compulsory education
介绍九年义务教育英文作文
介绍九年义务教育英文作文英文：Nine-year compulsory education is a policy implemented by the Chinese government to ensure that every child receives a basic education. This policy requires all children to attend school for nine years, from primary school to junior high school. In China, education is highly valued and considered essential for success in life.I personally think that nine-year compulsory education is a great policy. It provides children with the knowledge and skills they need to succeed in the future. It also helps to reduce the education gap between urban and rural areas, as well as between rich and poor families.During my nine years of compulsory education, I learned a lot of useful knowledge and skills. For example, I learned how to read, write, and do basic math. I also learned about Chinese history and culture, as well asscience and technology. These things have helped me to become a well-rounded person and prepared me for my future.In addition, nine-year compulsory education has also helped me to develop important social skills. I learned how to work with others, how to communicate effectively, and how to solve problems. These skills have been invaluable in my personal and professional life.Overall, I believe that nine-year compulsory education is a necessary policy for the development of China. It provides children with the foundation they need to succeed in life and helps to create a more equal society.中文：九年义务教育是中国政府实施的一项政策，旨在确保每个孩子接受基础教育。
英国教育体系英文版介绍短文
英国教育体系英文版介绍短文英国的教育体系经过几百年的沿革，相当的完善和复杂，这里就有它的英文版介绍。
下面为大家带来英国教育体系英文简介，希望对你有所帮助!The events that lead directly to the birth of the modern system of education in England are to be sought mainly in the second half of the 19th-century.There were certain individuals at the beginning of the 19th century who were in favour of widespread education,however,for a number of reasons,they did not have the backing either of the government or of the ter on in the century leaders of the Chartist Movement and the Radicals were in favour of some sort of national system of education.However,it is safe to say that there was no widespread desire for the education of the population as a whole.In the social legislation of this period education did not become a real priority until the year of the first Education Act,1870.Obstacles in way of a national system of free compulsory educationThe establishment of a national system of education came late in England mainly because of the social,economic and religious climate of the century.1.The higher classes of society had no interest in advocating the cultural development of the working classes.On the contrary,the effects of the revolutionary spirit in Europe reinforced conservative attitudes that were certainly not conducive to advocating the development of the critical faculties of the people as a whole.2.Neither did the vast majority of the working class have any real interest in education.Child labour was common practice in this period and working-class families were very reluctant to give up the earnings of their children for the benefit of education.The employment of children continued to increase even after 1850.3.Also the effect of Protestantism,with its emphasis on individualism,personal salvation,the private reading and interpretation of Scripture,ran contrary to any sort of collectivist thought.4.Religious conflict also delayed the establishment of a national system of education.One example of this can be seen in the reaction to the clauses regarding education in the 1843Factory Bill.There was violent opposition on the part of nonconformists and Catholics alike because,according to the Bill,headmasters had to be of the Church of England.Furthermore,the children were to be taught the catechism and be present at liturgical celebrations as well as service on Sundays.The Bill failed.5.The idea of secular education had never been popular during the cation had almost exclusively been under the control of the established church.Furthermore,we should not forget the conflict between secular and religious thought that characterised the century,especially the latter half.Given the cultural and religious climate of the century it became obvious that any nondenominational system of education would be well nigh impossible.It was only in the 20th century,with the rise of indifference towards religious teaching,that general nondenominational schooling became possible.Denominational education was further reinforced by the increase in the Catholic population due to the wave of Irish immigrants during and following the Great Famine in Ireland (1845-50).6.It was also thought that the voluntary school system was quite successful and that it was better not to encouragegovernment intervention.Furthermore,the dominant laissez-faire theory of the time meant that,as in most areas,any direct intervention on the part of the state in the field of education was to be discouraged.The state was only too happy to leave education to the private sector,voluntary or cation could not constitute an exception to the tenaciously upheld doctrine of laissez-faire.However,these voluntary institutions did not have the influence or power to construct a nationwide system.Economic development and the increase of wealth were seen to be priority issues.The question of education only attracted very limited attention.Tendencies and events favouring national educationNot everything was negative; there were quite distinct undercurrents of thought beginning to emerge that eventually led to the 1870 Education Act.During the century,and particularly during the second half,we have the beginnings of a national system of education that owes its birth to many