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Journal articles on the topic 'Education, Compulsory'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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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

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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3

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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4

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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5

Gunawan, Gunawan, Muhammad Adyan Simanjuntak, and Siti Marisa. "Compulsory Education Phenomenon for Islamic Education in Indonesia." Al'Adzkiya International of Education and Sosial (AIoES) Journal 3, no. 1 (2022): 10–17. http://dx.doi.org/10.55311/aioes.v3i1.183.

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The education level in Indonesia aims to create a society that has the lowest education, namely SMA/Equivalent, so that scientific competence, learning experience and thinking patterns have knowledge in general, so that in the process of interacting in the world of work, this is also the target of religious education institutions. which are non-formal in nature such as al-Quran memorizing schools (tahfiz schools), the method in this study uses the literature study method, namely discussing literature both from laws and regulations, government regulations, related ministerial regulations and education regulations. Basically Compulsory Education/compulsory education is a government program that has been running in Indonesia, namely the 9-year and 12-year compulsory education program, this program is running until now.Compulsory Education, Compulsory Islamic Education

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6

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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7

Tang, Yun. "Overburdened Chinese Compulsory Education Teachers." Science Insights Education Frontiers 19, no. 2 (2023): 3089–102. http://dx.doi.org/10.15354/sief.23.re312.

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The universalization of “nine-year compulsory education” in China has significantly augmented the teaching force at this level. Compulsory education teachers are the most crucial human resource for the development of this system. However, they have been under disproportionately heavy work burdens, which are detrimental to their mental and physical health and compromise the quality of education. This article focuses on presenting the signs of overburden among compulsory education teachers and pinpointing its causes, with the purpose of contributing to alleviating the job strain of this group and developing a sustainable compulsory education.

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8

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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9

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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10

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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11

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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12

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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13

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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14

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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15

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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16

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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17

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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18

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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19

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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20

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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21

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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22

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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23

Bazarov, Komiljon I. "PHYSICAL EDUCATION AS A COMPULSORY SUBJECT IN SCHOOL." Oriental Journal of Social Sciences 02, no. 04 (2022): 65–71. http://dx.doi.org/10.37547/supsci-ojss-02-04-09.

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This article discusses Physical education as a compulsory subject in school. It turns out that the teacher has not yet been conquered, that the issues of physical education are not considered by him/her as his/her own, necessary, organically connected with the entire organization of children’s life, that physical education in the eyes of many workers is an extraneous superstructure, imposed from the outside, often interfering, taking time away from pedagogical work.

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24

Lay, B., W. Kawohl, and W. Rössler. "Outcomes of a psycho-education and monitoring programme to prevent compulsory admission to psychiatric inpatient care: a randomised controlled trial." Psychological Medicine 48, no. 5 (2017): 849–60. http://dx.doi.org/10.1017/s0033291717002239.

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BackgroundThere is a need for interventions that effectively reduce compulsory admission to psychiatry. We conducted a randomised controlled trial to investigate whether an innovative intervention programme prevents compulsory re-admission in people with serious mental illness.MethodsThe programme addresses primarily patients’ self-management skills. It consists of individualised psychoeducation focusing on behaviours prior to and during illness-related crises, crisis cards and, after discharge from the psychiatric hospital, a 24-month preventive monitoring. A total of 238 inpatients with compulsory admission(s) in the past were randomised to the intervention group or to treatment as usual (TAU).ResultsFewer participants who completed the 24-month programme were compulsorily readmitted to psychiatry (28%), compared with those receiving TAU (43%). Likewise, the number of compulsory readmissions per patient was significantly lower (0.6 v. 1.0) and involuntary episodes were shorter (15 v. 31 days), compared with TAU. A negative binomial regression model showed a significant intervention effect (RR 0.6; 95% confidence interval 0.3–0.9); further factors linked to the risk of compulsory readmission were the number of compulsory admissions in the patient's history (RR 2.8), the diagnosis of a personality disorder (RR 2.8), or a psychotic disorder (RR 1.9). Dropouts (37% intervention group; 22% TAU) were characterised by a high number of compulsory admissions prior to the trial, younger age and foreign nationality.ConclusionsThis study suggests that this intervention is a feasible and valuable option to prevent compulsory re-hospitalisation in a high-risk group of people with severe mental health problems, social disabilities, and a history of hospitalisations.

