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1
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.
2
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).
3
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.
4
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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5
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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6
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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7
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.
8
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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9
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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10
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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11
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 succeed in further democratising the Free and Compulsory
Primary Education (2000) programme, the whole process, but primarily the structures
of education, should be anchored within thick democratic principles. Although
primary education is regarded to have changed, this change has been illusory or
superficial (meaning that it is still essentially the same as the colonial one), as it did
not affect the structure and value systems governing the delivery of education. The
reported conflicts that have come to the fore after independence have been mostly on
matters of strategy rather than differences in terms of the values that drive the delivery
of education in Lesotho. The focus of Lesotho's education has remained on an elitist
and outwardly looking minority. This powerful minority remains geared towards the
acquisition of a Western type of education driven by Western values. Lessons and
opportunities that could have been learnt from Sotho (pre-colonial) educational
experiences and which were regarded as democratic have been lost. I contend that a
democratically driven education system has to draw its inspiration from the principles
of thick democratic education.
An effective and transformational educational system requires the commitment of
those in political leadership as well as those in charge of education. This commitment
must include a desire to implement an education system that transforms people's
worldview qualitatively to put them at the service of their nation. I hold that the value
of education in Lesotho can be successful when it is capable of producing men and
women of the highest integrity, honesty, tolerance, responsibility and accountability. The education system should produce individuals who are hard working, patriotic,
well mannered and committed to serving their society. Education should be able to
equip each and everyone to contribute meaningfully to the development of the nation.
Finally, the teaching of thick democratic attributes must be founded on the bedrock of
a successful education system in Lesotho from the lowest classes or grades.
KEYWORDS: Free and compulsory education, democratic education, quality
education, equality in education, thick and thin democracy in Lesotho.<br>AFRIKAANSE OPSOMMING: Die belangrike vraag in hierdie tesis is of gratis en verpligte primêre onderwys in
primêre skole in Lesotho die potensiaal het om "dik" demokraties te is. Myns insiens
is die beleid van gratis en verpligte primêre onderwys (2000) 'n minder demokratiese
projek aangesien dit deur die beginsels van onvoldoende ("dun") demokrasie
gekenmerk word. Ek voer aan dat gratis en verpligte primêre onderwys in Lesotho
meer demokraties kan wees indien daar 'n balans in die vraag na gelyke toegang in
die Gratis Primêre Onderwys-projek (2000) bestaan.
Ek meen verder dat die hele proses, maar hoofsaaklik die onderwysstrukture, in
demokratiese beginsels veranker behoort te wees ten einde die verdemokratisering
van die program vir gratis en verpligte primêre onderwys (2000) suksesvol deur te
voer. Alhoewel daar gereken word dat primêre onderwys verander het, was hierdie
verandering denkbeeldig of oppervlakkig (waarmee bedoel word dat dit steeds
wesenlik dieselfde is as die koloniale onderwysstelsel), aangesien dit nie 'n invloed
gehad het op die struktuur en waardestelsel wat die lewering van onderwys beheer
nie. Die konflikte wat aangemeld is ná onafhanklikwording het meestal te make gehad
met kwessies ten opsigte van strategie eerder as verskille met betrekking tot die
waardes wat die lewering van onderwys in Lesotho beheer. Die fokus op onderwys in
Lesotho het gerig gebly op 'n elitistiese en uitwaartse invloedryke minderheid wat
ingeskakel het by die verwerwing van 'n Westerse soort onderwys wat deur Westerse
waardes gedryf word. Lesse en geleenthede wat uit prekoloniale Sothoonderwyservaringe
geleer kon word en wat as demokraties beskou kon word, het
verlore gegaan. Myns insiens moet 'n demokraties-gedrewe onderwysstelsel sy
inspirasie uit die beginsels van demokratiese onderwys kan put.
'n Doeltreffende en transformasionele onderwysstelsel vereis die verbintenis van
diegene aan die roer van sake ten opsigte van leierskap in die gemeenskap sowel as
diegene in beheer van onderwys. Hierdie verbintenis moet getemper word deur 'n
behoefte aan die implementering van onderwys wat mense se wêreldbeskouing op
kwalitatiewe wyse transformeer ten einde hulle in diens te stel van hulle nasie en die
mense. Die waarde van onderwys in Lesotho kan slegs gesien word wanneer dit in
staat is om mans en vroue van die hoogste integriteit, eerlikheid, verdraagsaamheid, verantwoordelikheid en aanspreeklikheid te lewer - hardwerkende, patriotiese,
goedgemanierde mense wat daaraan toegewy is om hulle samelewing te dien.
Onderwys behoort in staat te wees om 'n ieder en 'n elk toe te rus om op
betekenisvolle wyse tot die ontwikkeling van die nasie by te dra. Laastens, die
onderrig van "dik" demokratiese eienskappe moet gebou word op die basis van 'n
suksesvolle onderwysstelsel in Lesotho vanaf die laagste klasse of grade.
SLEUTELWOORDE: Gratis en verpligte onderwys, demokratiese onderwys,
kwaliteit onderwys, gelyke onderwys, "dik" en "dun" demokrasie in Lesotho.
12
Church, Dearbhaile Brona. "New directions : a novel approach to educating for capability in post-compulsory humanities education." Thesis, University of Newcastle Upon Tyne, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576648.
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Is it possible to educate for capability as a goal, not a by-product, of education? This thesis addresses this research question by presenting a model to support the implementation of a person-centred approach to teaching and learning in post-compulsory humanities education. This is based on a new methodological framework employed within the Project module in the Philosophical Studies programme at Newcastle University. Here, learners apply a project-based, context-driven approach to develop an understanding of conceptual themes set out in lectures within the context of a personal interest (the Project). The model puts the learner at the centre of the process and develops students' knowledge and understanding of course content alongside the development of individual competences; that is, a capacity for learning. The model is based on my own experience of the methodology as a learner and tutor, as well as practical research and delivery. It draws on Problem-Based Learning theory to offer a vocabulary to support dialogue between students and tutors to enhance the learning experience. The model of Project Practices seeks to bridge the gap between the personal and private with the academic and theoretical, by supporting a dual approach to learning. It may be used to enhance the delivery of the context-driven methodology and its effectiveness in supporting skills development alongside knowledge acquisition by acting as a planning and dialogue tool. It may also offer the potential to apply the object-based context driven project methodology in other educational contexts or levels where appropriate. Placed within the context of the growing literature on this subject, this thesis offers one alternative to traditional approaches to teaching and learning which is grounded in and responds to the increasingly complex nature of life and work in the twenty-first century. This model responds to the research objective by integrating a person-centred approach to teaching and learning alongside traditional delivery methods in order to educate for capability. It offers an original model to support person-centred learning alongside traditional delivery methods within Higher Education.
13
Biggart, Andrew John. "Social change, post-compulsory education and the youth labour market." Thesis, University of Ulster, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428401.
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McConnell, Kathleen Fiona. "Inventing pluralistic education compulsory schooling as technique of democratic deliberation /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3331357.
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Thesis (Ph.D.)--Indiana University, Dept. of Communication and Culture, 2008.<br>Title from PDF t.p. (viewed on Jul 24, 2009). Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4320. Adviser: Robert E. Terrill.