factors.1.From the first decade of the 19th-century there emerged indications of new thinking in the field of education.Of particular interest is the Bill introduced into theHouse of commons by Samuel Whitbread in 1807.2.In 1807 Samuel Whitbread proposed to deal with the whole of the Poor Law with the introduction of a Bill in the House of Commons.Of particular interest is the first part of the Bill,which dealt specifically with education.Whitbread advocated making the parish responsible for education and proposed that each child should have two years of education between the ages of 7 and 14.He thought this would reduce crime and pauperism.3.It was considered too expensive to implement and it was also thought that the introduction of such a scheme would take the people away from manual work and make them dissatisfied with their social situation.Although unsuccessful the thought of generalised education for the masses was even then being expressed and was later to be reiterated constantly throughout the century eventually leading up to the 1870 Education Act.4.The idea of widespread education was also helped by the gradual increase in collectivist thought especially after 1865.This is quite evident in the works of Carlyle and Ruskin.It was only after this date that any idea of widespread state intervention in the field of education could find fertile ground.5.The various Factory Acts of 1833,1844,and 1867 were another contributory factor towards the general tendency towards national education.These acts focused not only on the condition of workers but they also had the effect of imposing certain restrictions on child labour,which in turn favoured the opportunity of an alternative:education for the child.6.In the second half of the 19th-century crime and pauperism increased,so did riots strikes and social unrest.The commercial and manufacturing supremacy of Britain was in decline and this was seen to be mostly due to the fact that other European countries had a more developed technical education system.Political stability and economic prosperity now seemed to be associated with the education of the cation now seemed financially viable.7.In 1869 two other societies were established:the Education League,which turned secular and the National Education Union,which was conservative and Anglican.It was mainly due to these two societies that the Education Act of 1870 was passed.The Education Act of 1870It was with the Education Act of 1870,also known as the "Forster Act",that we have the real birth of themodern system of education in England.This not only gave rise to a national system of state education but also assured the existence of a dual system - voluntary denominational schools and nondenominational state schools.The act required the establishment of elementary schools nationwide.These were not to replace or duplicate what already existed but supplement those already run by the churches,private individuals and guilds.The country was divided into school districts and in those areas where there was inadequate provision school boards were to be elected.These were responsible for raising sufficient funds to maintain the schools.The schools were often called " board schools".These elementary schools had to be non-denominational.The school boards could charge a weekly fee not exceeding 9 pence.For a limited period the school boards could pay the fees if the parents were unable to do so.The Voluntary Schools could also receive such payment of fees from the school boards.They had to guarantee attendance for all children in their respective districts between the ages of 5 and 13.The School Board could appoint officers to enforce attendance.Theseofficers or "Board Men",as they were commonly known,became one of those terribly menacing figures firmly implanted in the minds of young schoolboys.This figure was an effective deterrent in playing truant.All the more menacing because the child could only picture him in his imagination (if he faithfully attended school,that is!).He was also known as the School Attendance Officer.Religious instruction was an integral part of the school curriculum but was not compulsory.This was to be nondenominational.Since 1870 Voluntary Schools declined except Roman Catholic Schools because Boards Schools provided better buildings and higher pay for teachers.Elementary education became effectively free with the passing of the 1891 Education Act.英国教育体系介绍英国教育体系总体来说分为三个阶段：义务教育(Compulsory Education)，延续教育(Further Education)和高等教育(Higher Education)。
大学体验英语综合教程1(第三版)-unit1 课件详细版讲解
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My First Week at Harvard
The day a freshman moves into Harvard Yard is said to always be a gorgeous one and this was certainly true of my first day at Harvard. As my parents and I drove through the main gate and entered the Yard, the sun
Deciding what classes to take is the first step. At Harvard, the only mandatory class for freshmen is an expository writing class — I’m actually able to take any classes I desire this year and the class variety is amazing! How do I decide? Thankfully, Harvard allows freshmen to sample classes during “Shopping Week”. Classes meet at their regular times, and we’re able to attend as many (or as few) as we want. If I ultimately decide to take a course, I’ll be held responsible for any work done during the Shopping Week. On the other hand, if I visit a class that sounds great in the catalog only to find that the class doesn’t suit me or the professor is boring, I can decide not to take it! Equally challenging is choosing from amongst the incredible number of sports teams, publications, musical groups, theater productions and clubs. Which to get involved in?
