What do we mean by school entry age ? Conceptual ambiguity and its implications: the example of Indonesia

Comparative Education
Bilal Barakat, Stephanie Bengtsson

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.

References

Dec 14, 2004·Patient Education and Counseling·Ernesto KahanHerman Avner Cohen
Dec 1, 2011·The American Economic Review·Nathaniel Baum-Snow, Byron F Lutz
Jun 16, 2015·PloS One·Bertus F JeronimusAlbertine J Oldehinkel

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