Relevant bibliographies by topics / Education, Compulsory Education

Contents

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

Academic literature on the topic 'Education, Compulsory Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Education, Compulsory Education"

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Hodge, Jon. "Compulsory Education." SEL Studies in English Literature 1500-1900 45, no. 4 (2005): 899–916. http://dx.doi.org/10.1353/sel.2005.0039.

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Yamashita, Shigeshi, Kodo Ito, Sho Kawakami, and Truong Dinh Anh Khoa. "Optimal Education Plan of Employees Using Maintenance Model." International Journal of Mathematical, Engineering and Management Sciences 6, no. 4 (2021): 1009–24. http://dx.doi.org/10.33889/ijmems.2021.6.4.059.

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The employee education is indispensable for companies to improve productive efficiency and product quality. In general, the employee education is divided into two types, i.e., On-job trainings and Off-job ones, and Off-job trainings are divided into two types, i.e., compulsory educations and non-compulsory ones. Compulsory educations such as safety program and compliance education, are necessary to maintain daily production without any accidents. Although all employees of a department and a division gather in a classroom annually in conventional compulsory educations, daily e-learning education complements and strengthens conventional compulsory ones today because employees forget what they learn by annual learning. In past studies, the logit model is used for modeling the influence from education receipt to its memory condition and quantitative relationship between the effect of traffic safety education and the accident-related human-errors was clarified. The effectiveness of the safety driving educational program was indicated by Structural Equation Modelling method. In this paper, an annual compulsory which is complemented and strengthened by e-learning, is discussed. The expected cost rate of education is expressed using imperfect maintenance models and optimal policies which minimizes it is considered. Although we use the exponential function which denotes the occurrence probability of accidents which are caused by forgetting lessons, the actual occurrence probability which is approximated from the actual data would be a complicated one. For solving such complex optimization problems, metaheuristic methods can be applied.
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Ming, Wu. "Differentiating Between Universal Education and Compulsory Education." Chinese Education & Society 29, no. 1 (1996): 91–94. http://dx.doi.org/10.2753/ced1061-1932290191.

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TURNER, T. "COMPULSORY CONTINUING MEDICAL EDUCATION." Lancet 328, no. 8509 (1986): 749. http://dx.doi.org/10.1016/s0140-6736(86)90264-3.

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Kale, R. "Consultants face compulsory education." BMJ 308, no. 6922 (1994): 157. http://dx.doi.org/10.1136/bmj.308.6922.157.

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Schinkel, Anders. "COMPULSORY AUTONOMY-PROMOTING EDUCATION." Educational Theory 60, no. 1 (2010): 97–116. http://dx.doi.org/10.1111/j.1741-5446.2010.00348.x.

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Grant, Barry. "Education without Compulsion: Toward New Visions of Gifted Education." Journal for the Education of the Gifted 29, no. 2 (2005): 161–86. http://dx.doi.org/10.1177/016235320502900203.

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The aim of this paper is to induce doubt about the ethical rightness of compulsory education laws and inspire educators to imagine and begin to make a world in which there are many different forms of gifted education. The paper does this in three ways. It paints a polemical picture of gifted education as a minor variation on public schooling and describes the contradictions and limitations this entails. It presents a short history of education in the United States to support the claim that compulsory schooling aims to shape the character of children in the interests of religion, government, corporations, and other groups. It argues that compulsory schooling is inconsistent with the liberal democratic value of the right to self-determination. The paper also offers a conception of education for self-development as one vision of what gifted education could be were it freed from the strictures of compulsory schooling.
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Cep Kiki Kusumah. "12-Years Compulsory Education Policy and Education Participation Completeness:Evidence from Indonesia." Journal of Indonesia Sustainable Development Planning 2, no. 2 (2021): 187–201. http://dx.doi.org/10.46456/jisdep.v2i2.138.

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Indonesia is facing a problem with education outcomes, both in access and quality. To increase education access and participation, the President of Indonesia committed to implementing a 12-years compulsory education policy. As a result, upper secondary education’s completion rate has increased significantly in districts that implement 12-years compulsory education rather than in districts that did not implement it. Strategies attached to the policy also considerably affect the completion rate, except for providing community learning centers. However, in every model, the implementation of 12-years compulsory education always significantly affects upper secondary education’s completion rate. The district government that implemented 12-years compulsory education has achieved this condition because of the innovative effort to reach this target.
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Klepper, Howard. "Mandatory Rights and Compulsory Education." Law and Philosophy 15, no. 2 (1996): 149. http://dx.doi.org/10.2307/3504827.

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AKMAN, Yasemin. "ON EIGHT-YEAR COMPULSORY EDUCATION." Ekonomik Yaklasim 8, no. 27 (1997): 241. http://dx.doi.org/10.5455/ey.10274.