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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

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

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The balanced development of compulsory education is an important measure to fully implement the equalization of basic education public services, promote education equity, and maintain social justice. Among the paths to the realization of balanced development of compulsory education, the most crucial is to ensure the balanced development of compulsory education resources, so it should attract high attention. The purpose of this paper is to construct a measurement model of the balanced development of compulsory education resources, to explore the key factors affecting the balanced development of compulsory education resources, and to find a scientific path for the balanced development of compulsory education resources. Based on this, this paper uses the method of hierarchical analysis to construct a measurement model of the balanced development of compulsory education resources, analyzes the measurement model of the balanced development of compulsory education resources in a certain region, and concludes that the main factors include school conditions, teacher quality, and education funding. Accordingly, this paper further proposes effective strategies for the balanced development of compulsory education resources from the aspects of increasing education funding, refining the assessment indicators of relevant staff, improving the personnel system of teachers, implementing the mobility policy of teachers, and strengthening the construction of basic resources. The research of this paper, on the one hand, can provide a guarantee for the development of balanced compulsory education resources in a certain region, and on the other hand, it can also provide certain references for the solution of the problem of balanced development of compulsory education resources in other regions with similar situations, and it has strong practical significance for the effective realization of balanced development of compulsory education.

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27

Wang, Yu. "Research on the Allocation Efficiency of Compulsory Education Resources in Chongqing from the Perspective of Space." Journal of Asian Research 6, no. 1 (2022): p17. http://dx.doi.org/10.22158/jar.v6n1p17.

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This paper makes full use of the related research methods of spatial econometrics and envelope analysis to conduct in-depth analysis and research on the efficiency of the allocation of compulsory education resources in Chongqing. The influence of social and economic development, the scale of compulsory education and the distribution of urban and rural population on the allocation efficiency of compulsory education resources in Chongqing and its degree of influence. The analysis and research results show that: the overall level of the allocation efficiency of compulsory education resources in Chongqing is low, and it shows a gradual downward trend; the allocation of compulsory education resources in Chongqing is unbalanced within the region; the allocation efficiency of compulsory education resources in Chongqing has a significant positive spatial correlation; the districts (counties) of the same type of compulsory education resource allocation show obvious spatial aggregation characteristics, and the aggregation area is getting larger and larger; the spatial dependence and spatial spillover effect of the allocation efficiency of compulsory education resources in Chongqing is also very significant.

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28

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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29

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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30

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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31

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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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

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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34

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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35

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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36

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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37

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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38

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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39

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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40

Zheng, Hanxuan. "Research on the Balanced Development of Compulsory Education Resources." BCP Social Sciences & Humanities 20 (October 18, 2022): 554–60. http://dx.doi.org/10.54691/bcpssh.v20i.2391.

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The development of compulsory education in China has shifted from popularizing 9-year compulsory education to optimizing the allocation of resources for compulsory education. In this process, problems such as the disparity of teachers between urban and rural areas, the shortage of funds in remote areas and weak schools, and the shortage of teaching equipment have arisen. The difference in policy orientation and economic level leads to t school-choosing fees which further exacerbates the gap in the development of compulsory education between schools. This paper studies the situation of the allocation of educational resources between urban and rural areas, analyze the reasons from the perspectives of government policies, traditional concepts, and economic levels, and puts forward suggestions for optimizing the allocation of compulsory education resources, aiming to reduce the gap between urban and rural areas and between schools and achieve compulsory education in China. Balanced development.

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41

Chen, Gui-Rong. "On Calligraphy Education in Compulsory Education Stage from the Perspective of Calligraphy Aesthetic Education." Korean Society of Calligraphy 42 (March 31, 2023): 285–302. http://dx.doi.org/10.19077/tsoc.2023.42.12.