15
Rimfeld, Kaili. "Genetic and environmental underpinnings of educational achievement at the end of compulsory education and beyond." Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/genetic-and-environmental-underpinnings-of-educational-achievement-at-the-end-of-compulsory-education-and-beyond(c544f78b-a1d0-4425-9ae2-2b83c098f4f6).html.
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Educational achievement is of major societal interest and is crucial to students themselves, as academic achievement during compulsory education propels young individuals to different life-long trajectories. Research has shown that individual differences in educational achievement are to a substantial extent (around 60%) explained by inherited differences in children’s DNA sequence. However, most of the research to date has focused on reading and mathematics achievement during primary school education. Much less is known about the genetic and environmental underpinnings of educational achievement in secondary school across the various subjects children study. Furthermore, even less is known about educational achievement after compulsory education. It is imperative to understand why individuals differ so widely in educational achievement, to understand the causes and correlates of scholastic achievement and to inform evidence-based educational policy. The current project seeks to increase understanding of the aetiology of individual differences in educational achievement at the end of compulsory schooling and beyond. This thesis explores the genetic and environmental underpinnings of educational achievement in the UK, focusing on achievement at the end of compulsory education, and educational attainment in Estonia. I use data from the UK representative Twins Early Development Study (TEDS), and the Estonia representative adult sample from the Estonian Genome Centre University of Tartu (EGCUT), to investigate the following: the aetiology of educational attainment during the Soviet occupation and post Soviet era in Estonia (Chapter 2); the relationship between first and second language achievement, and general cognitive ability (Chapter 3); the proportion of heritability of educational achievement that can be explained by cognitive and non-cognitive factors at age 16 (Chapter 4); the prediction of exam results from personality (Chapter 5); and the aetiology of subject choice after compulsory education, and achievement in these chosen subjects at age 18 (Chapter 6). The thesis provides evidence that i) genetic factors explain a larger proportion of educational attainment in a more meritocratic society, where selection to educational and occupational positions is based more on merit and ability than environmentally-driven privilege; ii) educational achievement in second language learning is highly heritable and this high heritability is only partly explained by first language achievement and intelligence; iii) the high heritability of academic achievement is explained by non-cognitive as well as cognitive factors; iv) the popular concept of Grit (perseverance and passion for long-term goals) adds little to the prediction of exam performance beyond the ‘Big Five’ personality factors; v) genetics affects both aptitude (cognitive ability) and appetite (subject choice) for learning. I conclude the thesis with a discussion about implications of the work and suggestions for future directions (Chapter 7).
16
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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Li, Wenxin. "Chinese internal rural migrant children and their access to compulsory education." Thesis, Queen Mary, University of London, 2013. http://qmro.qmul.ac.uk/xmlui/handle/123456789/8564.
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During a period of unprecedented rapid urbanisation and social transformation in China, this thesis considers the children of internal rural migrants and their access to compulsory education in the regions where they settle. There are currently 38 million such children. Institutional and systemic challenges often bar them from receiving an education of adequate quality, equal to that of their peers. The thesis reviews the legal and regulatory framework covering childrens’ right to education at both international and national domestic levels. It then describes the actual experience of internal migrant children attempting to access schools, and analyses the main factors barring them from the education they are entitled to. These barriers are categorised in a ‘4-A’ conceptual framework – Availability, Accessibility, Acceptability, Adaptability. The research draws on a range of secondary data, supplemented by interviews conducted with personnel engaged in education in Beijing. The main findings are that, though the legal framework of rights is generally sufficient, inadequate institutional and normative arrangements and lack of government accountability (at all levels) work together to hinder proper implementation of relevant laws and regulations. The problem is exacerbated by the institutional barrier of hukou-based enrolment and registration, and deepened even further by the current cadre and local governance arrangements, with the information asymmetry they engender. The thesis concludes that, at central, provincial and municipal levels, adequate funding for the education of migrant children must be assured, especially in the dense receiving regions. A new enrolment system is required based on a child’s current place of residence. Finally, a reform of the current civil service and cadre management systems is needed, with a move away from current growth-oriented development strategies that impose policy burdens and subordinate the children’s good to the pursuit of economic targets.
18
Wootton, Sally Anne. "An inductive inquiry into managing tutorial provision in post-compulsory education." Thesis, Sheffield Hallam University, 2007. http://shura.shu.ac.uk/20569/.
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This research explores aspects affecting the management of tutorial provision in post-compulsory education. The inquiry has been designed to inductively explore tutorial provision using grounded theory methodology. The research participants were either students or tutors in post-compulsory education, as they were in a position to contribute their personal experiences and perceptions in relation to the research phenomena. Three aspects of tutorial provision were explored during this study. Firstly, the nature and purpose of tutorial provision was explored to ascertain the participants' perceptions of tutorial needs and expectations. The rationale for this was to address the low profile tutorial provision suffers at national and institutional levels across the sector, and because the confusing range of definitions imply a need for the objectives of tutorial provision to be more clearly articulated. Secondly, the personal tutoring role was explored in order to understand what students' and tutors' perceived the key aspects of the role to be, and to understand the value placed upon it by the students, the tutors and the institution. The rationale behind this aspect was to address the lack of confidence and commitment many tutors demonstrate when undertaking the role, due in part, to arbitrary recruitment and insufficient personal tutor training. Finally, a third aspect emerged during the inductive inquiry, which led to the exploration of feelings and emotions at play within the tutoring relationship. From this research, three contributions to knowledge have emerged. Firstly, a 'Heuristic Framework for Tutorial Provision' contributes to clarifying the nature and purpose of tutorial provision, whilst acknowledging its complexity and the need for flexible and differentiated provision. Secondly, an 'Archetype of the Personal Tutoring Role' acknowledges the various 'Functions' tutors believe they are undertaking as personal tutors, the attitudes that underpin their view of the personal tutoring role, and a description of tutors' skills, knowledge and personality the participants deem necessary to develop a successful tutoring relationship. Finally, a Theoretical Model of Tutoring Styles' has been developed, based on the inquiry's emergent themes in relation to the tutoring relationship. The model is presented as a tool to enable tutors to understand the impact of their tutoring practice by exploring their ideology of teaching and style of interaction.
19
Ghirotto, Luca. "Education Right: a social justice grounded theory in Italian Compulsory School." Doctoral thesis, Università degli studi di Trento, 2008. https://hdl.handle.net/11572/368655.
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Education, Social Justice, democracy, social rights, and capabilities. Those are the keywords of this study about the processes of guaranteeing the education right. Nevertheless, as mentioned above, in terms of education and pedagogical aims, I could not support a theory, even if is highlighting the importance of it for the education and training contexts. Handling what are the things that really happen, it is necessary. During Chapter 2, I shall explain more fully how is possible to study abstract concepts such as democracy and social rights. Here, it will be sufficient to say that democracy is a situation in the same way as education is. What is the situation that involves the democratic social education right? This situation is the school environment, the last termination of the state, which is committed to increase education and the culture of a country.
I then will choose a particular event of that situation as the inclusion of immigrant students, because this event will make the process related to the guaranteeing of the education right, particularly evident.