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Dissertations / Theses on the topic "Education, Compulsory Education"

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Belha, Lori D. Baker Paul J. Lugg Elizabeth T. "Compulsory education and educational reform in Iowa." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819890.

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Thesis (Ed. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.
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Fisher, Jeffrey R. "A Mixed-Methods Case Study of Compulsory Education." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479928029160014.

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Arendsee, Douglas Warren. "Home-centered education a valid method of compulsory education /." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Royce, Richard James. "Paternalism, poverty and education : an argument for compulsory education." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019726/.

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This thesis is an inquiry into whether the compulsory education of children is justifiable, and it considers arguments relating to education for both the good of the individual and the good of others. I begin with a discussion of paternalism and proceed from an examination of previous attempts at formulating an acceptable understanding of it to the construction of a view which I believe overcomes the shortcomings existing accounts are seen to possess. Following this, theories purporting to justify paternalism are inspected and a start is made on the task of identifying versions of pa te rnalist action and the justifications they require. In an effort to delve closer into just what individual well-being might comprise, this task is interrupted by an investigation into the post-reflective desire-satisfaction theories of John Rawls and J. P. White, and the view of an individual's good each defends. This line of thought in turn develops into a discussion of education for the good of those other than the individual and a resolution is suggested for the problem of weighing the individual's against others' good. This part of the debate borrows from and adapts Peter Singer's argument concerning an obligation to assist those in absolute poverty. It is useful because people living in poverty make demands upon our time, energy, and resources which must be ranked against any alternative preferred use of them in other outlets, including some education. A revised argument is presented and defended and linked to the earlier debate on paternalism to furnish simultaneously an overriding condition to be met by all justifiable paternalist activity, together with a means thought to be defensible of locating some compulsory education in efforts to combat absolute poverty throughout the world.
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Lin, Tingjin. "Explaining the intra-provincial inequality of financing compulsory education in China the role of finance reform, personnel rules and provincial leades, 1994-2001 /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B4068734X.

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Matheson, David J. "Post-compulsory education in Suisse romande." Thesis, University of Glasgow, 1992. http://theses.gla.ac.uk/3591/.

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This thesis sets out to describe and discuss, to analyse and criticise post-compulsory education in the francophone part of Switzerland, or Suisse romande. A further object is to see whether this part of the oldest confederation in the world might have lessons on the educational front to offer the European Community or indeed whether there might be practices in the EC whose adaptation to Suisse romande's situation and circumstances might be beneficial. The remaining object is to propose a series of models for educational structures - autonomous, synthetic and pluralist - and to determine which model fits which part of Suisse romande's post-compulsory education. After describing the rationale behind the work, the thesis moves on to set out the historical, geographical, economic and cultural background to the area in question in order to provide a context for the main body of the discussion. This reduces the need for tangential digressions to explain particular aspects of education in Suisse romande. The main text covers post-compulsory school (with a description of the end of compulsory school), vocational training, adult education and higher education with a concluding chapter devoted to drawing together some of the threads spun in the course of the thesis. The writer found that Suisse romande in particular and Switzerland in general have much experience which the EC might do well to examine. There is, for example, the creation of national certificates in vocational training which, although of equal value throughout the country, bear the clear stamp of their Canton of origin. Autonomous structures have been brought together, in the case of schools, by negotiation between Cantonal authorities (with the encouragement of Federal government).
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Dan, Jau-Wei. "Rights, children's rights and compulsory education." Thesis, University of Glasgow, 1991. http://theses.gla.ac.uk/3862/.

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The ideas of children's rights, children's right to education and compulsory education are widely accepted nowadays, if only in general terms. This thesis is concerned to explore and offer possible reasons for the acceptance of these ideas, and, particularly, to clarify the relation between the ideas of `lq children's right to education and `lq compulsory education. First, however, it is necessary to consider the general features of rights-talk, on the grounds that the denotations and connotations of rights-talk have some significant bearings on the central issues of the thesis. Thereafter, the emphasis is shifted to the question of children's rights. Certain writers' theories - namely, Hobbes', Mill's and Hart's - were once assumed to be contradictory to the idea of children's rights, but it is argued that these writers' theories have been misunderstood. Apart from clarifying these writers' theories in relation to children's rights, the thrust of this thesis is to offer a convincing justification for the idea of children's rights in general, and children's rights is rationally acceptable and practically necessary in maintaining satisfactory relationships between children and other parties for people who are rational, self-interested, just and benevolent. It is also argued that children's right to education is justifiable on the grounds that it is an essential good for both children and society as a whole. The issue of children's right to education is tackled within the framework of liberal democracy; hence the form of education proposed is also geared to the cultivation of persons who can play a part in a liberal democracy. The issue of compulsory education is discussed. It is argued that compulsory education can be justified and that its justification is mainly based on paternalism and children's obligation to undertake education. In the concluding chapter, it is argued that children's right to education can indeed be used to justify compulsory education, but this line of reasoning should be based on paternalism, which in turn should be rights-based. The thesis finally reaches the conclusion that the option-rights tradition and the claim that rights-talk is not self-referring should be rejected.
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Lenton, Pamela. "An economic evaluation of post-compulsory education." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418860.

