Percentage of children aged between three and the minimum compulsory school age in formal ECEC, by hours per week, 2008 to 2017

This study aims to gain an understanding of Sundanese language reservation in Kota Cianjur at the compulsory school age. The observations focused on the domains of Sundanese use that included the family and education sphere. The problem in this research is how the reservation of Sundanese language is viewed from the point of choice of language with the domain of its use? In this research used qualitative approach with ethnography method. The ethnographic research procedure in this study is 1) define sub focus, 2) observation and interview, 3) collect data, 4) make notes, 5), analyze data, and 6) make ethnographic reports. The research findings show that the form of speech is a statement, a question, a greeting, a thank-you note, a formula phrase, a solicitation, a request to do something, an apology, an order, and an agreement. Based on the Sundanese language reservation category in Cinajur city at the compulsory education age in the family realm is maintained (85--100%). The participants of Sundanese speech have a positive loyalty and attitude towards the language. Meanwhile, the education sphere is less maintained (51-74%). In the realm of education, there can be a shift in language because it is poorly maintained and the said participants have no balance in lending languages.

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Lost in Transit

Humanitarianism and Mass Migration ◽

10.1525/california/9780520297128.003.0014 ◽

2018 ◽

pp. 268-290

Author(s):

Maurice Crul ◽

Frans Lelie ◽

Elif Keskiner ◽

Jens Schneider ◽

Özge Biner

Keyword(s):

School System ◽

Language Education ◽

Institutional Arrangements ◽

Refugee Children ◽

Compulsory School ◽

Second Language Education ◽

Educational Career ◽

Compulsory School Age ◽

In Transit ◽

Regular Classes

This chapter discusses the big differences of how refugee children are incorporated into school systems in three European countries (Sweden, Germany and The Netherlands) and in Turkey. Over the past 5 years many refugee children made their way from war-torn countries to neighboring countries in the Middle East or to Europe. This chapter compares how they are incorporated into education. The four countries each represent very different responses to receiving children in their education system: from fully integrating them as soon as possible in regular classes to developing an actual parallel school system. The chapter highlights which national institutional arrangements impede refugee children to become successful in school, and which national institutional arrangements help children in their educational career, comparing access to compulsory school, access after compulsory school age, welcome or immersion classes, second language education and tracking mechanisms.

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“It’s fun but at the same time difficult”: Experiences of and perspectives on children’s participation in decision-making processes in Physical Education and Health

Forskning og Forandring ◽

10.23865/fof.v4.3299 ◽

2021 ◽

Vol 4 (2) ◽

pp. 128-147

Author(s):

Matilda Lindberg ◽

Susanna Hedenborg

Keyword(s):

Physical Education ◽

School Age ◽

Important Conclusion ◽

Compulsory School ◽

Education And Health ◽

Video Observations ◽

Preschool Class ◽

Children’S Participation ◽

Decision Making Processes ◽

Children's Participation

Swedish compulsory school education rests upon the foundation of democracy, and the Curriculum for the compulsory school, preschool class and school-age educare 2011 (Skolverket, 2018) stresses that children should have the opportunity to take initiatives. Research shows that children are not able to have any influence on activities in Physical Education and Health (PEH). Usually, they have to follow the teacher’s instructions and reproduce specific movement patterns. This article discusses a research project that challenged traditional ways of teaching PEH, in order to give 10-year-old children the opportunity to have an influence on PEH. The project involved 10 circus lessons in which the children were encouraged to explore movement and put their own ideas into practice. In terms of theory, the approach is based on Hart’s (1997) Ladder of Children’s Participation. Data were collected through participant observations, video observations, interviews, and a field diary. The results show that the children participated in varying degrees and experienced attempts to increase their influence in different ways: Some found it fun and free, while others found it difficult and boring. One important conclusion is that influence and participation need to be practised – both by children and by teachers. Circus activities, because of the playfulness and creativity involved, may be very suited to practising influence and participation..

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’Bursting With Activities‘: Impression Management as Edu-Business in School-Age Educare

International Journal for Research on Extended Education ◽

10.3224/ijree.v7i2.06 ◽

2020 ◽

Vol 7 (2-2019) ◽

pp. 178-190

Author(s):

Linnéa Holmberg

Keyword(s):

Impression Management ◽

Qualitative Method ◽

School Age ◽

Contemporary Society ◽

Compulsory School ◽

Self Presentations ◽

Discursive Resources

Starting from an understanding of contemporary society as occupied with a dominant trend in image-boosting, the study explores how school-age educare centers engage in edu-business when promoting themselves through self-presentations on their websites. Using a qualitative method with an analytical attention directed towards unexpected angles, these self-presentations are problematized in terms of discursive impression management and with a focus on how messages are communicated by using different discursive resources to make the presentations trustworthy and selling. The edubusiness logic found on the websites is not primarily about competition between different school-age educare centers, but is instead about competition between compulsory school and school-age educare, as well as the choice to participate or not in the education offered in the school-age educare centers.

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Five Years of the Modern Apprenticeship Initiative: An Assessment against Continental European Models

National Institute Economic Review ◽

10.1177/002795010117800112 ◽

2001 ◽

Vol 178 ◽

pp. 75-87 ◽

Cited By ~ 11

Author(s):

Hilary Steedman

Keyword(s):

Vocational Education ◽

Task Force ◽

Training System ◽

Vocational Education And Training ◽

School Age ◽

High Quality ◽

The World ◽

Education And Employment ◽

Compulsory School Age ◽

And Training

Government has promised that Britain will build a vocational route based on apprenticeship to match that found in the rest of Europe. However, judged on the first five years of Modern Apprenticeship, every important aspect of apprenticeship in Britain will need to be strengthened and improved if the government's aspirations are to be realised.‘Beyond compulsory school age, we are determined to build a coherent and high-quality vocational education and training system that is the envy of the world.’ [Opportunity and Skills in the Knowledge-Driven Economy, a final statement on the work of the National Skills Task Force from the Secretary of State for Education and Employment, 2001.]

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