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Journal articles on the topic 'Education, Compulsory Education'

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Published: 4 June 2021
Last updated: 5 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Brugård, Kaja Høiseth, and Torberg Falch. "Post-compulsory education and imprisonment." Labour Economics 23 (August 2013): 97–106. http://dx.doi.org/10.1016/j.labeco.2013.05.001.

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12

Tooley, James. "Questioning Free and Compulsory Education." Economic Affairs 23, no. 4 (2003): 56. http://dx.doi.org/10.1111/j.1468-0270.2003.00446.x.

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13

WILLIAMS, KEVIN. "In Defence of Compulsory Education." Journal of Philosophy of Education 24, no. 2 (1990): 285–95. http://dx.doi.org/10.1111/j.1467-9752.1990.tb00240.x.

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14

Pitman, Mary Anne. "Compulsory Education and Home Schooling." Education and Urban Society 19, no. 3 (1987): 280–89. http://dx.doi.org/10.1177/0013124587019003005.

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15

Lebedev, Lebedev. "The End of Compulsory Education?" Voprosy Obrazovaniya / Educational Studies Moscow, no. 1 (2017): 230–59. http://dx.doi.org/10.17323/1814-9545-2017-1-230-259.

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16

Tooley, James. "Education: Survival is not compulsory." Economic Affairs 21, no. 2 (2001): 54. http://dx.doi.org/10.1111/1468-0270.00296.

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17

O'Connell, Suzanne. "Compulsory at last – relationships education." Headteacher Update 2017, no. 3 (2017): 8–10. http://dx.doi.org/10.12968/htup.2017.3.8.

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18

Çınar, Özgür H. "Compulsory Religious Education in Turkey." Religion and Human Rights 8, no. 3 (2013): 223–41. http://dx.doi.org/10.1163/18710328-12341253.

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Abstract The question of religious education has been debated in Turkey since the founding of the Republic of Turkey in 1923. However, with Turkey’s commencement of the accession process towards becoming a full member of the European Union, this debate has intensified and after the judgment in the Hasan and Eylem Zengin case at the European Court of Human Rights in 2007, obligations arising from international law have become more impellent.
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19

Albouy, Valerie, and Laurent Lequien. "Does compulsory education lower mortality?" Journal of Health Economics 28, no. 1 (2009): 155–68. http://dx.doi.org/10.1016/j.jhealeco.2008.09.003.

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20

Klepper, Howard. "Mandatory rights and compulsory education." Law and Philosophy 15, no. 2 (1996): 149–58. http://dx.doi.org/10.1007/bf00144131.

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21

Muramatsu, Hiroyuki. "Trends of Technology Education in Compulsory Education in Japan." Journal of Robotics and Mechatronics 29, no. 6 (2017): 952–56. http://dx.doi.org/10.20965/jrm.2017.p0952.

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If we look at an overview of technology education in the world, we realize that technology education in professional education, as well as in ordinary education, plays an important role in supporting the idea of a technology-intensive Japan. This study focused on the trend of technology education in compulsory education in Japan. Compared to technology education in advanced countries, fewer class hours are spent on technology education in compulsory education in Japan. However, various attempts have been made with robots and programming, mostly under the subject “technology and home economics,” at junior high schools. In particular, the future development of programming education implementation can be expected. At the same time, schools face multiple problems, including class hours and a lack of full-time teachers. These problems must be solved to enhance technology education.
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22

IMURA, Tomoya, Tazuko AOKI, and Yoichiro NONAKA. "Whole school approach of character education during compulsory education." Proceedings of the Annual Convention of the Japanese Psychological Association 77 (September 19, 2013): 1PM—131–1PM—131. http://dx.doi.org/10.4992/pacjpa.77.0_1pm-131.

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23

AOKI, Tazuko, Tomoya IMURA, and Yoichiro NONAKA. "Whole school approach of character education during compulsory education." Proceedings of the Annual Convention of the Japanese Psychological Association 77 (September 19, 2013): 2AM—125–2AM—125. http://dx.doi.org/10.4992/pacjpa.77.0_2am-125.

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24

Zeng, Tianshan, Youchao Deng, Runyong Yang, Xiaomei Zuo, Zhaohui Chu, and Xiejing Li. "Balanced development of compulsory education: Cornerstone of education equity." Frontiers of Education in China 2, no. 4 (2007): 469–93. http://dx.doi.org/10.1007/s11516-007-0037-4.

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25

An, Yalun. "Analysis on the Equity of Compulsory Education and Higher Education from the Angle of Charging." Review of Educational Theory 2, no. 1 (2019): 21. http://dx.doi.org/10.30564/ret.v2i1.287.