Following the methodical steps I shall introduce in the third chapter, I have constructed a Grounded Theory (GT) through which I shall not only say that schools live in a conflict among social rights to be guaranteed and systematic and political difficulties to make their intervention effective. Already the newspapers refer that, for example those articles I mentioned at the beginning of the introduction. I bring to the attention the ways this conflict exists, outlining the characteristics that are in accordance or not with what is declared by and what is lived in schools. This research has as a result a theory I have named: “structuring conditions†. Indeed, what happens in Italian schools when a foreigner student arrives in the course of the year? How does the school react and how to try to secure the education right?
The “structuring of the conditions†explains what happens in Italian schools regard the phenomenon of inclusion of immigrant students. This process evolves according two dynamics: the first is the “sharing of responsiveness†and the second one is the “structuring of educational priorities†. These two dynamics explain what occurs within the teachers’ lived experiences and within the school as an organization. Sharing the sensitivity or responsiveness means that the process of welcoming starts from an attitude that only few teachers have shown: it is taking the load of educational projects that tend to guarantee the right to learning Italian and to construct a well coexistence with all the other students inside the school. Many teachers are still deaf towards these issues. For structuring of priorities, I mean, however, that the processes of activation are led by a very clear priority given to the wellbeing of immigrant students, choice that would set out to build a more effective welcoming and training.
In Chapter 4, I will describe the process of schools’ activating. These processes have to do with the arrival of foreigners seen as a problem and not as their right. In other words, when it becomes a problem then the school raises the question of ensuring a right. In addition, not only because increasingly there are schools with a very high presence of immigrants, but also because the continuous arrival leads to organizational confusion and difficulties to be remedied.
Does schools guarantee the education right effectively? If the right is the right to a social minimum, a foreign child who enters during the year, has its classroom, is included in school life, like everyone, then the answer is yes. The right to enrol in school is given to all but the education right also has another side that is the fact that at the end of schooling everyone should have all the skills acquired to become a citizen. To do this, the school should provide a very good and improving education to all, not just the social minimum.
The research reveals that schools lean to ensure not the education right, a very remote target if the 42.5% of foreign students are in delay in or abandon training. Rather, the process through which the school tends to guarantee the education right is making structural, shared and of primary importance what would be the prerequisites of a climate suitable for work. I will define the prerequisites in chapter 4: those are the educational aspects, without which the pure and simple Italian learning would be insolvent to bridge the gaps. Furthermore, it would not be possible learning to stay together, to live in a place educational priorities may build. Making learners autonomous in language and sociability is the warranty of the education right. Moreover, in this context, we would recognise conditions, which are the responsiveness some teachers show, and priorities, that from a last minute answer would become systematic responses to an emergency.
20
Ghirotto, Luca. "Education Right: a social justice grounded theory in Italian Compulsory School." Doctoral thesis, University of Trento, 2008. http://eprints-phd.biblio.unitn.it/75/1/Education_Right_-_A_SJE_Grounded_Theory.pdf.
Full textAbstract:
Education, Social Justice, democracy, social rights, and capabilities. Those are the keywords of this study about the processes of guaranteeing the education right. Nevertheless, as mentioned above, in terms of education and pedagogical aims, I could not support a theory, even if is highlighting the importance of it for the education and training contexts. Handling what are the things that really happen, it is necessary. During Chapter 2, I shall explain more fully how is possible to study abstract concepts such as democracy and social rights. Here, it will be sufficient to say that democracy is a situation in the same way as education is. What is the situation that involves the democratic social education right? This situation is the school environment, the last termination of the state, which is committed to increase education and the culture of a country.
I then will choose a particular event of that situation as the inclusion of immigrant students, because this event will make the process related to the guaranteeing of the education right, particularly evident.
Following the methodical steps I shall introduce in the third chapter, I have constructed a Grounded Theory (GT) through which I shall not only say that schools live in a conflict among social rights to be guaranteed and systematic and political difficulties to make their intervention effective. Already the newspapers refer that, for example those articles I mentioned at the beginning of the introduction. I bring to the attention the ways this conflict exists, outlining the characteristics that are in accordance or not with what is declared by and what is lived in schools. This research has as a result a theory I have named: “structuring conditions”. Indeed, what happens in Italian schools when a foreigner student arrives in the course of the year? How does the school react and how to try to secure the education right?
The “structuring of the conditions” explains what happens in Italian schools regard the phenomenon of inclusion of immigrant students. This process evolves according two dynamics: the first is the “sharing of responsiveness” and the second one is the “structuring of educational priorities”. These two dynamics explain what occurs within the teachers’ lived experiences and within the school as an organization. Sharing the sensitivity or responsiveness means that the process of welcoming starts from an attitude that only few teachers have shown: it is taking the load of educational projects that tend to guarantee the right to learning Italian and to construct a well coexistence with all the other students inside the school. Many teachers are still deaf towards these issues. For structuring of priorities, I mean, however, that the processes of activation are led by a very clear priority given to the wellbeing of immigrant students, choice that would set out to build a more effective welcoming and training.
In Chapter 4, I will describe the process of schools’ activating. These processes have to do with the arrival of foreigners seen as a problem and not as their right. In other words, when it becomes a problem then the school raises the question of ensuring a right. In addition, not only because increasingly there are schools with a very high presence of immigrants, but also because the continuous arrival leads to organizational confusion and difficulties to be remedied.
Does schools guarantee the education right effectively? If the right is the right to a social minimum, a foreign child who enters during the year, has its classroom, is included in school life, like everyone, then the answer is yes. The right to enrol in school is given to all but the education right also has another side that is the fact that at the end of schooling everyone should have all the skills acquired to become a citizen. To do this, the school should provide a very good and improving education to all, not just the social minimum.
The research reveals that schools lean to ensure not the education right, a very remote target if the 42.5% of foreign students are in delay in or abandon training. Rather, the process through which the school tends to guarantee the education right is making structural, shared and of primary importance what would be the prerequisites of a climate suitable for work. I will define the prerequisites in chapter 4: those are the educational aspects, without which the pure and simple Italian learning would be insolvent to bridge the gaps. Furthermore, it would not be possible learning to stay together, to live in a place educational priorities may build. Making learners autonomous in language and sociability is the warranty of the education right. Moreover, in this context, we would recognise conditions, which are the responsiveness some teachers show, and priorities, that from a last minute answer would become systematic responses to an emergency.
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Chillis, Jimmy L. "A psychosocial interaction study of adulthood demographics and non-compulsory education participation using the National Household Education Survey." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103300/.
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This report analyses the NHES: 2005 data to present the state of American education in reference to “adult” participation in education. Psychosocial interaction theory is applied to the social event of attaining adulthood to analyze and report the propensity of American adults to participate in non-compulsory adult education. The review of the literature of perceptual demographic variables of adult attainment: age, prior education, subordinate responsibility, child-age dependent care, marital status, job stability, and home ownership. The analysis compares the data of participants and non-participants of non-compulsory adult education using binomial logistic regression analysis with tests, for a 95% confidence level and .05 significance. Included is a discussion of how appropriately aligned development opportunities and experiences may further increase education effectiveness and performance outcomes.
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Wang, Yan, and 王燕. "Paradigm shift of education governance in China: two compulsory education legislation episodes 1986 vs. 2006." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44352876.
