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Journal articles on the topic 'Basic compulsory education'

Author: Grafiati

Published: 8 September 2021

Last updated: 29 July 2025

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1

Jiang, Yuanyuan. "Problems in Balanced Development of Compulsory Education and Optimization Strategies of Public Policies." BCP Social Sciences & Humanities 16 (March 26, 2022): 97–101. http://dx.doi.org/10.54691/bcpssh.v16i.446.

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The supply of basic public services concerns the survival and development of all citizens. Equally enjoying basic public services is the basic right of them, while promoting the equalization of basic public services is the fundamental responsibility of the government. With the continuous advancement of service-oriented government construction, the equalization of basic public services is increasingly valued. Compulsory education is an important part of the basic education system as well as a basic public service, whose development is not only an important way to realize the equality of educati

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Lestari, Asih Widi, Sri Suwitri, Endang Larasati, and Hardi Warsono. "The Multy Actors’s Role in Implementation Policy ProcessMulty Actors’s Role in Implementation Policy Process (Case Study in Policy of Compulsory Basic Education 12 Years at Kudus Regency, Central Java, Indonesia)." Journal of World Conference (JWC) 2, no. 2 (2020): 1–7. http://dx.doi.org/10.29138/prd.v2i2.178.

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Kudus Regency is one area that successfully implemented Policy of Compulsory Basic Education 12 years since 2010 even before the central government issued a Policy of Compulsory Basic Education 12 years. In implemented this policy, Kudus Regency Government based on the Kudus Regency Regulation Number 2/ 2010 about Basic Education 12 Years and Regulation of Minister Education and Culture Republic Indonesia Number 80/2013 about Universal Secondary Education (Basic Education 12 Years). The success of Kudus Regency in implementing compulsory basic education 12 years policy is depending on the role

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Amalia, Lia, Neti Karnati, and Nurhatatti Fuad. "Implementation Strategy of 9-Year Compulsory Basic Education Policy In Serang Banten." Jurnal Iqra' : Kajian Ilmu Pendidikan 5, no. 2 (2020): 122–32. http://dx.doi.org/10.25217/ji.v5i2.783.

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The article was to find out the strategy in 9-year compulsory basic education policy implementation in Serang. The achievement of compulsory education programs supported the achievement of the vision and mission of national education. All Indonesian citizens have the opportunity to receive basic education. The study focused on planning, development of policy stabilization patterns, socialization, and monitoring. This study used a qualitative descriptive method. The process of collecting data used observation, documents and interviews. Data analysis techniques were data reduction, data presenta

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Qian, Zhenzhi, and Jianhuang Meng. "The Construction of the Measurement Model of Balanced Development of Compulsory Education Resources based on the Hierarchical Analysis Method." WSEAS TRANSACTIONS ON COMPUTER RESEARCH 11 (December 4, 2023): 501–8. http://dx.doi.org/10.37394/232018.2023.11.45.

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The balanced development of compulsory education is an important measure to fully implement the equalization of basic education public services, promote education equity, and maintain social justice. Among the paths to the realization of balanced development of compulsory education, the most crucial is to ensure the balanced development of compulsory education resources, so it should attract high attention. The purpose of this paper is to construct a measurement model of the balanced development of compulsory education resources, to explore the key factors affecting the balanced development of

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K.C., Ram Bahadur. "Compulsory Basic Education and Social Inequality: State of Local Government and Compulsory and Free Education Act 2075 BS." Patan Pragya 10, no. 01 (2022): 145–54. http://dx.doi.org/10.3126/pragya.v10i01.50744.

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This article analyses the constitutional and legal provisions for school education and particularly Compulsory and Free Education Act, 2075 of Nepal. These provisions are oriented toward creating an environment where all citizens can get basic education so as to enhance equal and just Society. Compulsory and Free Education Act, 2075 is enacted to implement the constitutionally Assured fundamental right to education, and provision of free and compulsory school education without evidence-based analysis, planning and budgeting. The provisions of Compulsory and Free Education Act, 2075,in essence,

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Komar, Oong. "BODY OF KNOWLEDGE PENDIDIKAN DASAR." PEDAGOGIA Jurnal Ilmu Pendidikan 12, no. 2 (2016): 85. http://dx.doi.org/10.17509/pedagogia.v12i2.3330.