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This article mainly discusses the fairness of compulsory education and the transformation of higher education between free and charged. Through the development of China’s compulsory education and higher education, we expound the deficiencies and the concept of perfection at current stage and then points out strategies of equity in compulsory education and higher education based on the current situation.
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26

Guo, Yufeng, Edward A.Silver, and Zezhong Yang. "The Latest Characteristics of Mathematics Education Reform of Compulsory Education Stage in China." American Journal of Educational Research 6, no. 9 (2018): 1312–17. http://dx.doi.org/10.12691/education-6-9-11.

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27

Depeng, Zhang, and Shi Zhenlei. "Urban-rural Comparison of Children’s Education Investment in Compulsory Education." E3S Web of Conferences 214 (2020): 03049. http://dx.doi.org/10.1051/e3sconf/202021403049.

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Family education investment is an important mechanism that affects the stratification of urban and rural education in China. This article analyzes the urban-rural gap in China’s family education investment and focuses on comparing the two levels of family education expenditure and education participation. The study found that the total expenditure for children ‘s education in urban households during compulsory education is higher than that in rural households, and the gap between the two in terms of extra-school tutoring expenditure is even greater. In terms of family education participation, the education participation behavior of urban families among children of compulsory education stage is more frequent, and the counseling time is longer than that of rural families. Rural families’ care for their children’s life and learning is significantly weaker than urban families. The comparative study of urban and rural family education investment in this article is helpful to understand the formation of urban and rural education inequality, and to grasp the specific differences between urban and rural family children’s education investment in compulsory education stage.
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28

Patel, Sujan K., and Mr Deepak Pancholi. "Role of RTE, Free Education, Compulsory Education and Mid Day Meal on Status of Literacy in India." International Journal of Trend in Scientific Research and Development Volume-2, Issue-2 (2018): 1725–27. http://dx.doi.org/10.31142/ijtsrd10793.

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29

Halliday, John. "Post-modernism and Post-compulsory Education." Paideusis 14, no. 1 (2020): 31–47. http://dx.doi.org/10.7202/1072823ar.

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This paper examines and elaborates upon the work of two writers, Usher and Edwards who have explored the significance of post-modernism for those involved in the post-compulsory sector of education. They argue that postmodernism signals an increasing interest in this sector of education and a major challenge to the idea of compulsory schooling. In this paper it is argued that postmodernism challenges the very distinction between compulsory and postcompulsory education. It problematises and disturbs a number of entrenched assumptions about education, teaching and learning in interesting ways. The paper concludes with an outline of what formal education might become as a result of such problematisation and disturbance.
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30

Engelhardt, Carroll. "Compulsory Education in Iowa, 1872-1919." Annals of Iowa 49, no. 1 (1987): 58–76. http://dx.doi.org/10.17077/0003-4827.9217.

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31

Sheridan, Mark. "Post-compulsory Education in Scottish Schools." British Journal of Music Education 9, no. 3 (1992): 217–31. http://dx.doi.org/10.1017/s0265051700009104.

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With the introduction of the new Revised Higher Grade Examination in Music, the proposed Certificate of Sixth Year Studies in Music and the plethora of modules and short courses available from the Scottish Vocational and Educational Council and the Scottish Examination Board, teachers now have the opportunity to tailor courses to suit individual student needs. Those involved in planning have been meticulous in ensuring that performing, inventing and listening are present at all stages of certification. This ‘comprehensive musician’ approach ensures that students have breadth of experience in playing more than one instrument and that they are all involved in inventing – improvising, composing or arranging. In addition, having adopted a concept-based approach to the acquisition of knowledge and understanding, the whole process is very clearly associated with the philosophy of the ‘spiral’ curriculum.
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32

Cooper, Samuel. "Post-Compulsory Education for Disabled People;." Economics of Education Review 19, no. 4 (2000): 470–71. http://dx.doi.org/10.1016/s0272-7757(99)00064-3.

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33

Limbu, Arjun. "Making Meditation Compulsory in Education Systems." Childhood Education 95, no. 4 (2019): 63–66. http://dx.doi.org/10.1080/00094056.2019.1638718.

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34

Phoenix, Dave A. "Post compulsory education — form and function." Journal of Biological Education 33, no. 3 (1999): 123–24. http://dx.doi.org/10.1080/00219266.1999.9655649.

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35

Tan, Jason. "Compulsory education in Singapore – who benefits?" Asia Pacific Journal of Education 30, no. 4 (2010): 401–18. http://dx.doi.org/10.1080/02188791.2010.520203.

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36

Lu, Chia-Hui. "Social status, compulsory education, and growth." Economic Modelling 68 (January 2018): 425–34. http://dx.doi.org/10.1016/j.econmod.2017.08.013.

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37

Anderberg, Dan. "Post-compulsory education: Participation and politics." European Journal of Political Economy 29 (March 2013): 134–50. http://dx.doi.org/10.1016/j.ejpoleco.2012.10.006.

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38

Balestrino, Alessandro, Lisa Grazzini, and Annalisa Luporini. "A normative justification of compulsory education." Journal of Population Economics 30, no. 2 (2016): 537–67. http://dx.doi.org/10.1007/s00148-016-0619-7.