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Graham, Suzanne. "Foreign language learning processes in post-compulsory education." Thesis, University of Bath, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261182.

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Pennington, Barrie Tinsley. "Post-compulsory education : an alternative discourse? 1750-2001." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250401.

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Books on the topic "Education, Compulsory Education"

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

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Iszatt-White, Marian. Leadership in post-compulsory education. Continuum, 2011.

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Papastephanou, Marianna, ed. Philosophical Perspectives on Compulsory Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7311-0.

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Li, Jian, and Eryong Xue. Compulsory Education Policy in China. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6358-8.

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Chevalier, Arnaud. Parental education and child's education: A natural experiment. IZA, 2004.

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Xiong, Xianjun. Qian qiu ji ye: Zhongguo jin dai yi wu jiao yu yan jiu. Hua zhong shi fan da xue chu ban she, 1999.

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Diskusi Panel Nasional Tentang Penyuksesan Program Wajib Belajar Pendidikan Dasar 9 Tahun (1993 Universitas Merdeka Malang). Rumusan hasil Diskusi Panel Nasional Tentang Penyuksesan Program Wajib Belajar Pendidikan Dasar 9 Tahun. Universitas Merdeka Malang, 1994.

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Gazalcı, Mustafa. Aydınlanma sürecinde 8 yıllık eğitim. Güldikeni Yayınları, 1997.

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Wahjoetomo. Wajib belajar pendidikan dasar 9 tahun: Problematik dan alternatif solusinya. Diterbitkan atas kerja sama Universitas Merdeka, Malang dengan Penerbit PT Gramedia Widiasarana Indonesia, 1994.

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Falkner, Kajsa. Lärare och skolans omstrukturering: Ett möte mellan utbildningspolitiska intentioner och grundskollärares perspektiv på förändringar i den svenska skolan. [Uppsala universitet], 1997.

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Book chapters on the topic "Education, Compulsory Education"

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Hinchliffe, Geoffrey. "Education, Liberty and Authority: Justifying Compulsory Education." In Philosophical Perspectives on Compulsory Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7311-0_4.

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Spracklen, Karl. "Compulsory Physical Education (PE)." In Exploring Sports and Society. Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-34160-0_10.

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Dulger, Ilhan. "Compulsory Education and Learning." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1765.

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Blacker, David J. "Compulsory Education Cycles Down." In Philosophical Perspectives on Compulsory Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7311-0_8.

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Kraft, Volker. "Constants of Education." In Philosophical Perspectives on Compulsory Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7311-0_2.

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McCulloch, Gary, and Tom Woodin. "Compulsory Educational Provision." In Springer International Handbooks of Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_20.

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McCulloch, Gary, and Tom Woodin. "Compulsory Educational Provision." In Springer International Handbooks of Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_20-1.

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Lavonen, Jari, and Kalle Juuti. "Science at Finnish Compulsory School." In Miracle of Education. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-811-7_9.

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Lavonen, Jari, and Kalle Juuti. "Science at Finnish Compulsory School." In Miracle of Education. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-776-4_9.

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Papastephanou, Marianna. "Philosophical Perspectives on Compulsory Education." In Philosophical Perspectives on Compulsory Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7311-0_1.

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Conference papers on the topic "Education, Compulsory Education"

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Xue, Yaofeng, Wei Guo, and Xiaoqing Gu. "Research on Educational Decision Supporting System of Compulsory Education Policy." In 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2016. http://dx.doi.org/10.1109/icalt.2016.105.

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Yao, Baozhen. "A Summary of Externalities Research on Compulsory Education." In International Conference on Education Studies: Experience and Innovation (ICESEI 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201128.081.

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Świętek, Agnieszka, and Wiktor Osuch. "Regional Geography Education in Poland." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-14.

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Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.
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Pugnerová, Michaela. "Some Aspects Of School Readiness Of Children Entering Compulsory Education." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.48.

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Moron, Carlos, Daniel Ferrandez, Pablo Saiz, and Mariano Gonzalez. "AUGMENTED REALITY AS A TOOL IN COMPULSORY SECONDARY EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1077.

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Hao, Suli, and Nan Zhang. "The fiscal expenditure efficiency of China's rural compulsory education." In 2017 International Seminar on Social Science and Humanities Research (SSHR 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/sshr-17.2018.37.