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Animo three-UPI SPs Studies Program in the last two years tops the list, which amounts to 210 to 230 applicants for a course of English language education, physical education and basic education. The number of open interest pendas, whether perceptions about pendas value-oriented labor market scientifics and practical benefits? Does science have the formula pendas slices (formal object) by itself and does not duplicate the study program in the same direction? Is basic education is still conceived within the paradigm of primary education/elementary school, compulsory education, general education

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Akyeampong, Kwame. "Revisiting Free Compulsory Universal Basic Education (FCUBE) in Ghana." Comparative Education 45, no. 2 (2009): 175–95. http://dx.doi.org/10.1080/03050060902920534.

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Ramafisela, Lingga. "Creating An E-Module For A Basic Musical Instrument (Compulsory Piano Course)." Jurnal Seni Musik 10, no. 2 (2021): 93–98. http://dx.doi.org/10.15294/jsm.v10i2.49554.

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Learning basic instruments (compulsory piano) is a basic piano practice course that must be taken for all students except for piano major students. Learning this basic instrument (compulsory piano) encountered obstacles, namely that students still did not understand and could play the piano. This is certainly an obstacle in the process of learning basic instruments (compulsory piano) especially in the current situation where learning is carried out online. Electronic modules or e-modules are needed to assist students in an effective and efficient learning process. This basic instrument e-modul

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MC, Morena. "Possible Solutions to Challenges of Including Learners with Special Educational Needs in Mainstream Classrooms." International Journal of Multidisciplinary Research and Analysis 05, no. 03 (2022): 729–38. https://doi.org/10.5281/zenodo.6388525.

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<strong>INTRODUCTION AND BACKGROUND</strong> As a major strategy towards the achievement of basic education for all, Lesotho introduced free and compulsory primary education, whereby many children were sent to school. The mountain kingdom of Lesotho implemented the Free and Compulsory Primary Education Policy in the year 2000 (McConkey&Mariga, 2011:18). The policy‘s main objectives are: [t]o make basic education accessible to all learners; to make education equitable in order to eliminate inequalities; to guarantee that every Mosotho child completes the primary education and ensure t

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10

Lyu, Jiajing. "China’s Nine-Year Compulsory Education Policy and Rural Women’s Education." Journal of Advanced Research in Education 3, no. 5 (2024): 58–90. http://dx.doi.org/10.56397/jare.2024.09.09.

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Globally, education is often regarded as a basic human right. In order to guarantee this right, many countries have adopted various measures to ensure universal access to an inclusive and fair quality education, without leaving anyone behind. The UNICEF (2017) Convention on the Rights of the Child provides tenets of the child’s right to education, education should focus on the all-round development of children’s personalities and promote mutual understanding, tolerance, friendship, and peace by respecting their personal cultural backgrounds. The draft UNESCO Education 2030 Framework for Action

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He, Zhaoying. "Problems and Solutions in Chinese Basic Education." Frontiers in Humanities and Social Sciences 3, no. 6 (2023): 1–7. http://dx.doi.org/10.54691/fhss.v3i6.5135.

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The study combs the achievements and existing problems of Chinese basic education development since the reform and opening up 40 years ago, and based on the theory of educational equity and equalization of public services, and compares the data released by the Ministry of Education in 2012 and 2021, it can be found that compulsory education the number of schools in the stage has been reduced, the enrollment and enrollment have increased to a certain extent, and the nine-year compulsory education consolidation rate has increased; the gross enrollment rate in high school has increased by 6.4%, f

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Amalia, Lia, Neti Karnati, and Nurhatatti Fuad. "POLICY EVALUATION OF NINE-YEARS LEARNING COMPULSORY OF BASIC EDUCATION: OBJECTIVES CONTEXT." AL-ISHLAH: Jurnal Pendidikan 12, no. 2 (2020): 348–59. http://dx.doi.org/10.35445/alishlah.v12i2.226.

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The purpose of this research was to evaluate the policy of the nine-year learning compulsory of basic education from the objectives context. The research method used evaluation research approach through descriptive qualitative method. The data collection methods used interviews, observations, and documents. The data analysis technique used three stages, namely data reduction, data presentation, discussion, and drawing conclusions. The findings conclude that the objective of the nine-year compulsory education is in accordance with the government rule from the central and local governments. The

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Guo, Renhao. "A Policy Analysis of the Development of Balanced Compulsory Education in Chinese Counties." Science Insights Education Frontiers 18, no. 1 (2023): 2847–62. http://dx.doi.org/10.15354/sief.23.re275.