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39

Bell, Brian, Rui Costa, and Stephen Machin. "Crime, compulsory schooling laws and education." Economics of Education Review 54 (October 2016): 214–26. http://dx.doi.org/10.1016/j.econedurev.2015.09.007.

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40

Mckew, Matthew. "Education review lead backs compulsory preceptorship." Nursing Standard 31, no. 31 (2017): 7–8. http://dx.doi.org/10.7748/ns.31.31.7.s3.

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41

Stanley, Gordon. "Education for work: The current dilemma of post-compulsory education." Australian Educational Researcher 34, no. 3 (2007): 91–99. http://dx.doi.org/10.1007/bf03216867.

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42

김지수. "A research on reformation of compulsory education and execution of 12-year compulsory education in North Korea." Korean journal of sociology of education 23, no. 3 (2013): 59–82. http://dx.doi.org/10.32465/ksocio.2013.23.3.003.

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43

Abramova, Mariya. "Science + Education = ( ≠ ) Education + Science." Institutionalization of science and the scientific community 1, no. 2020.1.1 (2020): 83–93. http://dx.doi.org/10.47850/rl.2020.1.1.83-93.

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Based on a comparative analysis of the Prussian and Anglo-Saxon models, as well as the implementation of the concepts of didactic encyclopedism and utilitarianism in the education system, the author demonstrates the changes taking place in social institutions – education and science. It is shown that in countries that have long developed under the influence of the public administration system that implemented the model of compulsory education for all, science as a sphere of strategic development of the country determined the content and level of training of graduates. The attempt to include research institutions in universities in the context of the formation of a new Russian system of administration in the field of science and education, as a stage of transition to the implementation of the Anglo-Saxon model, not only violates the logic of the established system of training, but also is a way to substitute real research activity for compliance with the formal criteria of international ratings.
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44

Park, Jonggeun. "Deconstruction of the term ‘Education’ in the study of Compulsory Education." Journal of Educational Principles 21, no. 1 (2016): 73–97. http://dx.doi.org/10.19118/edp.2016.21.1.73.

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45

Matsuoka, Ryoji. "Inequality in Shadow Education Participation in an Egalitarian Compulsory Education System." Comparative Education Review 62, no. 4 (2018): 565–86. http://dx.doi.org/10.1086/699831.

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46

Lahtero, T. J., R. Ahtiainen, and M. P. Vainikainen. "Examining Distributed Leadership and School Outcomes in Finnish Compulsory School." American Journal of Educational Research 8, no. 12 (2020): 893–98. http://dx.doi.org/10.12691/education-8-12-2.

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47

J Power, Cheryl. "Furthering education." Microbiology Australia 24, no. 4 (2003): 5. http://dx.doi.org/10.1071/ma03405.

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There are many important issues facing higher education in Australia today. I believe that the pivotal one is for the community to truly believe in the value of education. If this were a reality, then lack of funding would not be an impediment to solving the many problems we face ? problems such as the question of fee-paying students, both local and international, the use of technology, student employment, the (over) workloads of teaching staff, compulsory teacher training ? the list seems never ending.
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48

Butson, Russell. "Does Higher Education Need Deschooling?" Industry and Higher Education 25, no. 3 (2011): 153–60. http://dx.doi.org/10.5367/ihe.2011.0042.

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This paper presents an attempt to overcome the contemporary obsession with ‘learning’ and proposes that current practices in higher education are aligned too closely with the educational theories and practices developed within pre-university compulsory education. The author takes the position that higher education is substantially different from compulsory education, arguing that HE is a ‘professional endeavour’ which prioritizes the development of attributes and skills that are essential for students to succeed in their future academic/professional and societal roles. It is further argued that current educational practices may well be ‘choking’ higher education in subtle but pervasive ways.
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49

No-Gutiérrez, Paloma, María-José Rodríguez-Conde, and Eva-María Torrecilla-Sánchez. "Evaluating Intercultural Sensibility in Compulsory Secondary Education." Journal of Information Technology Research 11, no. 4 (2018): 1–15. http://dx.doi.org/10.4018/jitr.2018100101.

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The heterogeneity in the Spanish educational system has made it essential to develop certain skills to be a model citizenship. One of those is intercultural sensitivity. But before establishing a program to develop it, it is crucial to know its level in the students. Conscious of this social reality a research was done to study the level of intercultural sensitivity in students in the level of Secondary Compulsory Education of two schools in the region of Salamanca (Spain). The sample consisted of 220 people from two different schools, one public and one private. One of the main objectives is to see if there are significant differences in the answers given depending on the variables gender, ownership of the school and nationality (differentiating between native and foreign). On a first review, it was discovered, in general, there were not significant differences on the answers depending on type of school, gender or nationality.
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50

FUJII, Hodaka. "A Problem of Compulsory Education in France." Comparative Education 2001, no. 27 (2001): 159–77. http://dx.doi.org/10.5998/jces.2001.159.

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