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Pugnerová, Michaela. "Problems Of Self-Concept Of Children In The Context Of Compulsory School Education." In 11th International Conference on Education and Educational Psychology. European Publisher, 2020. http://dx.doi.org/10.15405/epiceepsy.20111.32.

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Allorrante, Atta Irene. "The Effectiveness of 9 Years Compulsory Education Policy towards Education Enhancement of Child Workers." In International Conference on Administrative Science (ICAS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icas-17.2017.58.

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Sakmurzaeva, Nargiza. "The Role of Education in Economic Development: A Comparison of South Korea and Kyrgyzstan." In International Conference on Eurasian Economies. Eurasian Economists Association, 2018. http://dx.doi.org/10.36880/c10.02040.

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Education plays a big role in the economic development of the country. No country can achieve sustainable economic development without educated human capital. Education helps people to understand themselves and world. It improves the quality of their lives and leads to broad social benefits to individuals and society. Education is a very important in raising productivity of people and promotes technological development. &#x0D; The main purpose of this paper is to identify the role of education in the economic development by comparing South Korea and Kyrgyzstan which are represents developed and developing countries of the world. South Korea, for example, is a highly industrialized and developed country which educational system is in the list of the best 10 systems in the world. In opposite, Kyrgyzstan is an agricultural country which economy is dominated by minerals extraction, agriculture, and reliance on remittances from citizens working abroad. As a result of the research it can be concluded that education is a compulsory and one of the major tools for development of one country. A developing country with a small economy such as Kyrgyzstan should take an example from South Korea and allocate much money from the national budget for the education. So, it is important for Kyrgyzstan to implement educational policy of developed countries within the framework of national policy.
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Machin, Dr Lynn. "Exploring trainees’ learning experiences within Initial Teacher Education (Post Compulsory)." In Annual International Conference on Education & e-Learning. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2251-1814_eel14.41.

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Reports on the topic "Education, Compulsory Education"

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Stephens, Melvin, and Dou-Yan Yang. Compulsory Education and the Benefits of Schooling. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w19369.

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Fang, Hai, Karen Eggleston, John Rizzo, Scott Rozelle, and Richard Zeckhauser. The Returns to Education in China: Evidence from the 1986 Compulsory Education Law. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18189.

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DeCicca, Philip, and Harry Krashinsky. Does Education Reduce Teen Fertility? Evidence from Compulsory Schooling Laws. National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w21594.

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Hungerman, Daniel. The Effect of Education on Religion: Evidence from Compulsory Schooling Laws. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w16973.

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Mocan, Naci, and Luiza Pogorelova. Compulsory Schooling Laws and Formation of Beliefs: Education, Religion and Superstition. National Bureau of Economic Research, 2014. http://dx.doi.org/10.3386/w20557.

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Acemoglu, Daron, and Joshua Angrist. How Large are the Social Returns to Education? Evidence from Compulsory Schooling Laws. National Bureau of Economic Research, 1999. http://dx.doi.org/10.3386/w7444.

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Fang, Hanming, Chang Liu, and Li-An Zhou. Window Dressing in the Public Sector: A Case Study of China’s Compulsory Education Promotion Program. National Bureau of Economic Research, 2020. http://dx.doi.org/10.3386/w27628.

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Lleras-Muney, Adriana, and Allison Shertzer. Did the Americanization Movement Succeed? An Evaluation of the Effect of English-Only and Compulsory Schools Laws on Immigrants' Education. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18302.

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Incongruity between biological and chronologic age among the pupils of sports schools and the problem of group lessons effectiveness at the initial stage of training in Greco-Roman wrestling. Aleksandr S. Kuznetsov, 2021. http://dx.doi.org/10.14526/2070-4798-2021-16-1-19-23.

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Considerable influence and compulsory dropout among those, who go in for GrecoRoman wrestling at the age of 10-13, does not take into account the level of individual biological development and integral demands domination claimed on too high general physical training (GPT) (4) normatives fulfillment. It corresponds with general situation in the system of education (6, 9). In spite of uneven speed of biological development (1, 8, 9), there are general demands claimed on physical training at school for age groups (5) in accordance with chronologic age. The same situation is at sports schools. Technical and physical training lessons at Greco-Roman wrestling school at the stage of initial training are organized according to general group principle. Research methods. Information sources analysis and summarizing, questionnaire survey, coaches’ experience summarizing, methods of mathematical statistics. Results. The received research results led to the following conclusion: it is possible to solve the problem of dropping out of Greco-Roman wrestling sports schools in terms of minimal loss in the quality of sports training by means of dividing the training groups into subgroups. There different normatives of material mastering and set by standard physical qualities development are used. For this purpose we created the training groups and subgroups of the set objectives realization at Greco-Roman wrestling sports schools.
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