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The development of balanced, high-quality compulsory education is a national strategy of China. County-level education serves as the building block of its basic education. The nation’s realization of equitable compulsory education largely depends on its endeavors at the county level. The Chinese government has issued a series of educational policies to support developing balanced compulsory education in counties. This article focuses on studying governmental policies on this issue and examining them in detail according to their distinct purposes.

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Zhang, Ruoye. "A Study on the Evolution of Music Curriculum Standards for Compulsory Education in China in the 21st Century." Journal of Educational Research and Policies 7, no. 2 (2025): 116–20. https://doi.org/10.53469/jerp.2025.07(02).22.

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Since the 21st century, with the deepening of education reform, the concept of quality education has become more popular. Against this background, music education has received unprecedented attention and focus. The Ministry of Education (MOE) has issued a number of regulations and documents on music education at the compulsory education stage. Namely: the Compulsory Education Music Curriculum Standards (Experimental Draft), the Compulsory Education Music Curriculum Standards (2011 Edition), and the Compulsory Education Art Curriculum Standards (2022 Edition). The introduction of these curricul

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Acharya, Bisna, Khom Raj Kharel, Yadav Mani Upadhyaya, and Suman Kharel. "A critical appraisal of education policy practices ensuring free and compulsory school education: Insights from Nepal." International Journal of Education and Practice 12, no. 2 (2024): 146–62. http://dx.doi.org/10.18488/61.v12i2.3629.

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Education policy plays a pivotal role in ensuring access to free and compulsory education for all children, fostering national development and reducing social disparities. This critical appraisal examined the school education policy practices in Nepal that aimed at achieving the goal of free and compulsory school education at basic level. For this, descriptive and analytical research designs were applied for analyzing the education policy provisions. The education policies practices were observed through a field survey in which the information was gathered from schools through the distribution

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JAYESIMI, Michael Adegoke, and Opeyemi SHOAGA. "Implementation of the Free and Compulsory Primary Education Policy in Public Schools in Ogun State, Nigeria: Evaluation." Journal in Humanities 9, no. 2 (2021): 63–70. http://dx.doi.org/10.31578/hum.v9i2.420.

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The launching of the Universal Basic Education scheme in Nigeria in 1999 was the country’s response to the global call for universalization of access to basic education. The Universal Basic Education Act, enacted in May 2004, serves as the legal framework for the programme and it provided for primary education to be free and compulsory. Much has been done by different tiers of government to ensure the achievement of this objective. This study evaluated the extent to which primary education was free and compulsory in public schools in Ogun State, Nigeria between 2004 and 2012. The findings show

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Karno, Edy, and Syahrul Syahrul. "Community Participation at the Basic Education Level in Wakatobi Regency." Shautut Tarbiyah 26, no. 1 (2020): 19. http://dx.doi.org/10.31332/str.v26i1.1785.

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This article aims to provide an overview of community participation in education in Wakatobi District. The aspects explored include: pure enrollment rates at primary education level, literacy rates of people aged 15 years and over, and average length of schooling of residents aged 15 years and over. This study uses a qualitative approach, in which document study becomes the main technique in data collection. The document examined is the archive of the Education and Culture Office, as well as the Wakatobi Regency Central Statistics Agency. Data analysis is carried out through the stages of data

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Torkar, Gregor, Stanislav Avsec, Mojca Čepič, Vesna Ferk Savec, and Mojca Juriševič. "Science and Technology Education in Slovenian Compulsory Basic School: Possibilities for Gifted Education." Roeper Review 40, no. 2 (2018): 139–50. http://dx.doi.org/10.1080/02783193.2018.1434710.

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19

Yu, Wang. "The Problem and Adjustment of the Unbalanced Allocation of Compulsory Education Resources: Evidence from Chongqing." Journal of Asian Research 4, no. 3 (2020): p8. http://dx.doi.org/10.22158/jar.v4n3p8.

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In order to narrow the gap in compulsory education resource distribution among districts and counties, and promote equity in education among regions. This article analyzes the current situation and causes of the unbalanced allocation of compulsory education resources in Chongqing and proposes the existing problems. Through the use of statistical description and spatial autocorrelation methods to analyze the internal relations of related factors and variables. And on the basis of proving the existence of proximity, it analyzes the type and influence mechanism of regional aggregation in the proc

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20

Jaja Abdul Jabar, Suheti, Supardi, and Anis Fauzi. "9 YEAR BASIC EDUCATION POLICY." Multidisciplinary Indonesian Center Journal (MICJO) 2, no. 2 (2025): 2123–30. https://doi.org/10.62567/micjo.v2i2.771.

