究採用的是質的、長時期的，以個案為研究對象的描述性研究。研究一名來自台灣地區男學生於9 年半的義務教育期間，他的運動競技與體育活動對其學業成績和個人的整體發展所產生的益處與積極影響。為了取得真實、可靠和有效性，本研究所蒐集到的資料則採用三角交叉法分析，對於個案接受九年半的義務教育期間進行觀察、檔案分析和面對面訪談。研究結果發現：第一，研究對象的運動競技及體育活動的涉入程度和頻率與其學業成績之間曾有強烈的關聯。第二，較強度的和高頻率的運動及體育活動能產生更好的學業成績。第三，在研究過程中，體育活動和學業成績兩者都有輕微下降的趨勢。第四，從事規律的運動競技和體育活動，不僅有助於個案保持活躍、精力充沛和健康，他的學業成績也超越那些不愛運動的學生。第五，個案在身體和學業上得到提升，同時也變得更加自律、自信和負責任。</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0023/a.php" alt="Hit counter" /></p>

중국의 2022년 개정 초⋅중학교 교육과정 탐구

Objectives The purpose of this study is to analyze the procedures and contents of China's national level curriculum revision, focusing on the general framework of the 2022 revision of the elementary and middle school curriculum, and to draw implications for the revision of the Korean curriculum.
 Methods This study analyzed the documents and related prior research and government policy data of China's revised national curriculum for elementary and secondary schools. Goal setting, curriculum organization structure, common guidelines for subject curriculum quality control, framework document system, etc.
 Results First, the Chinese national curriculum is divided into three school-level curriculums: kindergarten, compulsory education schools, and high school. China's national curriculum revision cycle went through a long revision cycle of about 10 years for each school level. Second, the purpose of the revision is to emphasize the socialist state idea, to focus on core competencies for education reform in preparation for the future society, and to improve the curriculum for problem solving and educational reform. The educational goal is ‘a new human being with the ideal, ability, and responsibility required by the times’. In the curriculum organization, the 6-3 system was operated as a 5-4 system, allowing autonomy in the role of the region and school, and the integration of education between the two school levels for 9 years of compulsory education and the linkage between school levels were strengthened. Curriculum suggested key competencies, achievement standards and quality management plans based on them. In the curriculum document system, the principles and directions of curriculum revision are emphasized in the first half of both the general curriculum and each section, and the readability is clearly stated.
 Conclusions Implications include the stability of the Chinese curriculum revision cycle for about 10 years, the linkage of curriculum by school level and curriculum and the pursuit of independence at the same time, guidance on the role of the nation-local-school in designing and teaching the subjects. The principles of the learning process, evaluation, and operation are presented relatively clearly.

Development of Satisfaction Survey Indicators in Education Bureaucratic Services

The importance of education in the formation of quality human resources must be followed by the development of the quality of education available in each region. However, until now the development of education in Indonesia is still uneven. One of the government's efforts is to issue a regulation that requires every Indonesian citizen to complete 9 years of compulsory education. So educational services must be followed by good quality educational services as well. This will affect the level of public interest in completing the 9-year compulsory education. The purpose of this study was to determine the current level of education services at the relevant education offices, to be able to respond to community needs and services in the field. By analyzing community satisfaction, the government can improve the quality of education services. By referring to how much the policies and activities of public organizations are needed by the community. Accountability indicators are measured by the ability of officers to achieve service results and benefits, the ability of officers to demonstrate the level of achievement of predetermined targets, the ability of related human resources to carry out service tasks and the ability of officers to solve problems in educational services.

Nine Year Compulsory Education Policy in China

The education system in China has brought many benefits to Chinese education through decades of continuous reform and development. This is because many of China's education policies have shaped the Chinese education system as it is today. It reflects a global trend in education. Education in China is different from that of other countries. This article will select the Chinese specific education policy - nine-year compulsory education - as the subject of the evaluation analysis, describing the development, policy formulation such as background, objectives and implementation, and the main target groups. The needs, objectives and content of the nine years of compulsory education will be analysed. Using the SWOT analysis of the policy, it will also be necessary to develop some elements of the policy that can be improved as recommendations (expected impact of improvement measures).

Educational divergence among urban residents and migrant workers: Evidence from China

While the Harris-Todaro model is a traditional approach used in researching the urban-rural dichotomy, it fails to explain families’ goals to maximize their current utility in terms of intertemporal decision-making conditions. To fill this gap, in this paper, an urban-rural dichotomy model involving labor migration and education is established, in which it is assumed that family utility derives from consumption and children’s educational achievement. The steady-state path derived through the Bellman equation suggests that increasing educational investment and family education intensity leads to a significant urban-rural difference in children’s educational achievement. Compared with the traditional Harris-Todaro model, the transversality condition is loosened in this model, while the unavailability of loans constrains migrant families. Four hypotheses are made and tested using an empirical study. An ordinary least squares regression was used in the analysis, but due to the endogeneity caused by missing variables, the instrumental variable method and two-stage least squares regression were used. The results demonstrate that the household registration system can explain 44.5% of the educational achievement difference, and the initial difference is inflated 4.73 times after nine years of compulsory education. This divergence could increase the differences caused by household registration status, resulting in larger income gaps and intergenerational heredity of identities.

Does Education Foster Electoral Turnout? Evidence from Indonesia

This study shows that nine years of compulsory education in Indonesia does not foster electoral turnout, especially during the simultaneous elections (district, presidential, and gubernatorial) in the first decade of direct elections (2004-2014). Gender, marital status, and Islam (the largest religion in Indonesia) also do not have a significant effect on electoral turnout. However, a factor that determinant to induces electoral turnout is ethnicity; the ethnic Javanese/Balinese, as the largest ethnic group in Indonesia, are more likely to participate in direct district, presidential, and gubernatorial elections than other ethnic groups. Although education does not foster electoral turnout, nine years of compulsory education does significantly affect the younger cohort, who go on to seek higher education.

Ludność rdzenna w kanadyjskim systemie edukacji – próba pogodzenia z przeszłością, aktualna sytuacja i planowane działania

This article is devoted to theoretical considerations on the education of Canadian Indigenous Peoples. In the past, this education was provided in state boarding schools by priests and nuns, mainly for First Nations children aged 4– –16, who were sent there forcibly, taken by force from their parents. There were many cases of abuse in schools such as: physical, mental and sexual violence, experienced by approximately 150 000 children. Some of them never returned to family homes. These schools destroyed the psyche of many young people and influenced their later lives. It was not until 2005 that the Canadian government officially apologized to survivors and their families for the harm suffered by several generations of Indigenous Peoples during 120 years of compulsory education, conversion and integration into white colonizing society. Currently, the Canadian government willing to compensate for past harm, is working at federal and provincial levels to improve access of Indigenous people to the education system at all levels.

The effect of health on economic growth: a meta-regression analysis.

The main objective of this study is to examine the effect of health on economic growth based on 719 estimates obtained from 64 studies from all over the world. We find evidence of a publication bias towards a positive estimated effect of health on economic growth. After accounting for heterogeneity of the estimates, we show that health has a genuine positive effect on economic growth. Less developed countries seem to enjoy a higher effect of health on growth driven by the ongoing economic–demographic transition in those countries. The variation of the health effect on economic growth is also influenced by the available data, estimation procedure, model specification, publication channel, and country characteristics in each study. Studies that do not account for endogeneity seem to create an upward bias. Studies with more comprehensive variables seem to increase the estimated effect of health on growth. A higher number of years of compulsory education, longer working experience, and more favourable environmental conditions also increase the effect size. Overall, our results confirm the key role of the health factor in explaining economic growth across countries.