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The thesis addresses the paradigm shift of education governance in China through a study of the policymaking process of two legislation episodes in China: the 1986 Compulsory Education Law and the 2006 Compulsory Education Law Amendment. The research started with two broad initial research questions: how was the Compulsory Education Law made and amended? Why was the Law made and amended? Using ethnographic interviews and documentary analysis as the main research methods, more specific questions on the 1986 and 2006 legislation were later delved into as the research evolved in depth: What were the driving forces behind the 1986 and 2006 legislation? What values of compulsory education were assumed in the central decisions of the 1986 and 2006 legislation? What was the institutional rationale underpinning the 1986 and 2006 legislation?
The data was collected through ethnographic interview with some forty informants involved in the policymaking process. The research findings were analyzed and presented on three levels. First, the findings were presented on the basis of narration analysis. Second, the policymaking process of the legislation was analyzed from three paradigms: agenda-setting, decision-making and organizational behavior. Finally, by examining the results of the previous stages of analysis and further comparing the two cases, the research arrived at a theoretical framework for education governance that embraces three essential elements: political ideology, perceived value of education, and institutional rationale.
The analysis of the two legislation episodes identified that the political ideology, which shifted from efficiency-oriented economic well-being to equity-oriented social cohesion, steered the agenda-setting of the compulsory education legislation. The perceived value of education reflects the role that education plays in development, changing from economic value to social value. The institutional rationale essentially determines strategies by which compulsory education materializes, with a variance from governing by goal and mobilization to governing by accountability and regulation. In conclusion, education governance in China witnessed a paradigm shift from “economic instrumentalism” toward “social rationalism” over the twenty-year period from the mid-1980s to 2006.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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Lin, Tingjin, and 林挺進. "Explaining the intra-provincial inequality of financing compulsory education in China: the role of financereform, personnel rules and provincial leades, 1994-2001." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B4068734X.
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Jónsdóttir, Svanborg R. "THE EMERGENCE OF A NEW SCHOOL SUBJECT. INNOVATION EDUCATION IN COMPULSORY SCHOOLS." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2007. http://hdl.handle.net/2237/12116.
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Napper, Nick Louis. "An investigation into the impact of visual aids in post-compulsory education." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16561.
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This study seeks insight into the use of visual aids in contemporary post-compulsory teaching. The importance of the study is linked to the large number of students who enter Higher Education; many of whom regularly receive lectures supported by visual displays which comprise textual summaries of a lecturerâs speech. This thesis comprises a two-part study and employs a mixed methods approach. The first part inquires into teachersâ and lecturersâ practice with regard to their visual aids, and the second compares the effectiveness of text, images and imagery displayed in support of a lecture. The investigation into lecturersâ practice found many post-compulsory teachers and lecturers had received no training in the design and use of visual aids during their initial teacher training. It is suggested this privation may underpin a de facto choice of projected text as a visual aid, the use of which is not clearly supported by contemporary models of memory and mental processing. In a comparison of visual modalities, an increase in learner engagement was recorded for the display of carefully designed images, and also for directed imagery. No positive impact was recorded for text summaries of 50-64 words displayed concurrently with speech, although recall was improved when text was restricted to five words or fewer. The conclusion is drawn that the display of this modality without temporal pauses may offer limited educational advantage to students, and a method of planned apportionment of speech and text is proposed in which contemporary theories of memory and processing are taken into account. These observations have significant implications for a lecture environment in which such text summaries are often relied upon for visual support. The findings of the thesis are combined to propose a principle of Visual Working Memory Utilisation (VWMU), upon which future research into visual aid design and use in post compulsory education might be based.
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Santa, Cruz Darlane E. "Borne of capitalism| Razing compulsory education by raising children with popular and village wisdom." Thesis, The University of Arizona, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147542.
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<p> This multi-modal dissertation examines the historical hegemonic making of U.S. education, and how compulsory schooling has framed acceptable notions of culture, language/literacy, and knowledge production. Through this criticism of colonization and education, theoretical and practical alternatives are explored for the opportunities outside mainstream schooling in the US. In examining the literary work on decolonizing education, these efforts can engage in unlearning of coloniality by finding examples from a time before colonization. In contemporary society, the practice of de/unschooling can hold the possibilities for decolonizing education. To demonstrate how families of color in the U.S. engage with unschooling, interview questions serve as the sharing of knowledge and experience so as to ground the research in lived reality. A brief survey of critical education and critical pedagogy broadens those already critical of schools and/or receptive to the criticism of schools and the un/deschooling alternative then places student and family/community as the center of learning and teaching.</p>
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Venkateswaran, Uma. "The Bing Law and youth education policy: The administration of compulsory school laws in Cleveland, Ohio, 1910-1930." Case Western Reserve University School of Graduate Studies / OhioLINK, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=case1054747433.
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Lu, Wang. "Inspection of local administration of basic education in China : process, effectiveness and improvement." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321354.
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Bauer, Christine, and Christine Strauß. "Educating artists in management: an analysis of art education programmes in DACH region." Taylor & Francis Group, 2015. http://dx.doi.org/10.1080/2331186X.2015.1045217.
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Labour force in the art sector is characterised by high qualification, but low income for those people who perform the core contribution in art, i.e. the artists. As artists are typically self-dependent in managing their business, they should have managerial skills besides those skills necessary to perform their artistic core activities. If the lack of managerial skills is a reason why artists fail to make a living from their talent, then this chain of cause and effect could be ruptured by adequate educational opportunities. This paper analyses the curricula of a wide range of institutions offering art education programmes and identifies their managerial learning content. In doing so, we focused on German-speaking countries, the so-called DACH region (i.e. Germany, Austria and Switzerland, whereas D, A and CH are country codes). We identified and analysed 159 course syllabi of 81 art universities, schools and academies. The results of our study indicate a lack of managerial learning contents: a vast majority of institutions follow a rather traditional approach to art education, focusing solely on artistic competences. We suggest the implementation of managerial learning contents to better prepare art students for successful careers in the arts.
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DeGiovanni, Katya S. "Transitions amidst transition : the journey of Maltese students from compulsory education to further education and/or work." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12613/.
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Further Education (FE) is almost a new venture on the Maltese Islands particularly for UK NVQ Levels 1 and 2. In 2001 the Malta College of Arts, Science and Technology (MCAST)introduced the Foundation Certificate: A Further Education (FE) access course without entry requirements. Drawing mainly on the study by Ball, Maguire and Macrae (2000), Bourdieu’s habitus and structure (1977; 1990; 1993) as well as Evans’ bounded agency (2002; 2007) and Evans and Heinz’s (1993: 1994) transition types, this thesis explores the transitory experience of eight female students from Compulsory to Further Education. Between 2007 and 2010 these students narrated their experiences prior to entry at MCAST, as students on the MCAST campus, during their work placements as well as on their workplace. Findings indicate that FE and work were chosen by elimination of the academic path even though it seems that school did not prepare the participants for these routes. The MCASTBTEC formative assessment system was deemed harder to get used to but fairer than the exam-based system. At MCAST students felt free to make their own choices and were treated as adults. Work placement experience for students seems to influence course choice. Full-time workers ex-students) indicated that they were given a lot of training, and that work was an alternative learning environment. This was important to retain their job and to further their studies. This thesis identifies three transition trajectories as well as a model for understanding the self in transition to FE within the Maltese context by identifying theories which are adaptable to this particular scenario. It also provides key learnings for policy makers and practitioners within the Maltese educational context. These include the exposure of students to MCAST, in-service training for subject and guidance teachers at service in secondary schools and guidelines for standardized induction as well as monitoring programmes aimed at increasing student retention. These strategies would ease the transition period making both MCAST and secondary schools more inclusive learning environments.