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This article examines the 9-year basic education policy in Indonesia, which is an implementation of the 1945 Constitution to guarantee the right to education for all citizens. This policy aims to improve access and quality of education, improve the life of the nation, and create quality human resources. The review includes the history of the policy, starting from Law No. 4 of 1950 to the launch of the program by President Soeharto in 1984, as well as the influence of political interests and the modernization of Islamic education in the National Education System Law. The implementation of the p

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21

Yu, Jiangran. "Education for All-Round Student Development: An Evaluation of the Compulsory Education Curriculum Program and Standards 2022." Science Insights 41, no. 4 (2022): 655–61. http://dx.doi.org/10.15354/si.22.re080.

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In China’s compulsory education, the Compulsory Education Curriculum Program and Standards 2022 represent a shift in emphasis from imparting knowledge to cultivating competence. It integrates the concept of holistic student development into day-to-day instructional activities in order to foster positive values, essential character traits, and fundamental academic competence in students. The purpose of this article is to promote the high-quality development of China’s basic education by describing the history of the New Curriculum Standards, interpreting its specific requirements, and recommend

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Oyeniran, Rassidy. "Basic Education in Ivory Coast: From Education for All to Compulsory Education, Challenges and Perspectives." Journal of Education and Learning 6, no. 2 (2017): 283. http://dx.doi.org/10.5539/jel.v6n2p283.

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Ivorian authorities, for years, are employing various strategies as part of reforms to ensure universal education in Ivory Coast (Cote d’Ivoire). In this regard, great efforts are done each year through public funding and partnership development support to face the challenge of Education for All whose term of the implementation was 2015. The objective of this paper is to investigate the various facets of Education for All in Ivory Coast and the implications of the implementation of compulsory education, which is the new challenge of Ivorian education system. How to bridge the gap of schooling?

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Vera Waty Simanjuntak and Waluyo. "The Urgency of Eliminating Basic Education Fees in Reducing the School Dropout Rate In Bekasi City (A Study on Government Regulation No. 47 of 2008 on Compulsory Education)." Journal of Law, Politic and Humanities 5, no. 3 (2025): 2228–37. https://doi.org/10.38035/jlph.v5i3.1436.

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Education is the fundamental pillar guiding a nation's development and serves as an investment for creating quality human resources. Various efforts have been made by the government to improve the quality and equity of education, one of which is the elimination of education costs through the compulsory education program. This study aims to examine the urgency of eliminating basic education fees in reducing dropout rates, focusing on how well the compulsory education program has been implemented. The research method used in this study is empirical legal research, with data analysis based on Geo

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LI, Jian. "Compulsory Educational Policies in Rural China since 1978: A Macro Perspective." Beijing International Review of Education 2, no. 1 (2020): 159–64. http://dx.doi.org/10.1163/25902539-00201012.

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Since 1978 China has implemented a series of educational policies for shaping rural compulsory education in order to improve its quality and competitiveness. This short article takes a macro perspective to review the rural compulsory education policies in contemporary China. Specifically, the macro perspective concentrates on examining the historical urbanization process of basic education in rural areas and the four stages of compulsory educational development in these regions. The article suggests that China has made tremendous contributions on closing the rural and urban gaps in recent year

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Zhenhua, Wang. "Research on Rural Compulsory Education in the Context of Rural Revitalization." Journal of Education, Teaching and Social Studies 5, no. 3 (2023): p12. http://dx.doi.org/10.22158/jetss.v5n3p12.

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Rural education has always been a shortcoming in the development of education. As the basic part of rural education, rural compulsory education affects the modern development of education from the root. At present, the development of rural compulsory education in China mainly faces the dilemma of uneven distribution of urban and rural educational resources, low teaching quality, weak educational awareness, and class division of rural families, etc. The strategy of rural revitalization in the new era provides conditions to support and policy guarantee for the development of rural compulsory edu

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Liu, Jiaxin. "An Empirical Analysis on Urban-rural Disparity of Compulsory Education Resource Allocation in Guangxi." BCP Education & Psychology 4 (May 31, 2022): 173–78. http://dx.doi.org/10.54691/bcpep.v4i.789.