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Calligraphy education is an important part of compulsory education. At present, there are some practical problems in calligraphy education, such as poor writing ability and insufficient aesthetic education of calligraphy.This paper mainly studies the current situation of calligraphy education, the commonality and difference between calligraphy education and calligraphy art education, the Outline of Calligraphy Education in Primary and Secondary Schools and the students' learning needs.The key point is that calligraphy art education and writing education are different. Hard pen writing should aim at standardization, beauty and practicality.The conclusion can be used as a reference for calligraphy education in the current compulsory education stage.

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42

Liu, Tingxi. "Home-school Cooperative Education." International Journal of Education and Humanities 4, no. 3 (2022): 238–43. http://dx.doi.org/10.54097/ijeh.v4i3.1815.

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In the new era of socialism, with the changes of social economy and population, education also closely follows the pace of reform changes. In order to develop the education cause, the implementation of the "double reduction policy" undoubtedly injected a strong dose for the reform of the compulsory education stage. The so-called "double reduction" policy is to reduce the excessive homework burden of primary and middle school students in the compulsory education stage and reduce the excessive off-campus training for students. This paper reviews a series of historical policies aimed at reducing the burden of compulsory education, discusses the historical origin of the "double reduction" policy, and gives corresponding consideration to the implementation and measures of the "double reduction" policy in light of the current social situation.

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43

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

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This article analyses the constitutional and legal provisions for school education and particularly Compulsory and Free Education Act, 2075 of Nepal. These provisions are oriented toward creating an environment where all citizens can get basic education so as to enhance equal and just Society. Compulsory and Free Education Act, 2075 is enacted to implement the constitutionally Assured fundamental right to education, and provision of free and compulsory school education without evidence-based analysis, planning and budgeting. The provisions of Compulsory and Free Education Act, 2075,in essence, are closed to the imposed social order from the top envisioned by Durkheim, influence and control of the powerful section of the society by Weber and inequality in the society due to unequal access to education by the classical Marxists.

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44

Wei, Tianxu. "An Interpretation of the Revised Compulsory Education Curriculum Program and Standards: A Revolution in China’s Compulsory Education." Science Insights Education Frontiers 13, no. 1 (2022): 1845–53. http://dx.doi.org/10.15354/sief.22.re065.

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The Compulsory Education Curriculum Program and the Compulsory Education Course Standards make up the Compulsory Education Curriculum Program and Standards 2022, which was released by the Chinese Ministry of Education. The statement emphasizes the development of students’ key competencies while optimizing the objectives for compulsory education and outlining new demands for a more intense reform of the educational system in order to fulfill the needs of the current era. In order to better support student autonomous learning and overall development, it is imperative to raise reform awareness among the educational community, enhance teachers’ professionalism and instructional skills, and create student-centered learning environments before implementing the revised curriculum program and course standards. In order to add new perspectives to the literature on the new curriculum program and standards and provide implications for teachers and administrators in educational reform, we have focused our interpretation of the document on three dimensions: training objectives, student key competencies, and curriculum and teaching reform. We have also offered some recommendations for its successful implementation.

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45

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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46

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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47

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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48

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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49

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

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Kudus Regency is one area that successfully implemented Policy of Compulsory Basic Education 12 years since 2010 even before the central government issued a Policy of Compulsory Basic Education 12 years. In implemented this policy, Kudus Regency Government based on the Kudus Regency Regulation Number 2/ 2010 about Basic Education 12 Years and Regulation of Minister Education and Culture Republic Indonesia Number 80/2013 about Universal Secondary Education (Basic Education 12 Years). The success of Kudus Regency in implementing compulsory basic education 12 years policy is depending on the role of actors that depending in the implementation process. This research is using descriptive qualitative approach. The results of this research is the successful implementation of compulsory basic education 12 years policy in Kudus Regency can not be sparated from the synergy of multyactors’s role. The role of Central Government and Kudus Regency Government that is by issuing compulsory basic education 12 years policy, i. e Regulation Minister of Education and Culture Number 80/2013 and Kudus Regency Regulation Number 2/2010 about compulsory basic education 12 years, and their programs support. The private sector’s roles, is by providing scholarships and grants to infrastructure development of schools in Kudus Regency. The role of Kudus Regency society is provide full support and enthusiasm in implementing compulsory basic education in Kudus Regency.

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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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Abstract:

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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