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Dyke, Martin. "Reflective learning and reflexive modernity as theory practice and research in post-compulsory education." Thesis, University of Surrey, 2001. http://epubs.surrey.ac.uk/2732/.
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To what extent does reflective learning in education meet the needs of learners in a reflexive modern society? The thesis constructs a late-modern case for reflective learning in post-compulsory education. It is argued that reflective learning connects with a key concept in contemporary social theory - that of reflexivity. The arguments are developed through the following key questions. • To what extent does reflective learning in post compulsory education correspond with the needs of learners in late-modernity? • What are the key characteristics of late-modernity? • Can the application of reflective learning by practitioners improve student learning in post-compulsory education? • What are the conclusions for teaching and learning in post-compulsory education that flow from this analysis of social theory and educational practice? Enlightenment and contemporary modernity is explored through a review of literature on social theory and philosophy. The second part of the thesis is concerned with praxis the testing of theory in action. Case studies in action research are used to examine how teachers seek to promote reflective learning in their practice. This exploration of theory and practice is then used to present the overall conclusions and make recommendations for future action. In many ways this thesis revisits the territory and thinking of John Dewey, It seeks to connect educational praxis to the wider social context, but from a late-modern perspective.
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Edwards, Angela. "Barriers to learning groups in the post-compulsory in-service teacher education classroom." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518524.
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Raimondi, Erica. "More Qualifications and Less Dropout? From Compulsory Schooling to Vocational Education in Italy." Doctoral thesis, Università degli studi di Trento, 2016. https://hdl.handle.net/11572/368112.
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Education continues to define social positions and reproduce social inequalities. Deficiencies in education may lead to disadvantages at both the individual and societal levels, and lower qualifications are usually obtained by already disadvantaged youths. One of the biggest problems in this regard is dropping out (also named early school-leaving)—i.e. young people who leave the education system before completing upper secondary school.
Many interventions have attempted to prevent or discourage students from dropping out of school. Among them there are two straightforward systemic policies: raising the age of compulsory schooling and creating alternative tracks for completing education. They aimed to achieve the same goal—reducing dropping out—but using different strategies. Despite the diffusion of these reforms, it is not clear to what extent one or both may succeed in their goal.
Both of these policies were actively pursued in Italy in a less than five-year period—from 1999 to 2003. In 1999, the so-called Berlinguer reform extended compulsory schooling from age 14 to 15, and in 2003 the State-Regions Congress introduced experimental vocational and training programmes (IFP). These intensive changes allow for the comparison of these two interventions in a single context one after the other, but no extensive studies have been made so far. The dissertation seeks to address this lacuna by making the best use of the available data.
The broad question of the thesis is whether the extension of compulsory schooling and/or the creation of new vocational and training programmes have modified students’ (and families’) dropping-out decisions. To answer, propensity score matching, counterfactual time series, segmented regression, region fixed effect and individual multilevel cross-classified logistic analyses are used. The results are framed in the theoretical debates about education: its roles, its expansion, its contribute to (in)equality and its policies.
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Raimondi, Erica. "More Qualifications and Less Dropout? From Compulsory Schooling to Vocational Education in Italy." Doctoral thesis, University of Trento, 2016. http://eprints-phd.biblio.unitn.it/1781/2/Doctoral_Thesis_Erica_Raimondi.pdf.
Full textAbstract:
Education continues to define social positions and reproduce social inequalities. Deficiencies in education may lead to disadvantages at both the individual and societal levels, and lower qualifications are usually obtained by already disadvantaged youths. One of the biggest problems in this regard is dropping out (also named early school-leaving)—i.e. young people who leave the education system before completing upper secondary school.
Many interventions have attempted to prevent or discourage students from dropping out of school. Among them there are two straightforward systemic policies: raising the age of compulsory schooling and creating alternative tracks for completing education. They aimed to achieve the same goal—reducing dropping out—but using different strategies. Despite the diffusion of these reforms, it is not clear to what extent one or both may succeed in their goal.
Both of these policies were actively pursued in Italy in a less than five-year period—from 1999 to 2003. In 1999, the so-called Berlinguer reform extended compulsory schooling from age 14 to 15, and in 2003 the State-Regions Congress introduced experimental vocational and training programmes (IFP). These intensive changes allow for the comparison of these two interventions in a single context one after the other, but no extensive studies have been made so far. The dissertation seeks to address this lacuna by making the best use of the available data.
The broad question of the thesis is whether the extension of compulsory schooling and/or the creation of new vocational and training programmes have modified students’ (and families’) dropping-out decisions. To answer, propensity score matching, counterfactual time series, segmented regression, region fixed effect and individual multilevel cross-classified logistic analyses are used. The results are framed in the theoretical debates about education: its roles, its expansion, its contribute to (in)equality and its policies.
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Yu, Chia-Wen, and 余佳雯. "Comparative Analysis of Energy Education Content for Compulsory Education in Taiwan." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/79746591598850591437.
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碩士<br>立德管理學院<br>資源環境研究所<br>95<br>The thesis takes Kang-Hsuan edition of teaching material and KEEP teaching material employed by Wisconsin State energy educational centre, U.S.A. as examples, and analyses the present situation and characteristic on the energy education of those two edtions of teaching materials with the comparative education studying approach addressed by G. Z. F. Bereday, to make some suggestions on the development and demand of domestic energy education and teaching materials. Via comparative analysis, the following conclusions are reached:
First, Kang-Hsuan edition of teaching material develops related curriculum on energy education in grade four thereafter. However, KEEP teaching material has already designed a lot of educational course on energy before grade four.
Second, the design of KEEP teaching material mainly is concentrated on energy educational objective. Nevertheless, Kang-Hsuan edition of teaching material combines energy educational objective with other discipline educational objective, and therefore is more extensive comparatively.
Third, KEEP teaching material designs more intact course to the development , use and nuclear pollution of the nuclear energy, but Kang-Hsuan edition of teaching material is more insufficient comparatively in nuclear energy.
Fourth, Kang-Hsuan edition of teaching material has introduced energy containing and exploitation all over the world in grade nine.Nonetheless, KEEP teaching material does not have like design, and relatively concentrates on the introduction of the energy development and exploitation of U.S.A.
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Chou, Chao-Sheng, and 周肇昇. "The Study on the Innovating of Educational Grant System of Compulsory Education." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/50333561392018191531.
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碩士<br>國立嘉義大學<br>國民教育研究所<br>92<br>This study was aimed at discussing the educational grant system of compulsory education in Taiwan. There were four purposes in this study : 1. to inquire into the basic concepts and fundamental theories of educational grant system; 2. to analyze and compare the grant system of compulsory education in Taiwan and U.K.; 3. to understanding what the staffs of educational authorities and junior high and elementary school principals in Taiwan think about educational grant system nowadays and how they will expect an ideal one in the future; 4. based on the results, to draw a conclusion as a suggestion for our government to constitute a better educational grant system for compulsory education.