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In this paper, the situation of compulsory education resource allocation in Guangxi, China at the end of 2019 was empirically analyzed by selecting relevant indicator systems and using descriptive statistical analysis and analysis of variance. The main characteristics of the urban-rural disparity of compulsory education resource allocation in Guangxi were explored. From the statistical data, Guangxi has basically achieved the goal of realizing the basic balanced development of compulsory education between urban areas and counties & cities. However, the disparity of compulsory education res

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Hao, Zhang, and Zhang Rui. "Study on the Connection Problems and Countermeasures of the Integration of Ideological and Political Courses in Colleges and Primary and Middle Schools." Journal of Educational Theory and Management 5, no. 2 (2021): 17. http://dx.doi.org/10.26549/jetm.v5i2.6772.

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The integration of ideological and political curriculum which exists in colleges and compulsory education is a powerful guarantee for enhancing the effectiveness of the course. Putting theoretical content as well as teaching practice into effect contributes to every improvement and new idea about the curriculum. Facing the new circumstances, new tasks, and new challenges under the social background, it is necessary to reinforce the connection of the integration of the subject in universities and colleges and compulsory education, and take problems as the research direction for the sake of expa

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Darkwa, Ernest, and Bridget Acquah. "A Qualitive Review of the Free Compulsory Universal Basic Education (FCUBE) Policy in Ghana." Inverge Journal of Social Sciences 1, no. 2 (2022): 11–22. https://doi.org/10.63544/ijss.v1i2.17.

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The FCUBE policy in Ghana came with the idea of reducing poverty through a free and compulsory education system for students within the basic school. The policy has contributed and made impacts towards improving enrolment. It has also helped in improving the basic education curriculum by introducing vocational and technical training, as well as communication and information technology. This has helped a lot in raising the standard of the basic education system in Ghana. However, the policy has fallen short of its expectation as it did not take the very conditions of the poor into consideration

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SUKARDJI, K. "EVALUASI BELAJAR PENDIDIKAN DASAR 9 TAHUN MELALUI MADRASAH DI KABUPATEN PANDEGLANG." ALQALAM 18, no. 90-91 (2001): 1. http://dx.doi.org/10.32678/alqalam.v18i90-91.1462.

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In the Framework to raise the progress of the nation life entirely, the goverment has carried out the nine years - Basic Education Compulsory Programme (Wajar Dikdas) through general school and Islamic school In this programme through the Islamic school among others have been done in model school of Islamic elementery school (MIN) in village of part, Mandalawangi, Pandeglang and the Islamic secondary private scool "Cidangiang" Kota Pandeglang., Pandeglang.The Nine Years - Basic Education Compulsory Programme through Islamic School has been applied on the Islamic School (MI and MTs) by providin

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Maro, Siska, and Nurtanio Agus Purwanto. "Strategy of Education Office in Completing Compulsory Basic Education in District of Waigeo Barat Daratan Raja Ampat." Journal of Innovation and Research in Primary Education 4, no. 2 (2025): 350–58. https://doi.org/10.56916/jirpe.v4i2.1273.

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This study is significant because it addresses the critical issue of secondary school dropout rates in Raja Ampat, a region with unique geographic and socio-economic challenges. By evaluating the strategies of the Department of Education, identifying key contributing factors, and assessing intervention efforts, this study provides actionable insights to improve education policies and programs. This study was conducted in 2024 using data collection techniques using observation, interviews, and documentation. The validity of the data in this study used qualitative methods, so that validity testi

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Murcahyanto, Hary, Mohzana, and Hartini Haritani. "Evaluation of Planning for The Completion of Nine Years of Compulsory Basic Education." Nazhruna: Jurnal Pendidikan Islam 7, no. 3 (2024): 664–83. http://dx.doi.org/10.31538/nzh.v7i3.42.

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This study focuses on the evaluation of the planning of 9-year compulsory basic education in East Lombok Regency, with the main objective of assessing the effectiveness of planning oriented to minimum service standards (MSS). This education planning is considered important in addressing the gap in access to education and improving the quality of basic education at the regional level. The research hypothesis is that the proper implementation of MSS in basic education planning can significantly improve access and quality of education and reduce illiteracy rates in the region. This research metho

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Huang, Jiarui, Yutao Xiong, Yijie Zhang, Yijing Zhuo, and Siying Li. "The Overall Solution of Education under the Statistical Measure of Unbalanced and Inadequate Development of Basic Education." International Journal of Education and Humanities 3, no. 3 (2022): 90–98. http://dx.doi.org/10.54097/ijeh.v3i3.1042.

