Relevant bibliographies by topics / Compulsory and free Primary Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Compulsory and free Primary Education'

Author: Grafiati
Published: 5 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Compulsory and free Primary Education"

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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&amp;Mariga, 2011:18). The policy&lsquo;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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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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Mohammad, Rasikh Wasiq. "Child Right of Education under International Law: A Special Reference to Indian Education System." Indian Journal of Law and Legal Research 4, no. 2 (2023): 1–49. https://doi.org/10.5281/zenodo.7606235.

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The issue of RTE implementation under international human rights law is firmly rooted in practically every corner of the globe, especially in emerging and underdeveloped countries. Due to the nature of soft law, imprecise terminology, and fragmentation within provisions of international and regional legal instruments, the issue has several facets, ranging from discrimination to the question of free and compulsory quality education for all. In the case of India Article 21(A) was enacted in 2002 as part of the 86th Amendment Act. It included primary education in the right to freedom, stating tha
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Okware, Fabiano. "UNIVERSAL PRIMARY EDUCATION: PERSPECTIVES FROM UGANDA." JOURNAL OF SOCIAL SCIENCE RESEARCH 4, no. 2 (2014): 495–507. http://dx.doi.org/10.24297/jssr.v4i2.3048.

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The study aimed at assessing the implementation, achievements, experiences and challenges of MDG 2 for UPEProgramme in Uganda. Opinions of key stakeholders were sought. The study revealed some significant successes inensuring access to free and compulsory education and in reducing gender disparities at the primary school level. Thegreatest challenge remains that of more girls than boys not completing the primary cycle. The lessons learnt are: politicalcommitment, government support, quality education to motivate learners to stay at school, motivation of teachers for theirhigh commitment and st
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RAJESH R, Dr. "ENSURING FREE AND COMPULSORY EDUCATION IN INDIA: A FACT CHECK." International Journal of Social Science and Economic Research 08, no. 12 (2023): 3751–63. http://dx.doi.org/10.46609/ijsser.2023.v08i12.002.

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The notion of Education For All was launched in 1990, popularised by UNESCO to integrate international efforts to provide free and compulsory primary education to the children, without any kinds of prejudices and discrimination. The EFA goals which were finalised after several meetings and conferences found their representation in the Millennium Development Goals (MDGs) and later in the Sustainable Development Goals (SDGs). The common goal to be achieved by all countries was the provision of free, compulsory and quality education to all the children along with the associated objectives of prov
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Kumar, Anjay, Ajay Sonawane, and Madhuri Kharat. "RIGHT TO EDUCATION AS A HUMAN RIGHTS - CONSTITUTIONAL AND LEGAL OUTLOOK." ShodhKosh: Journal of Visual and Performing Arts 5, no. 3 (2024): 636–46. http://dx.doi.org/10.29121/shodhkosh.v5.i3.2024.2651.

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Education is a strong foundational democratic value of continuous universal significance. It is the best platform for acquiring the skills, techniques, information and respect for the duties. The magnitude of the importance of education in life is multi-fold. Education is like the right to life as it is the mother of realizing other human rights. In the 21st Century worldwide activities are running on the wheels of education. To live a dignified life, education leads the way. The Universal Declaration of Human Rights declares that "Education shall be free, at least in the elementary and fundam
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Harrison, Heath. "Linguistic Equity: India’s Path to Social Justice." International Journal of Literacy, Culture, and Language Education 5 (August 6, 2017): 116–28. http://dx.doi.org/10.14434/ijlcle.v5i0.26941.

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In 2009 India passed The Right of Children to Free and Compulsory Education Act. This may be the most important legislation for democracy in India’s history. As a result of this law, the people of India have demonstrated the belief that democratic education is truly the answer to freedom and equality for every Indian citizen as 96% of all of their eligible primary aged students are currently attending free and compulsory schools (Education in India, 2014). This Constitutional law and its practical fulfillment can be clearly seen through the integration of each of India’s spoken and written lan
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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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Tavobova, Ozoda F. "PROBLEMS OF INVOLVING CHILDREN IN INCLUSIVE EDUCATION OBSTACLES ON THE WAY TO KINDERGARTENS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 05 (2022): 19–22. http://dx.doi.org/10.55640/eijmrms-02-05-05.