义务教育课程改革的英语
义务教育课程改革的英语Compulsory Education Curriculum ReformThe education system has long been a topic of debate, with many arguing for the need to reform the curriculum and teaching methods to better prepare students for the challenges of the modern world. One area that has received particular attention is the compulsory education curriculum, which forms the foundation of a student's academic journey. In recent years, there has been a growing call for a comprehensive reform of this curriculum to ensure that it is aligned with the evolving needs of society and the labor market.One of the primary concerns with the current compulsory education curriculum is its perceived rigidity and lack of flexibility. Many argue that the curriculum is overly focused on the acquisition of factual knowledge, with a heavy emphasis on standardized testing and rote memorization. While these skills are undoubtedly important, they often fail to adequately prepare students for the complex problem-solving and critical thinking required in the 21st century workplace.Moreover, the compulsory education curriculum has been criticized for its lack of relevance to the real-world experiences and challengesfaced by students. Too often, the content of the curriculum is divorced from the practical applications and real-world implications of the knowledge being taught. This disconnect can lead to a sense of disengagement and disillusionment among students, who may struggle to see the relevance of their studies to their future aspirations and goals.In response to these concerns, there have been growing calls for a more comprehensive reform of the compulsory education curriculum. One key aspect of this reform is a shift towards a more interdisciplinary and integrated approach to learning. Rather than compartmentalizing subjects into distinct silos, the new curriculum would emphasize the connections and intersections between different disciplines, encouraging students to develop a more holistic understanding of the world around them.This interdisciplinary approach would also allow for a greater emphasis on the development of essential 21st-century skills, such as critical thinking, problem-solving, communication, and collaboration. By integrating these skills into the core curriculum, students would be better equipped to navigate the complex and rapidly changing world they will inherit.Another crucial aspect of the proposed curriculum reform is a greater emphasis on project-based and experiential learning. Ratherthan relying solely on traditional lecture-based instruction, the new curriculum would incorporate more hands-on, real-world learning opportunities, such as internships, field trips, and collaborative projects. This would not only help to make the curriculum more engaging and relevant for students but would also provide them with valuable practical experience and exposure to the realities of the working world.Additionally, the reformed curriculum would place a greater emphasis on the development of social-emotional skills, such as empathy, resilience, and self-awareness. These skills are increasingly recognized as essential for success in both academic and professional settings, as they enable individuals to navigate complex social and interpersonal dynamics, manage stress, and collaborate effectively with others.One of the key challenges in implementing this curriculum reform is the need to balance the acquisition of core academic knowledge with the development of these essential 21st-century skills. This will require a careful and thoughtful redesign of the curriculum, with input from a wide range of stakeholders, including educators, policymakers, employers, and community members.Moreover, the successful implementation of this reform will also depend on the availability of adequate resources, including funding,professional development opportunities for teachers, and the necessary infrastructure and technology to support the new learning approaches.Despite these challenges, the potential benefits of a comprehensive reform of the compulsory education curriculum are significant. By aligning the curriculum with the evolving needs of society and the labor market, students will be better equipped to navigate the complexities of the modern world and to contribute meaningfully to their communities and the global economy.Furthermore, a more engaging and relevant curriculum may also help to address the persistent issues of student disengagement and underachievement, which have long plagued many education systems. By fostering a greater sense of relevance and purpose among students, the reformed curriculum may help to cultivate a love of learning and a deeper commitment to academic success.In conclusion, the call for a comprehensive reform of the compulsory education curriculum is a pressing and necessary one. By embracing a more interdisciplinary, experiential, and socio-emotional approach to learning, we can better prepare our students for the challenges and opportunities of the 21st century. While the implementation of such a reform will undoubtedly require significant effort andresources, the potential benefits to both individual students and society as a whole make it a worthy and essential endeavor.。
义务教育 compulsory education
义务教育compulsory educationThe guideline aims to develop an education system that will foster citizens with an all-round moral, intellectual, physical and aesthetic grounding, in addition to a hard-working spirit, according to the document.该文件称，该指导方针旨在建立一个教育体系，除了努力工作的精神外，还将培养具有全面道德、智力、身体和审美基础的公民。