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With the transformation of China's economic structure and upgrading of industrial structure, basic education plays an important role.On May 21, 2021, China deliberated and adopted the Opinions on Further reducing the Burden of Homework and Off-campus Training for Students in Compulsory Education.On July 24, 2021, the Guidelines on Further Reducing the Burden of Homework and Off-campus Training for Students in Compulsory Education were issued, hereinafter referred to as "double reduction".This paper will be in the double reduction policy, revitalization of local basic education and other docume

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Horníčková, Beata, Jana Majerčíková, and Anna Tirpáková. "Parents’ attitudes to compulsory preschool education in the Czech Republic and Slovakia." Journal of Language and Cultural Education 11, no. 1 (2023): 71–89. http://dx.doi.org/10.2478/jolace-2023-0006.

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Abstract The issue of compulsory preschool education in the Czech Republic and Slovakia is a topical one as a result of the obligation to educate children prior to the start of basic school (primary education) being introduced over the past five years. The objective of the research whose results are presented in this study is to ascertain what attitude parents in the Czech Republic and Slovakia have in regard to the compulsory education of their children in the year prior to joining basic school. The research was based on two key concepts, specifically the obligation of educating children prio

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Herwanto, Herwanto. "WAJIB BELAJAR (WAJAR) SEMBILAN TAHUN DALAM PERSPEKTIF PENINGKATAN MUTU PENDIDIKAN DASAR." Perspektif Ilmu Pendidikan 16, no. VIII (2007): 77–86. http://dx.doi.org/10.21009/pip.162.8.

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Education for all has been stipulated in the Preamble of 1945 Constitution of Republic of Indonesia. As from the proclamation of Independence Day, the Indonesian government has been developing national education to give the Indonesians equal and broad opportunity to have access for education. This article discusses the implementation of nine years’ compulsory education program to provide the citizens with equal access for education and simultanously to improve basic education quality. The discussion is focused in planning, implementation, and outcomes of the program, as it is assumed that the

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Aldabbas, Ali Mohamed, Kamal Jamal Alawamleh, and Worud Jamal Awamleh. "Jordan’s Commitment towards Compulsory and Free Basic Education as a Constitutional Right: An Analytical Field Study." Arab Law Quarterly 34, no. 4 (2020): 356–86. http://dx.doi.org/10.1163/15730255-bja10049.

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Abstract This study examines the extent to which Jordan is committed to principles of compulsory and free basic education, by analyzing legislation in light of constitutional and international standards regarding the right to education. Methodology includes quantitative assessment of these principles using a questionnaire distributed to students and their teachers in a number of public schools in three Jordanian governorates. Three focus group sessions composed of students and their teachers were held. The study suggests that, whilst the Jordanian Constitution has explicitly adopted such princ

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Amalia, Lia, and Endah D. A. Anantisari. "Evaluation of 9-Year Compulsory Basic Education Learning Program in Serang Banten." Journal of Physics: Conference Series 1477 (March 2020): 042072. http://dx.doi.org/10.1088/1742-6596/1477/4/042072.

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Hasanah, Yenny Merinatul, and Cepi Safruddin Abdul Jabar. "Evaluasi program wajib belajar 12 tahun pemerintah daerah Kota Yogyakarta." Jurnal Akuntabilitas Manajemen Pendidikan 5, no. 2 (2017): 228. http://dx.doi.org/10.21831/amp.v5i2.8546.

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Penelitian ini bertujuan mengevaluasi: (1) pelaksanaan program (2) pencapaian tujuan program, dan(3) hambatan-hambatan pelaksanaan program wajibbelajar 12 tahun di Kota Yogyakarta. Penelitian ini merupakan penelitian evaluasi dengan menggunakan pendekatan kualitatif. Model evaluasi yang digunakan adalah discrepancy evaluation program. Hasil penelitian program wajib belajar 12 tahun di Kota Yogyakarta bukan Compulsory Education, tetapi lebih merupakan Basic Education Program (BEP) yang didasari Universal Besic Education (UBE) yang pada hakekatnya berarti penyediaan akses yang sama untuk mengiku

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Rosyad, Rifqi Abdul. "Pelaksanaan Program Wajib Belajar Pendidikan Dasar Sembilan Tahun pada Pondok Pesantren Salafiyah IBNU Taimiyyah Kebokura Sumpiuh Banyumas." Jurnal Kependidikan 7, no. 1 (2019): 43–55. http://dx.doi.org/10.24090/jk.v7i1.2927.