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Preschool education is the foundation of an inclusive society, because within its framework, children with disabilities and without disabilities learn, play and grow together. Preschool education increases the chances that the child will receive primary education and then get out of poverty, difficult situations. Since pre-school education is not compulsory, it is much more free than primary education, which gives the opportunity to cooperate with various participants, in particular with the state, non-governmental organizations, the private sector and religious organizations.
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Bharati, Saraswoti, and Hosokawa Takao. "Schooling: Knowledge, Perception and Practices of Parents." Journal of Education and Research 2 (February 12, 2013): 44–51. http://dx.doi.org/10.3126/jer.v2i0.7622.

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This paper aims to provide an insight in policy making for further development in primary education sector. It is based on a field study conducted in Talku Dudhechaur village during September – October, 2008 to analyze the role of parents in schooling in rural area. The study showed that in spite of low economic and education level of the family, there is an increased demand and desire for schooling. However, about half of the parents’ attitude towards schooling is still negligent, due to lack of willingness and determination. This confirmed that the establishment of free primary education is
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Dissertations / Theses on the topic "Compulsory and free Primary Education"

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Potjiri, Elizabeth Tello. "Free and compulsory primary education in Lesotho : democratic or not?" Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49968.

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Thesis (MEd)--University of Stellenbosch, 2004<br>ENGLISH ABSTRACT: The central question of this thesis is whether free and compulsory primary education in primary government schools of Lesotho has the potential to be thickly democratic. I hold that the Free and Compulsory Primary Education (2000) policy is a less democratic project because it is characterised by principles of thin democracy. My claim is that free and compulsory primary education in Lesotho can be more democratic if there is balance in the demand for equity of access in the FPE (2000) project. I hold that in order to
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Ekundayo, Osifunke Sekinah. "The legal protection of children’s right to free and compulsory primary education in Nigeria : problems and prospects." Thesis, SOAS, University of London, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.694706.

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Koo, Seung-yuen, and 古湘芫. "An analysis of the consequences of the nine-year free compulsory education policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B3196428X.

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Wigman, Albertus. "Childhood and compulsory education in South Australia : a cultural-political analysis." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phw659.pdf.

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Davén, Jonatan. "Free Primary Education in Tanzania? : A case study on costs and accessibility of primary education in Babati town." Thesis, Södertörn University College, School of Life Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1833.

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<p>In 2002 Tanzania initiated the implementation of the Primary Education Development Plan (PEDP), in which a substantial capacity expansion and quality improvement of primary education was outlined. The most important measure in the plan was to make primary school free and accessible to all, irrespective of financial capabilities. This thesis is a qualitative policy study, which aims at finding out whether or not primary education is free and equally accessible to all in Tanzania. Besides establishing if it is in fact free and accessible, the thesis identifies the main costs and restraints to
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Chimombo, Joseph Patrick Goodson. "Implementing educational innovations : a study of free primary education in Malawi." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310250.

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The new democratic government of Malawi introduced free primary education (FPE) in the 1994/95 academic year. This major policy intervention included the removal of tuition and other school fees, and children were no longer required to wear a uniform to attend school. The main objectives ofFPE were to increase access to primary education and to eliminate inequalities in participation through reducing the direct costs, and to improve retention rates and thus reduce illiteracy. FPE is the most significant educational policy ever introduced in Malawi. Its development invited a detailed study of h
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Lebona, Teboho Godfrey. "The implementation of inclusive education in primary schools in the Lejweleputswa education district / by Teboho Godfrey Lebona." Thesis, Welkom: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/226.

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Thesis (M. Ed. ) - Central University of Technology, Free State, 2013<br>The drafting and promulgation of education policies bring hope and an expectation to those whose interests, concerns and problems, are addressed by them. On the other hand, such policies bring confusion, uncertainty and stress to teachers who are expected to implement and put into practice prescripts of those policies. Response to the Education White Paper 6: Special Needs Education – Building an Inclusive Education and Training System (2001) and subsequent policies on inclusive education which followed, brought uncertain
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Nyman, Martin. "What do students’ feel about mathematics? : Compulsory school students’ emotions and motivation towards mathematics." Licentiate thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-186626.

