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来源类型 | Article |
规范类型 | 其他 |
DOI | 10.1080/03050068.2017.1360564 |
What do we mean by school entry age? Conceptual ambiguity and its implications: the example of Indonesia. | |
Barakat B; Bengtsson S | |
发表日期 | 2018 |
出处 | Comparative Education 54 (2): 203-224 |
出版年 | 2018 |
语种 | 英语 |
摘要 | The age pattern of school entry reflects a complex social and empirical reality that is inadequately captured by a single number. Recognising these complexities in national and international research and policy discourse raises important but neglected questions around the identification of vulnerable groups, the relative value of pre-primary and primary education, as well as the normative powers and responsibilities of governments vis-à-vis parents, and the international educational community vis-à-vis both. This is illustrated by the example of Indonesia, where the official age norm for primary school entry is widely disregarded in practice, with a majority of children starting school one or even two years earlier. Crucially, it is the compliant children entering at the statutory age who tend to be from more disadvantaged households, and enjoy no benefit in educational outcomes from their greater maturity. |
主题 | World Population (POP) |
关键词 | School entry, entry age, Out-Of-School Children, indicators, Indonesia |
URL | http://pure.iiasa.ac.at/id/eprint/14854/ |
来源智库 | International Institute for Applied Systems Analysis (Austria) |
引用统计 | |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/131410 |
推荐引用方式 GB/T 7714 | Barakat B,Bengtsson S. What do we mean by school entry age? Conceptual ambiguity and its implications: the example of Indonesia.. 2018. |
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