In order to achieve the above-stated purposes, this study adopted comparative method and interview investigation and have 8 conclusions as follows:
1.The Equity of education priority areas has been queried, and decreases the number of students in class compressing the student unit spaces.
2.The most required grants of elementary and junior high schools were personnel, water and electricity expenditure.
3.There were problems in the execution of general and specific education grants.
4.The flexibility of grants was necessary for our country.
5.The formula funding lacks qualitative index, and there are divide between the central and local government.
6.The floor of education expenditures lacks argumentation basis.
7.The local education development fund can’t develop fully the utmost functions, and the fund for school development is in the face of the capital resources problem.
8.The condition of educational expenditure must open in the information network.
Based on the findings, 12 recommendations were proposed as follows:
1. The dimension of items planned：
(1)The central government set up the integration of grant programs, and gives local governments and schools flexibility.
(2)The moving of the education priority areas should use school as the unit to bring up the intermediate and long-range devlopment.
2. The dimension of formula：
(1)The formula of educational facility grants should use student unit cost, and consider qualitative factors.
(2)The specific education grants should also adopt formula funding.
(3)The maintenance of education expenditures is not only percentage but also the amount of money, and makes the definition of education expenditures clearly.
3. The dimension of grants implementation：
(1)Adopting the most advantageous tender and joint purchase, and establish task force of construction or procurement.
(2)The evaluation system should equally stress on personal and systematic factors, and adopt formative evaluation.
(3)Grants should be included in budgets as far as possible.
4. The dimension of educational expenditure management：
(1)The local education development fund should adopt budget for subordinate agencies, and a particular account should be opened.
(2)The orientation of the parent associations and the fund for school development should be made clearly by the local government.
(3)The educational council should be regular and have mobility, and composed of task force。
(4)Elementary and junior high schools should open their details of account in the information network.
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Zhao, Heng. "The expansion of nine-year compulsory education in Indonesia." 2006. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-1546/index.html.
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Chu, Yu-Fang, and 朱玉仿. "The relationship among school performance indicators in compulsory education." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/28979570209187293925.
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碩士<br>國立暨南國際大學<br>教育政策與行政研究所<br>88<br>ABSTRACT
The purpose of this study focus on the advantages of the correlation model of school performance indicators on improvement of the education. This study is based on the theory exploration, reference to the experiences of developing education indicators of advanced countries and international organizations, and relative research of native compulsory education indicators, with the empirical analysis of Hsin-zhu compulsory education, in order to create correlation model of compulsory educational school performance indicators. According to creating and applying this correlation mode to realize the operating situation of the school system, and to improve quality of the school education.
This study based on documentation exploration and questionnaire result analysis, with apply of Canonical Correlation Analysis and Static method, to make sure of 11, 13 and 10 indicators in compulsory school, junior high school, and elementary school. The correlation model of school performance indicators in compulsory school part, the Input indicators includes “Average budget for per student”, “Percentage of certified teachers to all teachers”, “Average available computers for per student”, and “Average books for per student”. The Process indicators includes “Percentage of teachers transfer”, “Proportion of teacher to student”, “Average population of each class”, and “Percentage of drop out from school”. The Output indicators includes “Percentage of near-sighted students”, “Percentage of intelligent qualified students”, and “Percentage of going to higher school”.
The correlation model of school performance indicators in junior high school part, the Input indicators includes “Average budget for per student”, “Percentage of certified teachers to all teachers”, “Average available computers for per student”, “Average books for per student”, and “Average school square for each student”. The Process indicators includes “Percentage of teachers transfer”, “Proportion of teacher to student”, “Average population of each class”, “Percentage of drop out from school”, and “Percentage of teachers attending updating class”. The Output indicators includes “Percentage of near-sighted students”, “Percentage of intelligent qualified students”, and “Percentage of going to higher school”.
The correlation model of school performance indicators in elementary school part, the Input indicators includes “Average budget for per student”, “Percentage of certified teachers to all teachers”, “Average available computers for per student”, and “Average books for per student”. The Process indicators includes “Percentage of teachers transfer”, “Proportion of teacher to student”, and “Average population of each class”. The Output indicators includes “Percentage of near-sighted students”, “Percentage of intelligent qualified students”, and “Percentage of going to higher school”.
This research clarifies the relationship among the indicators and the division of the indicator items according to the construct of the correlation model. Besides, this study also explores and analyzes the condition of the junior high schools in Hsin-zhu. In the end, this study provides suggestions for the government educational authority, compulsory school, and the Coming Research. Listed below:
The suggestions for the government educational authority:
1. To organize the national education indicators research organization, to fulfill and plan for the research tasks of the education indicators.
2. The published relative education indicators magazines could be use as more detail research, to improve the value of the report.
3. Put more efforts on the research tasks of international education indicators; learn from other great points to improve the quality of education of our country.
The suggestions for the civil school:
1. Encourage executives and teachers of the school to realize more about the education indicators, to reach to the advantages of the indicators.
2. Organize the school database, to help the progress of the education indicators research, and move forward to improve the quality of the school education.
The suggestions for the Coming Research:
1. Update the items of the indicators, to make the correlation model be complete.
2. The improvement for the research method of correlation model of the school performance.
3. The application types and effect evaluation of the correlation model on the real school education system.
4. Apply and create the correlation model on other county.
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Su, Jia Li, and 蘇嘉俐. "The interaction between formal compulsory education and alternative schools." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/81515972431371369617.
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Liang, Tsu-li, and 梁足麗. "The study of 12-Year compulsory education in Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/11485179674636321819.
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碩士<br>國立政治大學<br>臺灣研究英語碩士學程<br>97<br>The purposes of this master thesis “The Study of 12-Year Compulsory Education in Taiwan” are to retrospect Taiwan’s education systems, to study the detail measures about 12-year compulsory education policy and to explore compulsory education systems in advanced countries such as the United States, Finland, Japan and Germany and see if we are able to imitate the merits to apply to our education system. The paper also attempts to observe the possible impacts on the society and to evaluate how to carry out the policy that really improves our nation’s competitiveness. Furthermore, through the observation, hope to offer some suggestions to the related authority.The study finds that there are several problems existing in the present systems, chief of which are the gap between city and rural, uneven education qualities, uneven distribution of resources and excessive pressure from seeking further education. To solve these problems, it is necessary to lengthen the compulsory education in Taiwan. Based on the study, we acquire the knowledge about complete education system in Finland, the effective education reform in the United States, the sophisticated vocational system in Germany and the holistic-person education ideas in Japan. Meanwhile, the 12-year compulsory education policy is processing according to the plan step by step in Taiwan now.While implementing the policy, now there are many measures are on the way. The authority announced that by 2018, almost 90% of the policy will be performed. According to my study, the abundant budget for the education policy is an important promise and the legal education law is convincible for the nations. Besides, the government should shorten the years implementing policy. Also, I suggest the government should establish teachers’ life-long training system and cautiously plan the elite system in secondary school.
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Ya-Wen, Chen, and 陳雅文. "Study on People's Cognition of Twelve-Year Compulsory Education." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/04256880052436531815.
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碩士<br>輔仁大學<br>統計資訊學系應用統計碩士在職專班<br>102<br>Taiwan's twelve-year compulsory education will officially take effect in August, 2014. People have various opinions and are both concerned and worried about this greatest educational reform in history. Therefore, the study deeply explored and analyzed “basic cognition of the twelve-year compulsory education,” “educational advance” and “degree of identification with the educational advance.” Moreover, the study illustrated the background, objectives and timetable of the policy of the twelve-year compulsory education.
