What is the purpose of education? A context for early childhood education

Murray, Jane

doi:10.1080/09669760.2023.2238399

Cited by 7 publications

(3 citation statements)

References 17 publications

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“…For the future development of the Indonesian education system, several aspects need to be addressed: First, equity should be ensured by guaranteeing equal access to education for all, without discrimination based on ethnicity, religion, or social class. Education is a fundamental right of every citizen and the foundation for building a fair and civilized society (Murray, 2023). Second, quality must be enhanced by investing in improving infrastructure, training professional teaching staff, and continually updating curricula according to modern trends.…”

Section: Discussionmentioning

confidence: 99%

“…In addition to imparting knowledge and skills, education also shapes the perceptions, values and ethics of society, contributing to prosperity, stability and sustainable growth. Therefore, education policy is considered one of the most critical policies for any nation (Murray, 2023). Throughout the colonial period, the Dutch authorities realized the importance of education and used it as a tool to establish and maintain their rule in Indonesia.…”

Section: Introductionmentioning

confidence: 99%

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Another Perspective in the Education of Netherlands in Indonesia During Colonial Period (1799 - 1942)

Thang,

Phuc,

Trong

et al. 2024

JESR

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During the colonial period in Indonesia (1799-1942), education played a pivotal role in the Dutch colonial government’s strategy of establishing and maintaining its rule. This study employs qualitative analytical methods to provide a comprehensive analysis of the Dutch educational policies implemented throughout this period, examining their objectives, strategies, and impacts on Indonesian society. The Dutch applied a Western-style education system alongside the existing traditional Islamic education, with the dual aims of training personnel for the colonial administration and promoting cultural assimilation. The findings reveal the implementation of a “dual education system”, with Western-style schools using Dutch as the language of instruction and traditional schools teaching in local languages. Over time, the education system evolved, establishing various types of schools, from primary to university levels. However, racial discrimination persisted in access and opportunities, posing significant barriers for indigenous Indonesians compared to their Dutch and Eurasian counterparts. Notably, this study highlights the unintended consequence of Western education nurturing an educated indigenous elite class, many of whom later became driving forces behind the nationalist movement for Indonesian independence. While serving colonial interests of training a loyal workforce and promoting cultural assimilation, the Dutch educational policy inadvertently laid the foundation for the modernization of Indonesia’s education system and the emergence of a new intellectual class. The research findings contribute to understanding the complex role of education in the colonial context and its long-lasting impacts on Indonesia’s development trajectory. Received: 3 March 2024 / Accepted: 29 June 2024 / Published: 5 July 2024

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Another Perspective in the Education of Netherlands in Indonesia During Colonial Period (1799 - 1942)

Thang,

Phuc,

Trong

et al. 2024

JESR

View full text Add to dashboard Cite

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“…Education is one of the most significant aspects of promoting healthy social development. It is an ultimate human right and a driver of economic progress and human advancement (Wobbekind, 2012; UNESCO, 2023; Murray, 2023). India, a developing nation, needs high-quality education to spread the values of equality, freedom and justice for all.…”

Section: Introductionmentioning

confidence: 99%

The ripple effect of school dropout: exploring the nexus between school dropout, deviance, and subsequent arrest amongst children in India

Senthivel,

Madurai,

Valan

et al. 2024

JCRPP

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Purpose This paper aims to measure the prevalence of deviant behaviour among children who have dropped out of school and their subsequent arrests by the criminal justice system. The paper further analyses the relationship between the factors attributed to deviant behaviour and the subsequent arrests by the criminal justice system. Design/methodology/approach Using a semi-structured interview schedule, data was collected from 330 children who had already dropped out of school, remained on the streets or worked. The interviews took place in the presence of either of the children’s parents, with their consent. Findings The research identified 12 significant factors contributing to children dropping out of school. It also found six factors responsible for deviant behaviour. Furthermore, the study revealed that about 70% of the respondents were involved in one or more deviant behaviours. Among them, 51% had been detained by the Police in the past two years. Additionally, the linear regression model results positively predict the nexus among the six factors responsible for deviant behaviour. Research limitations/implications The study is limited to male children who had dropped out of school, as female children were excluded. In connection with measuring deviant behaviour, it was challenging to discern whether it occurred before students left school, after or both. Practical implications The study suggests several measures, including policies such as early intervention programmes, providing quality education, mentoring and counselling for students and parents, vocational education opportunities, creating drug-free environments, career guidance, peer mentoring, community engagement, substance abuse prevention and rehabilitation programmes, to prevent school dropout and subsequent deviant behaviour. Originality/value To the best of the authors’ knowledge, this study is unique to India. The moderation regression model represents an exceptional finding. This study constitutes another addition to the field of child welfare while also indicating scope for future research.

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Local Geographic Variations in Children’s School Readiness - A Multilevel Analysis of the Development Gaps in England

Purdam,

Troncoso,

Morales-Gomez

et al. 2023

Child Ind Res

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The educational attainment levels of children in state-funded schools in England are lower than in many countries with comparable levels of economic development. There are also striking differences at the local level across England. To understand these differences it is important to examine children’s development in their early years. This research uses multilevel analysis of the National Pupil Database to investigate child development at ages 4 and 5 years old at the individual, school and local levels including within a case study urban area. Child development is assessed using teachers’ observations to measure what is termed School Readiness. This is based on a child’s communication, literacy and numeracy skills and their physical, personal and social development. The findings reveal substantial differences in School Readiness at the individual, school and local area levels including in terms of sex, ethnic background, age in the school year, welfare benefit entitlement and local area income deprivation level. Such differences are also evident across the separate Early Learning Goals that are used to assess School Readiness. Between local areas children with similar backgrounds can vary considerably in their likelihood of being categorised as School Ready. Many children face multiple disadvantages as a consequence of different interlinked factors including where they live. The gap in the levels of School Readiness has long-term implications for the individuals themselves and for society more widely. Whilst increasing the levels of School Readiness is a key target in the UK Government’s Levelling Up policy, tackling the stark inequalities will take considerable investment, highly targeted support and engagement across the home and school learning environments.

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What is the purpose of education? A context for early childhood education

Cited by 7 publications

References 17 publications

Another Perspective in the Education of Netherlands in Indonesia During Colonial Period (1799 - 1942)

Another Perspective in the Education of Netherlands in Indonesia During Colonial Period (1799 - 1942)

The ripple effect of school dropout: exploring the nexus between school dropout, deviance, and subsequent arrest amongst children in India

Local Geographic Variations in Children’s School Readiness - A Multilevel Analysis of the Development Gaps in England

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