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This licentiate thesis deals with compulsory school students’ expressed emotions and motivation towards mathematics. Theoretically, it has been guided by Hannula’s meta-theory on affect (e.g., 2012), of which emotion and motivation are part. In this thesis, emotion is defined using models from Schirmer (2015), and motivation correspondingly by Shunk et al. (2010). In the analysis, a model for emotion developed by Lövheim (2012), and models for motivation proposed by Ryan &amp; Deci (e.g., 2000) and later further developed by Sumpter (2012), were adopted. This thesis focuses on two studies. In
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Nudzor, Hope Pius. "Exploring the policy implementation paradox : the case of the Free Compulsory Universal Basic Education (fCUBE) policy in Ghana." Thesis, University of Strathclyde, 2007. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21686.

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This study explored the policy implementation paradox. That is, the view endorsed by policy literature that although tremendous investment is made in making policies, change agents and implementers often pursue different agendas when it comes to implementation. The study explored this policy phenomenon using the Free Compulsory Universal Basic Education (fCUBE) policy in Ghana as an exemplar and with a view to investigating the extent to which the 'free', 'compulsory', 'universal' and 'basic education' provisions, claimed in the policy documents, are reflected in its implementation process. Th
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Moshoeshoe, Ramaele Elias. "Essays in economics of education: free primary education, birth order and human capital development in Lesotho." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16598.

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Includes bibliographical references<br>Given the low levels of educational standards in the developing world, the World Education Forum adopted the Dakar Framework for Action (DFA) in 2000, calling for quality 'Education for All' children of school-going age. Heeding to this call, many sub-Saharan African countries instituted Free Primary Education (FPE) policies. Lesotho instituted the FPE programme in 2000 on a grade-by-grade basis; first abolishing school fees in grade one, and then in successive higher grades each following year. This thesis consists of a short introductory chapter, three
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Books on the topic "Compulsory and free Primary Education"

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Rothbard, Murray Newton. Education, free & compulsory. Ludwig von Mises Institute, 1999.

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Mehta, Piarey Lal. Free and compulsory education: Genesis and execution of the constitutional philosophy. Deep & Deep Publications, 1997.

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Chamberlin, Rosemary. Free children and democratic schools: A philosophical study of liberty and education. Falmer Press, 1989.

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Council-Primary, National Parents. The cost of free education: A survey on the cost to parents of free primary education in Ireland. National Parents Council, 1990.

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Chiemprachanarakorn, Chalermkwun. Why do some Thai students drop out after 6 years of compulsory primary schooling? Research School of Social Sciences, Australian National University, 1999.

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Kenya. Ministry of Education, Science & Technology. and Unesco Nairobi Office, eds. Challenges of implementing free primary education in Kenya. UNESCO Nairobi Office, 2005.

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Shiwakoti, Dhruba Raj. Ensuring free and compulsory basic education for disadvantaged groups in the context of education for all. Tribhuvan University, Research Centre for Educational Innovation and Development (CERID), 2009.

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Ogola, Fredrick O. Free education in Kenya's public primary schools: Addressing the challenges. Organisation for Social Science Research in Eastern and Southern Africa, 2010.

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Ogola, Fredrick O. Free education in Kenya's public primary schools: Addressing the challenges. Organisation for Social Science Research in Eastern and Southern Africa, 2010.

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Ogola, Fredrick O. Free education in Kenya's public primary schools: Addressing the challenges. Organisation for Social Science Research in Eastern and Southern Africa, 2010.

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Book chapters on the topic "Compulsory and free Primary Education"

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Vaghri, Ziba, Roberta Ruggiero, Gerison Lansdown, Adem Arkadas-Thibert, and Christian Whalen. "Education, Leisure, and Cultural Activities Rights." In Children’s Well-Being: Indicators and Research. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-71594-5_8.

