14854 10 79261 2 218974 document 79261 What do we mean by school entry age Conceptual ambiguity and its implications the example of Indonesia.pdf application/pdf 765afaf518fa59102f96c8d0443219fb MD5 2578276 2017-09-28 06:10:08 https://pure.iiasa.ac.at/id/eprint/14854/1/What%20do%20we%20mean%20by%20school%20entry%20age%20Conceptual%20ambiguity%20and%20its%20implications%20the%20example%20of%20Indonesia.pdf 14854 1 1 application/pdf text en public cc_by

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

published 79263 1 218990 document 79263 indexcodes.txt text/x-c++ 30667544c9e51b25c0947d920874ac2c MD5 17915 2017-09-28 06:19:19 https://pure.iiasa.ac.at/id/eprint/14854/2/indexcodes.txt 14854 2 2 text/x-c++ other Generate index codes conversion from text to indexcodes en public

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http://eprints.org/relation/isVersionOf https://pure.iiasa.ac.at/id/document/79261 http://eprints.org/relation/isVolatileVersionOf https://pure.iiasa.ac.at/id/document/79261 http://eprints.org/relation/ismediumThumbnailVersionOf https://pure.iiasa.ac.at/id/document/79261 79267 2 218994 document 79267 small.jpg image/png c2b65cff52c3fe6c67f154b773fa7d7c MD5 1496 2017-09-28 06:20:15 https://pure.iiasa.ac.at/id/eprint/14854/6/small.jpg 14854 6 6 image/png other Thumbnails conversion from text to thumbnail_small en public

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http://eprints.org/relation/isVersionOf https://pure.iiasa.ac.at/id/document/79261 http://eprints.org/relation/isVolatileVersionOf https://pure.iiasa.ac.at/id/document/79261 http://eprints.org/relation/issmallThumbnailVersionOf https://pure.iiasa.ac.at/id/document/79261 archive 353 disk0/00/01/48/54 2017-09-28 06:11:37 2021-08-27 17:29:25 2017-09-28 06:11:37 article show Barakat B. 8377 Bengtsson S. 8932 pub prog_pop School entry, entry age, Out-Of-School Children, indicators, Indonesia 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. 2018 published Taylor & Francis 10.1080/03050068.2017.1360564 24 29 public Comparative Education 54 2 203-224 TRUE 0305-0068 FALSE no info:eu-repo/semantics/article