What Do We Mean by "School Entry Age"? Conceptual Ambiguity and Its Implications: The Example of Indonesia

Autor/inn/en	Barakat, Bilal; Bengtsson, Stephanie
Titel	What Do We Mean by "School Entry Age"? Conceptual Ambiguity and Its Implications: The Example of Indonesia
Quelle	In: Comparative Education, 54 (2018) 2, S.203-224 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barakat, Bilal) ORCID (Bengtsson, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2017.1360564
Schlagwörter	School Entrance Age; Foreign Countries; International Education; Educational Policy; Policy Analysis; Identification; At Risk Students; Preschool Education; Elementary School Students; Disadvantaged; Compliance (Psychology); Maturity (Individuals); Student Behavior; Statistical Analysis; Case Studies; Indonesia + Suchen Sie Ihr Suchwort? Einschulungsalter; Ausland; Internationale Erziehung; Politics of education; Bildungspolitik; Politikfeldanalyse; Identifikation; Identifizierung; Pre-school education; Vorschulerziehung; Reifung; Student behaviour; Schülerverhalten; Statistische Analyse; Case study; Fallstudie; Case Study; Indonesien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01