The conclusion of the study is as follows:
1. People have “no comments” on the basic cognition of the twelve-year compulsory education.
2. People generally “did not quite understand” the educational advance of the twelve-year compulsory education.
3. People have “no comments” about their degree of identification with the educational advance of the twelve-year compulsory education.
4. There was medium positive correlation between the basic cognition of the twelve-year compulsory education and the degree of identification with the educational advance of the education, and there was highly positive correlation between the degree of identification with the educational advance of the education and the educational advance itself.
5. The basic cognition of the twelve-year compulsory education will positively influence the educational advance.
6. The basic cognition of the twelve-year compulsory education will positively influence the degree of identification with the educational advance.
7. The degree of identification with the educational advance will positively influenced the educational advance.
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Huang, I.-Chin, and 黃羿菁. "Swedish Compulsory Education Facing the Development of Information Society." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/82984616898147118696.
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碩士<br>淡江大學<br>歐洲研究所<br>92<br>The Society in 21st century has transformed into an information society. With the development and innovation of information technologies, information and communication technology（ICT）changes human’s quality of life and trading style. In order to promote national competitiveness to achieve superiority, nation’s IT infrastructure, educational investment, and capacity of using ICT become main points in worldwide countries.
Sweden pioneer with its early telephone service facilities plays a very important role between worldwide IT countries. Moreover, had developed advanced ICT industry. Swedish education is bound to equality, regardless of ethnic and social background or place of residence.” Very early, the Government has drawn up a compulsory National Programme for ICT: ITiS (det nationella programmet för IT i skolan).”
This thesis will introduce Swedish experience to understand educational history and innovation, to search that how does Sweden education change and what is Swedish strategy to carry out “ National Programme for ICT: ITiS,” and finally evaluate its achievement.
The performance of this thesis has positive view on the achievement of ITiS. The reasons are the affection of 1.education reform, 2. ITiS in-service training, and 3. Swedish information society.
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CHIANG, TZU-LING, and 江紫羚. "Building Up the Core Competencies Model of Compulsory Education." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/79410809067673526577.
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碩士<br>開南大學<br>商學院碩士在職專班<br>105<br>This paper discusses the interaction model of the core competencies of 12-year compulsory education to infer the suitable teaching strategies. At first, the 3 dimensions and 9 criteria of the core competence are inducted through the literature review and questionnaire survey. Next, the DEMATEL method is used to explore the relevance of the criteria in each dimension and to illustrate the interrelation mappings. Then, present DANP approach to calculate the weight of each criterion. The finding shows the dimension “Autonomous Acting” has the highest influence degree among 3 dimensions; the criterion “Physical and mental well-being with self enhancement” has the highest influence degree among 9 criteria. They both have the priority to be improved. At last, apply VIKOR for assessing the performance of the core competencies, to acquire practical device and strategies for improving.
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Yan-Ru, Li, and 李晏如. "Living Technology Laboratory Arrangement of 12-Year Compulsory Education." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/x64vw4.
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碩士<br>國立高雄師範大學<br>工業科技教育學系<br>106<br>Technology develops rapidly, which makes people around the world must possess technology literacy. The curriculum goal of Technology Area of 12-Year Compulsory Education is cultivating the technology literacy. To enhance the teaching efficacy and learning effectiveness, proper living technology laboratories urgently need to be arranged to benefit learning.
The research purpose is arranging the living technology laboratory of 12-Year Compulsory Education, and providing the arrangement for all of the junior high schools to take it for reference. The arrangement is based on the curriculum competencies and learning activities in the Technology Area of 12-Year Compulsory Education. The methods include interview methods and panel discussion. To obtain the principles of arrangement, the researcher establishes the basic framework from the related literature and then establishes the requirements and standards of space arrangement by interviewing 1 committee members of guideline researching and training, 1 professor and 4 living technology teachers so as to arrange the living technology laboratory. According to the conclusion, it is expected that the arrangement would be a important reference for living technology laboratory of 12-Year Compulsory Education.
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馬榕曼. "The Study on the Educational Quality of Compulsory Education of the European Union." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/61121351004571360205.
Full textAbstract:
碩士<br>國立暨南國際大學<br>教育政策與行政學系<br>92<br>This research is for the purpose of analyzing connotation of the European Union compulsory education stage quality plan, as well as understood the European Union main member nation background of factor, the underlying policy development regarding the promotion compulsory education quality and so on, and the discussion influence the Program for International Student Assessment weighs out of correlation factor the number performance. Research goals of this research are: First, understand connotation of the European Union compulsory education stage; Second, discuss the origin, the goal and the content of the European Union compulsory education stage educational quality plan; Third, discuss the policies of the European Union Member Nations in promoting compulsory education stage education quality; Fourth, discuss the Program for International Student Assessment connotation of the quantity plan; Fifth, analyze participates in the European Union Member Nations of PISA about the quantity result of their reading literacy, mathematical literacy, and the scientific literacy.; Sixth, understand the related factors in the reading literacy, mathematical literacy, and scientific literacy of European Union Member Nations. We used the document analysis method and the statistical analysis, and researched participation on the performance situation of 2000 Program for International Student Assessment of European Union Member Nations. The research materials are taken from the OECD, EUROSTAT, EURYDICE publication and so on. Independent variables include the input dimension, the process dimension, the output dimension and so on altogether 9 variables. Dependent variables are the education quality dimensions composed by the reading literacy score, mathematical literacy score, and scientific literacy score.
Discussed by way of each correlation subject, the conclusions of this research are as follows:
First, establishing the education quality indicator to inspect the compulsory education quality.
Second, to value the educational investment and the plan simultaneously.
Third, developing e-learning can help to promote the compulsory education quality.
Fourth, to emphasis the key competencies is a tendency to promote the compulsory education quality
According to the above findings and discovery, this research below proposed suggests:
First, the suggestions for the policy-making institution:
1. To plan the study stage of the basic competence examines
2. To put emphasis on investing and planning of education
3. To promote the teachers’ information literacy
4. To positively impel ICT to melt the initiation study
5. To increase the technical kind of branch talented person''s cultivation
6. To strengthen the opportunity with other countries about the education information exchange
Second, the suggestions for the further researches:
1. About the aspects of research variables, increase the literacy other than reading, mathematics, and science literacy.
2. About the aspects of the research subject, discuss how to reduce the difference in the development of education quality between different regions and to promote the procedures of the balanced development in its internal education quality.
3. About the aspects of research time point, point on the long progresses of data collecting and observing regarding to the European Union performance in the PISA score to further understand the development result of European Union compulsory education quality policy.
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Provasnik, Stephen J. "Compulsory schooling, from idea to institution : a case study of the development of compulsory attendance in Illinois, 1857-1907 /." 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9943105.
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Pan, Chin-Ding, and 潘金定. "An Assessment on the Practice of Art Education in Compulsory Education in Taiwan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/38973469759835888339.
Full textAbstract:
博士<br>國立臺灣師範大學<br>美術學系<br>101<br>If we consider which areas may be improved in general art education in the current model for compulsory education in Taiwan, it is crucial to find appropriate areas from which we can begin to look for the key elements of improvement and from which will we find improvement strategies that are concrete, actionable, and that reach educational objectives. The objective of this study is aimed at this very problem.