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Abstract  This paper focused describing the implementation of the Nine-Year Compulsory Basic Education Learning Program at the Salafiyyah Ibn Taimiyah Islamic Boarding School in Kebokura, Sumpiuh, Banyumas Regency in terms of the Director General Decree of Islamic Institution Number: E / 239 / 2001. This is a qualitative research the subjects of which are the caregivers of Islamic boarding schools, Muslim scholars, Administrative Staff (TU), and santri. The data of this research were collected through observation, interviews and documentation. The results showed that the Implementa

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Yang, Yuping, and Xiaodong Guo. "Universal basic education and the vulnerability to poverty: evidence from compulsory education in rural China." Journal of the Asia Pacific Economy 25, no. 4 (2020): 611–33. http://dx.doi.org/10.1080/13547860.2019.1699495.

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Vlachopoulos, Symeon P., Ermioni S. Katartzi, and Maria G. Kontou. "The Basic Psychological Needs in Physical Education Scale." Journal of Teaching in Physical Education 30, no. 3 (2011): 263–80. http://dx.doi.org/10.1123/jtpe.30.3.263.

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The present study reported on the modification of the Basic Psychological Needs in Exercise Scale (Vlachopoulos & Michailidou, 2006) to assess students’ psychological need fulfillment in elementary school, middle school, and high school compulsory physical education classes. Data were collected from 817 5th and 6th grade students, 862 middle school students and 844 high school students, boys and girls. The findings supported an a priori correlated 3-factor structure of the Basic Psychological Needs in Physical Education scale (BPN-PE) with strong internal reliability for all three school g

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Lu, Chang, and Longjun Zhou. "Protocol-Guided Learning as a Facilitator of the Integration of Project-Based Learning into Chinese Compulsory Education." Science Insights Education Frontiers 22, no. 2 (2024): 3597–614. http://dx.doi.org/10.15354/sief.24.re372.

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Currently, there are growing conversations about how to successfully integrate project-based learning into regular curricular instruction at the compulsory education level in China. Protocol-guided learning, which originated in Chinese basic education, has proven to be one of the most productive teaching methods in recent decades. It shares comparable educational philosophies with project-based learning and has the potential to compensate for the inadequacy of the latter’s application in Chinese compulsory education by providing effective implementation paths for it. The purpose of this articl

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Holmlund, Helena. "A researcher’s guide to the Swedish compulsory school reform." Journal of the Finnish Economic Association 1, no. 1 (2021): 25–50. http://dx.doi.org/10.33358/jfea.112415.

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This paper demonstrates how a natural experiment in education can be used to estimate causal effects. The Swedish compulsory school reform extended basic education gradually across cohorts and municipalities, allowing for a difference-in-differences analysis. The paper summarizes the literature using this reform and shows that it provided individuals from low socio-economic backgrounds with better opportunities in life. Not only did they attain higher levels of education – they also earned higher earnings, were less likely to participate in crime, and more likely to run for office.

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Ajibade, Yetunde Adedoyin, Emmanuel Olajide Awopetu, Cecilia Omobola Odejobi, and Hannah Olubunmi Ajayi. "Assessment of the Language Arts Curricula in the Nigerian Basic Education Program." Journal of Education 200, no. 2 (2019): 97–103. http://dx.doi.org/10.1177/0022057419875128.

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Overload of the Basic Education curriculum in Nigeria led to the reduction from earlier 11 subjects to seven for Lower Basic, eight for Middle Basic, and nine for Upper Basic. Languages may not be exempt as it may affect performance adversely. For this study, the two national languages (English language and French) as well as Yoruba (the language of the Southwestern States) were examined. The curricula content of the three compulsory languages was examined based on (except for Yoruba) globally accepted objectives of language learning. Content analysis showed curriculum overload of different di

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Beatrice, Limo J., and Erastus Muchimuti. "Inequitable Access to Quality Education in Primary and Secondary Schools in Kenya." East African Scholars Journal of Education, Humanities and Literature 5, no. 1 (2022): 16–21. http://dx.doi.org/10.36349/easjehl.2022.v05i01.003.