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Abstract This cluster of articles, relating to education, leisure, and culture, affirm not only the right of every child to learn and play in a safe and stimulating environment, respectful of their own culture and language, but also insist on the importance of respecting the child’s agency and contribution to their own development.Article 28, the right to education, builds on earlier provisions in the International Covenant on Economic, Social and Cultural Rights, and sets out in detail the right to access education. It emphasises that primary education should be both free and compulsory for e
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Balagopalan, Sarada. "Children’s Participation in Their Right to Education: Learning from the Delhi High Court Cases, 1998–2001." In The Politics of Children’s Rights and Representation. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-04480-9_4.

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AbstractWith several states in the majority world having passed legislation around free and compulsory education and millions of marginal children now enrolled in schools, the question of how we frame children’s participation in their right to education assumes considerable significance. By drawing together discussions around children’s representations, participation and educational equity, this chapter critically opens up the particular dynamic that has helped produce educational equity as a continually deferrable goal. It argues that the dominant representation of first-generation learners a
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Govinda, R. "Colonial Legislation on Compulsory Education." In The Routledge Companion to Primary Education in India. Routledge India, 2023. http://dx.doi.org/10.4324/9781032626659-5.

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Schwarz, Judith, Corinna Habeck, Sabine Gruehn, and Thomas Koinzer. "School Choice in German Primary Schools." In Private Schools and School Choice in Compulsory Education. Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17104-9_11.

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Darmawan, I. Gusti Ngurah, Ace Suryadi, Dasim Budimansyah, and Susilo Susilo. "Free and Compulsory Basic Education Leading to the Revised National Education Law." In Indonesian Education. Routledge, 2024. http://dx.doi.org/10.4324/9781032657400-13.

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Habeck, Corinna, Judith Schwarz, Sabine Gruehn, and Thomas Koinzer. "Public and Private School Choice in the German Primary Education Sector: An Empirical Analysis of Parental Reasons." In Private Schools and School Choice in Compulsory Education. Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17104-9_12.

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Mayer, Tanja. "School Choice and the Urban Neighbourhood: Segregation Processes in the German Primary Sector with Special Reference to Private Schools." In Private Schools and School Choice in Compulsory Education. Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17104-9_10.

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Muedini, Fait. "State Challenges to Ensuring Free Primary Schooling: Case Studies." In Human Rights and Universal Child Primary Education. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137523242_5.

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Vaníček, Jiří. "Towards a Compulsory Computing Curriculum at Primary and Lower-Secondary Schools: The Case of Czechia." In Informatics in Schools. Rethinking Computing Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-90228-5_9.

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Lavonen, Jari, and Katariina Salmela-Aro. "Experiences of Moving Quickly to Distance Teaching and Learning at All Levels of Education in Finland." In Primary and Secondary Education During Covid-19. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_4.

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AbstractIn this chapter, the teaching and learning in Finnish compulsory education during the COVID-19 pandemic in the spring and autumn terms of 2020 will be analyzed and discussed. First, preconditions, such as teacher and student digi-competences and digi-infrastructure for switching to distance teaching and learning, will be analyzed. Second, the organization and experiences of teaching and learning during this time are described based on representative surveys conducted during and after the spring 2020 distance teaching period. Finally, teachers’, principals’ and students’ engagement and
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Conference papers on the topic "Compulsory and free Primary Education"

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Vlašković, Veljko. "PRAVO RODITELjA DA OBRAZUJU DETE U KONTEKSTU USLUGA OBAVEZNOG OSNOVNOG OBRAZOVANjA." In XIX majsko savetovanje. University of Kragujevac, Faculty of Law, 2023. http://dx.doi.org/10.46793/xixmajsko.825v.

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Mass, compulsory and free primary education is one of the most important achievements of civilization, which is recognized in a whole series of international treaties on human rights. In this sense, the minimum core obligations of states is to provide every child with access to primary education within the framework of the right to education, as an expression of formal education and a key segment of the child's right to education in general. On the other hand, the parents or guardians of the child have the duty to educate the child. Parents are granted the autonomy to do so in accordance with
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Macovei, Raluca-Andreea, and Veronica Popescu. "Interdisciplinary approaches in developping strenght of primary level students." In The International Scientific Congress "Sports. Olimpysm. Health". SOH 2023. 8th Edition. The State University of Physical Education and Sport, 2025. https://doi.org/10.52449/soh23.28.