In 1998, the Ministry of Education (MoE) published the “General Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School Education”, which integrated music, visual arts, and performance arts into one academic area—“Arts and Humanities.” Many scholars believed that this new set of guidelines was an important milestone in the development of compulsory education in Taiwan. It was also a crucial point where Taiwan’s compulsory education took on a new form. Furthermore, it was a paradigm shift in the core value and meaning of education.
I just happened to be serving at the MoE affiliated National Taiwan Arts Education Center at this crucial point in time, where there was much discussion and research over a range of fields concerning the results of the important changes to the educational system. During this period I participated in the 2002 study on compulsory education in the arts for grades 1 to 9 performed by the National Hualien University of Education, regional public hearings and reviews at the 2005 National Arts Education Conference, and the MoE art-policy specialist advisory conferences held at the “Taiwan Art Education Association” from 2009 to 2012. In the process of these meetings, there were several topics worth discussing and researching in regard to Taiwan’s general art education model, to list a few of them generally: regulations, systems, administrative-level issues, educators, curriculum, and educational facilities and resources. There were even suggestions to begin new discussions of the objectives to be set in art education.
Based in a practicable framework and set of objectives, this research paper will sift through each important element concerning policy management blueprints from the Research, Development, and Evaluation Commission’s “Taiwan 2010”; I will use these elements as an important point of reference while surveying and assessing the issues I raised above. I will also provide important reference structures, comparative theories, and feasible theories for counter strategies.
Some of the focal areas of this thesis will be centered on the objectives set for national art education, and much of my argument will use theories describing arts appreciation events. I will especially stress the close relationship between aesthetic experiences and the basic concepts in the compulsory education curriculum in shaping the artistic interests of the public, realizing their creative potential, and fostering individual growth. Arts appreciation events have a specific history, are meaningful because of the people participating in them, and have internal and external elements that influence each other, thus they are rich cultural experiences and are full of variety, in turn these events:
I. Sculpt an interest in the arts in addition to immediate aesthetic pleasure;
II. Reach deep into the thoughts of the entire world and bring out creative potential;
III. Influence life in a very real way since art appreciation is a representation of the entire character of the individual.
Art appreciation not only satisfies the three educational standards as according to the British philosopher R.S. Peters—“worthwhileness,” “cognitiveness,” and “voluntariness,” it can also reach the ultimate objective of the basic concepts of the compulsory education curriculum, namely the full development of the individual. From this basis, I will then look at each influential regulation and improvement strategy in art education practice and raise my own suggestions.
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"Inventing pluralistic education: Compulsory schooling as technique of democratic deliberation." INDIANA UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3331357.
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Cheng, lin-janlu, and 陳林楨儒. "The Research of Team Performance for Compulsory Education Advisory Group." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/53923785768207087813.
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碩士<br>中華大學<br>科技管理學系碩士班<br>101<br>Education is a project to develop human resource. Teachers always play the role like engineers to develop students’ potential ability, their duty mater the success or failure of country education. Therefore, it is an urgent matter for the educators all over the world to build teachers correct professional knowledge and develop professional skills. In order to implement the counseling of compulsory education, city &; county governments establish the Compulsory Education Advisory Group which becomes the important force to achieve the specialization of teachers. Visibly, for our country to promote actively the education reforms, it is the first thing to enhance team performance of the Compulsory Education Advisory Group
The purpose of the research: First, to clarify the degree of mutual influence of dimensions and criteria of the Compulsory Education Advisory Group team performance. Second, to investigate the sequence of criteria of Compulsory Education Advisory Group team performance. Third, to upgrade performance by finding out the key factor that influences Compulsory Education Advisory Group team performance.
This study is through the way of collecting documents and combining team effective model to compile four key dimensions of national education counseling group team performance. They are “organizational factors”, “composition characteristics”,” job design”, “team procedures”, and 22 criteria. Through expert questionnaire survey, we use Decision Making Trial and Evaluation Laboratory (Decision Making Trial and Evaluation Laboratory, DEMATEL) to draw the cause and effect diagrams of dimensions and criteria, in order to understand relationship of the degree of influence and affected between the various dimensions and criteria.
The results showed: in the four dimensions of the Institute compiled, dimensions D2“composition characteristics” makes the strongest degree of influence, followed by dimensions D1“organizational factors”. The strongest degree of affected is dimensions D3 “job design”. In the 22 criteria, criteria C11“personality traits” makes the strongest degree of influence followed by criteria C2“the level of trust”. The strongest degree of affected is criteria C17“task consistency”.
Suggestions for improvement, hope to upgrade team performance for Compulsory Education Advisory Group as the reference: First, Compulsory Education Advisory Group must has clear objectives, but prevent overly specific to be scrupulous about minor details. Second, to emphasize personality traits when select the members of Compulsory Education Advisory Group. Third, to legalize Compulsory Education Advisory Group to has sufficient of hardware and software resources. Forth, to develop procedures rules, in order to integrate other learning areas members to action.
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Chung, Huan-ju, and 鍾環如. "Critical Discourse Analysis on Compulsory English Education Policy in Taiwan." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/63777709306287921464.
Full textAbstract:
碩士<br>淡江大學<br>英文學系碩士班<br>101<br>Title of Thesis： Critical Discourse Analysis on Compulsory English Education Policy in Taiwan Total pages:102
Key word: English education policy, critical discourse analysis, policy analysis, language education policy, linguistic equality
Name of Institute: English Department
Graduate date: January 2013 Degree conferred: Master
Double space
Name of student: Huan-ju Chung Advisor: Ai-ling Wang
Double space 鍾環如 王藹玲
Abstract:
In Taiwan, English is the only foreign language instructed in the compulsory education (The Legislative Yuan, 1967). In recent years, MOE has aggressively promoted English teaching/learning for different stages of national education and lowered the age to start learning English. Nevertheless, the outcomes were not satisfactory and students were reported only make little progress in listening and speaking skills. The study aimed to explore social beliefs regarding English Education for a more efficient and effective implementation of governmental policy. Moreover, the social issues caused by English education in Taiwan, such as linguistic equality, linguistic right and identity issue, were also investigated in the research.
Fairclough’s framework of critical discourse analysis was applied in the research. It is a synthesized analysis on three dimensions: texts, interaction and context. The text analyzed in the study was “Language Category (English) of the Nine-Year Integration Curriculum Guidelines”. As for social interaction and context, the materials analyzed are mainly collected from journals, studies and media reports.
The research results show that “English” and its “cultures” were not clearly defined in the said guidelines. Some expressions have constrained English to be the language used only in English-speaking countries; others regard “English” as a lingua franca. Moreover, the teaching goals to train four language skills simultaneously do not conform to the evaluation system, where reading skills are mainly evaluated. The implementation of English education policy neither improves students’ English proficiency level adequately nor reduces the social phenomenon that students seek extra instructions in cram schools.
Based on the findings, suggestions are proposed to the planning of English education policy: practical goals needed, assisting stakeholders to fulfill the goals, appropriate evaluations needed, arousing critical language awareness, encouraging the learning of other foreign languages, accelerating translation industries and applying technology as aids.