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ERIC Number: EJ1173113
Record Type: Journal
Publication Date: 2018
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0305-0068
What Do We Mean by "School Entry Age"? Conceptual Ambiguity and Its Implications: The Example of Indonesia
Barakat, Bilal; Bengtsson, Stephanie
Comparative Education, v54 n2 p203-224 2018
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indonesia
Grant or Contract Numbers: N/A