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Actuality. Today's knowledge society orients the role of the teacher and the subjects of study in a radically changed education system based more on the transformation and formation of the future adult than on the simple transmission of information. The implications of the physical education discipline can be found from the student's school debut, helping him to develop harmoniously on several levels: motor, cognitive, social and emotional. The training and development of key competences take place against the background of interdisciplinarity, transforming physical education lessons into the
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Ihuoma, Chinwe. "Achieving Sustainable Development Goal (SDG) 4 among Female Nomadic Children in Nigeria using Open and Distance Learning Strategies." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5898.

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Education is a basic human right that every child ought to enjoy. Sustainable Development Goal 4 is also to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all by year 2030. Nigeria recognizes education as a fundamental human right and is signatory to the Convention on the Rights of the Child (CRC). In 2003, the Government of Nigeria passed into Law the Child Rights Act aimed at facilitating the realization and protection of the rights of all children. Nigeria also enacted the Universal Basic Education (UBE) law, which provides for a 9-year f
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Jovanov, Mile, Emil Stankov, Marija Mihova, Sashko Ristov, and Marjan Gusev. "Computing as a new compulsory subject in the Macedonian primary schools curriculum." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474623.

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Berg, Pamina Maria, and Maria Knobelsdorf. "Elaborating Student Engagement in Compulsory K-12 Computer Science Class." In WiPSCE '23: The 18th WiPSCE Conference on Primary and Secondary Computing Education Research. ACM, 2023. http://dx.doi.org/10.1145/3605468.3609762.

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Dilapanga, Abdul Rahman, Jeane Mantiri, Revolson A. Mege, Evie Elfira Masengi, and Apeles Lexi Lonto. "Effectiveness of The Implementation of Compulsory Primary Education Policy in Bolaang Mongondow District North Sulawesi Province." In Proceedings of the 1st International Conference on Social Sciences (ICSS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icss-18.2018.125.

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Čurin, Tatjana, and Predrag Oreški. "PARENTS’ ATTITUDES TOWARDS THE INTRODUCTION OF INFORMATICS AS A COMPULSORY SUBJECT IN PRIMARY EDUCATION IN THE REPUBLIC OF CROATIA." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1952.

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Legvart, Polona, Metka Kordigel Aberšek, and Maja Kerneža. "PRIMARY SCHOOL STUDENTS’ NATURAL SCIENCE DIGITAL LITERACY COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.105.

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This study describes a research focused on primary teachers’ evaluation of their students’ digital literacy as a basic competence in the structure of natural science literacy of research and comprehension competence. With the term, primary teachers we mean teachers of first three grades of compulsory school. The comparison of basic computer skills between Generation Z and Generation Alpha revealed, contrary to expectations, a very small progress. The consequence of this circumstance are the problems associated with the implementation of natural science curricular goals in digital environments
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Zurru, Antioco Luigi, Antonello Mura, and Ilaria Tatulli. "Leave no one behind. Design inclusive motor activities in Primary Teacher Education Courses." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9411.

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The development of international policies supporting inclusive education of people with disabilities has initiated a process of social democratization, that requires specific interventions and skills of multiple professionals.The education of future preschool and primary school teachers faces the challenge of inclusion and becomes fertile soil for the promotion of cultural change in society.In this sense, this research work, starting from the experiences of planning and development of inclusive motor activities, conducted for three years in the degree course in Primary Education Sciences of an
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McGuinness, Gareth, and Lesley Hooper. "The role of national statistics institutions in the use and understanding of official statistics in the compulsory education sector." In Statistics Education and the Communication of Statistics. International Association for Statistical Education, 2005. http://dx.doi.org/10.52041/srap.05302.