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Education is a basic human right as was declared by the United Nations in 1948. Most governments including Kenya have tried to implement free and compulsory basic education. It also subscribes to various international protocols such as Education for All (EFA) in Jomtien, Thailand 1990 and the World Education Forum in Dakar, Senegal, 2000. Since then, the Kenya Government in her Education Sector Strategic Plan and Sessional Paper No. 1 of 2005 has articulated how to attain goals for education. At primary school level where children stay longest in the schooling years and they develop more motor

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Kunqi, Wang. "The Moral Education Function and Path Choice of Art Education in Elementary Education." Tobacco Regulatory Science 7, no. 6 (2021): 5570–85. http://dx.doi.org/10.18001/trs.7.6.45.

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Objectives: Since the 21st century, the cultivation of talents has shifted from the "core of knowledge" to the "core of literacy", which is also an emphasis on and attention to the core literacy of students. The elementary education policy represents an important measure in China's comprehensive quality education, and it puts forward higher requirements on the content and evaluation standards of basic art education. Ideological and moral education has always been highly valued in China. Moral education courses are compulsory public courses for students from elementary school to middle school a

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William, Asuk Unyejit. "Assessment of the Implementation of Universal Basic Education Programme in Rivers State." EAS Journal of Psychology and Behavioural Sciences 5, no. 03 (2023): 57–62. http://dx.doi.org/10.36349/easjpbs.2023.v05i03.002.

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This study investigated the implementation of Universal Basic Education (UBE) programme in Rivers State. Descriptive survey research design was employed for the study. Three research questions and three null hypotheses were formulated to guide the study. The population of the study comprise 8182 teachers in Rivers State UBE. The stratified simple random sampling technique was used to draw 400 male and female teachers for the study, using Taro Yamane formula to determine the sample size. Data was collected using a self-structured questionnaire titled “Assessment of the Implementation of the Uni

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Lou, Wenlong, and Jinjie Li. "The configuration path of the balanced compulsory education resources supply in the context of equal rights to rent and purchase: Based on the fsQCA analysis of 31 cities in China." PLOS ONE 19, no. 9 (2024): e0308286. http://dx.doi.org/10.1371/journal.pone.0308286.

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Equal rights to rent and purchase affects the supply of compulsory education resources. How to promote the balanced compulsory education resources supply in the context of equal rights to rent and purchase is currently a hot issue amongst government and society. To achieve such balance, conducting research in the context of equal rights to rent and purchase becomes crucial. However, existing research has yet to provide sufficient explanations for the differentiated paths for realizing the balanced compulsory education resources supply in practice. This study uses 31 cities in China as case sam

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Gabriel, Professor A. O. I. "Achieving Universal Basic Education in Nigeria since 1999: Woman as Partners." International Journal of Learning and Development 2, no. 5 (2012): 215. http://dx.doi.org/10.5296/ijld.v2i5.2481.

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The Universal Basic Education Programme UBE in Nigeria is free and compulsory. It is the responsibility of all and so women are represented on the Board of the Universal Basic Education Commission (UBEC) as stakeholders. This discourse examined the various areas and suggested strategies that women as individuals and groups can intervene for a successful implementation of the UBE. Advocacy, monitoring funding are major intervention strategies women can undertake as partners. Their umbrella organization the National Council of Women Societies (NCWS) should strengthen partnership with UBEC for th

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Dusalan, Dusalan. "13-Year Compulsory Education: A Strategic Step Towards Equitable Access to Children's Education in Indonesia." Journal of Islamic Elementary Education 3, no. 1 (2025): 253–63. https://doi.org/10.32806/islamentary.v3i1.805.

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The 13-Year Compulsory Learning Program is a strategic step taken by the Indonesian government to improve the quality of human resources by expanding access to education to the upper secondary level. This program is a continuation of the 9-Year Compulsory Learning program which only covers basic education, and aims to provide wider opportunities for every child in Indonesia to get an adequate education in the global and digital era. Despite facing major challenges, such as limited educational facilities and infrastructure, social and cultural barriers, and administrative problems in education

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Jensen, Tim. "‘Jensen’s Scientific Approach’ to Religion Education." Center for Educational Policy Studies Journal 9, no. 4 (2019): 31–51. http://dx.doi.org/10.26529/cepsj.707.

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Following an initial programmatic summary of ‘fundamentals’, the author puts forward (with reference to other programmatic ‘minimum presuppositions’ for the scientific study of religion(s)) his basic presuppositions and principles for a scientific study-of-religion(s)-based religion education as a time-tabled, compulsory, and totally normal school subject, taught by teachers educated at study-of-religion(s) departments of public universities. The article, thus, reflects what Cathy Byrne named ‘Jensen’s scientific approach’ to religion education.

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