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Statistics New Zealand, like many national statistics institutions (NSIs), is charged with increasing the use and understanding of official statistics in the wider community. This seemingly insignificant outcome is driving radical changes in the way NSIs communicate their statistics to their audiences. One area where NSIs are increasingly working to communicate statistics is the compulsory education sector. Helping primary and secondary school students use and understand statistics is regarded as one of the best ways to promote the long- term use and understanding of official statistics. While
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Reports on the topic "Compulsory and free Primary Education"

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Marrero, Gustavo A., Gabriela Sicilia, Carlos Bethencourt, Leopoldo Cabrera, Carmen Nieves Pérez, and Ángel S. Marrero. Desigualdad de oportunidades en rendimeinto académico en la educación primaria y educación secundaria obligatoria en Canarias. Universidad de La Laguna (España), 2022. http://dx.doi.org/10.25145/r.2023.02.

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This report characterizes the educational system in the Canary Islands in terms of inequality, inequity and inequality of opportunities in academic performance. We use census and/or sample data on compulsory primary and secondary education students enrolled in 2015-2016, 2016-2017, 2017-2018 and 2018-2019 academic years. This data is provided by the Agencia Canaria de Calidad Universitaria y Evaluación Educativa (ACCUEE) through its periodic diagnostic assessment reports. Our results reveal that, in terms of inequality and inequity in compulsory secondary education, Canary Islands are not situ
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Ogoutchoro, Thierry, Fredo Bankole, and Leonie Koumassa Bonou. Spillover Effect of the Nigerian “Free Primary Education” Programme Beyond the Border in Benin. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/047.

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This Insight Note collects data from eastern Benin and aims to test the indirect spillover impacts of Nigeria’s Free Primary Education (FPE) programme on educational attainment, educational aspiration, and other life outcomes for children of school age at the time of the programme (1955).
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Filmer, Deon. Long-Lived Consequences of Rapid Scale-Up? The Case of Free Primary Education in Six Sub-Saharan African Countries. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/128.

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Across six Sub-Saharan African countries, grade 4 students of teachers who were hired after a free primary education reform perform worse, on average, on language and math tests—statistically significantly so in language—than students of teachers who were hired before the reform. Teachers who were hired just after the reform also perform worse, on average, on tests of subject content knowledge than those hired before the reform. The results are sensitive to the time frames considered in the analysis, and aggregate results mask substantial variation across countries—gaps are large and significa
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Robano, Virginia, and Néstor Gandelman. Intergenerational Mobility, Middle Sectors and Entrepreneurship in Uruguay. Inter-American Development Bank, 2012. http://dx.doi.org/10.18235/0011394.

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This paper estimates the relationship between parents educational attainment and income and children's schooling in Uruguay between 1982 and 2010. This relationship is interpreted as a measure of intergenerational social mobility, and the paper reports evidence that it has decreased over time. The paper finds that the probability that the children of the more educated remain among the more educated has grown, with analogous results for the less educated. As a result, the improvements in education of the 1980s and 1990s were unevenly distributed, with a bias against the disadvantaged. The paper
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Midak, Lilia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Jurij D. Pahomov, Victor M. Lutsyshyn, and Aleksandr D. Uchitel. Augmented reality technology within studying natural subjects in primary school. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3746.

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The purpose of the research is creation of mobile app (supported by Android) for visualization of chemical structure of water and to display video- data of laboratory experiments that can be used by the teacher and pupils for an effective background for learning natural cycle subjects and performance of laboratory experiments in the elementary school using lapbook. As a result of work, aimed at visualizing the education material, a free mobile app LiCo.STEM was developed; it can be downloaded from the overall-available resource Google Play Market. Representation of the developed video material
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Bano, Masooda. The Missing Link: Low-Fee Private Tuition and Education Options for the Poor – The Demand-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/113.

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Low-fee private schools are today recognised as important players in the education market in developing countries, as they are argued to provide at least marginally better education than is on offer in the state schools. Leading international development agencies have begun encouraging governments in developing countries to include them within the policy-planning process. Based on fieldwork in two urban neighbourhoods in Pakistan, this paper shows that low-income parents are keen to secure good-quality education for their children, but they have to choose not only between state schools and low
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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exi
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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Sur
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9

Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student compo
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10

Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student compo
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