According to the guideline, compulsory education should emphasize the effectiveness of moral education with efforts on cultivating ideals and faith, core socialist values, China's fine traditional culture, ecological civilization and mental health.根据这份指导方针，义务教育要注重德育实效性，着力培养理想信念、社会主义核心价值观、中华优秀传统文化、生态文明和心理健康。
The document stressed elevating intellectual grounding level to develop the cognitive ability and stimulate the sense of innovation of the students.该文件强调提高学生的智力基础水平，培养学生的认知能力，激发学生的创新意识。
It also called for strengthening physical education, enhancing aesthetic training with more art curriculums and activities, and encouraging students to participate in more physical work to boost their hard-working spirit.文件还要求加强体育教育，增加艺术课程和艺术活动，加强美育，鼓励学生多参加体育活动，增强吃苦耐劳的精神。
compulsoryeducation
LiuHuan(刘欢)1001011427Advanced English WritingAssignment 4Nov.13rd. 2012The Costs of Compulsory EducationAs early as in the year of 1619, Germany has carried out the law of compulsory education. Afterwards more and more country passed the compulsory attendance law. The law is originally enacted to making education available to more people and elevating public quality. However, after years of implementing, there are some costs of the law that shouldn’t be ignored. For example, it fails to care to every student, produces less creative and reflective students and even has changed education itself into a forced task.Compulsory education does stifle the diversity in students and couldn’t care to every student. As Murray N. Rothbard said that each person is a unique individual with different intelligence, aptitudes, and interests. So no matter at what pace and with what content, the uniformed education system couldn’t take every student’s requirements into account. Therefore, for those intelligent, it is a waste of time, and on the contrary, it is a difficult task for those less intelligent. With this law, students who are no interested in studying even couldn’t choose to quit school to have a job. So the result is that “we now have more illiteracy and more ignorance among Americans that before such laws were enacted”. (Blumenfeld 138)Another problem caused by compulsory education is that students become less creative and even “dumb”. Compulsory schooling pushes students to receive and memorize what the teachers have taught. Undeniable, they have learned many things. They know Newton’s law of motion; they can recite Shakespeare’s amazing works; they can even tell people on which page the word “thought”is in the Oxford Dictionary. But they can’t think! They become tools of the studying machine” and the only thing they can do is “o bedience and the will to accept authority” (Formal 142). They are dumb in thought not in knowledge. As John Taylor Gatto states: “it is muchmore dangerous that simple machines, because it’s really about thought control”(John 141).What’s more, the compulsory attendance law makes education lose its original intention. Education should be a holy way to educate people and improve their ability. But actually now “the purpose of compulsory is not to provide an education for all, but to fill classrooms with children”(Samuel 139). It is become a task to all the students, teachers as well as parents. The teachers pretend to teach, students pretend to learn and parents are only carrying out the unavoidable obligations to send kid to school. (Samuel 140). So how can students make progress and how can society be improved through this form of education?With all the disadvantages of compulsory education presented above, some people still think it is quite necessary and efficient. I do not deny the fact that it indeed ensures more if not all people to have access to education (Formal 144). However, it is not the only way. Governments have another choice. They could make the education free but not compulsory to students. Then there will not such thing as cannot afford education, and for those who are not interested in studying, they can choose to work as they like. Even if there isn’t another way to guarantee education for all people, compared with the merits, the costs of compulsory education are much heavier.In conclusion, compulsory education, as a way of ensuring everyone having the access to education, was with heavy costs both on students and on education itself. It brings us less outstanding and creative graduates, as well as an education system which loses its original purposes. Now we should not only look at the merits of compulsory education but also pay attention to those problems brought by it. And governments should solve those problems as soon as possible for the sake of future.Works Cited“Formal Education (K-12) ought to be compulsory in the United States.Jan. 27,2010.Oct. 17, 2010〈http:// www. 〉John Taylor Gatto. “The Tyranny of Compulsory Educat ion” Oct. 21, 2010. Nov. 4, 2011. < >.Murray N. Rothbard. “Human Diversity and Individual Instruction.”Mar. 25, 2010.Nov. 4, 2011. <http:// /daily/2226>.Samuel L. Blumenfeld. “Are Compulsory School Attendance Laws Necessary?”March,1991.Mar.20,2010.<http://www.fff.or g/freedom/0391c.asp>。
义务教育的目的英语作文
The Purpose of Compulsory EducationCompulsory education, as a fundamental educational system, plays a crucial role in the development of any society. It aims to provide equal educational opportunities to all children, regardless of their social, economic, or cultural backgrounds. The purpose of compulsory educationis multifaceted, encompassing not only academic learning but also the cultivation of values, skills, and habits that are essential for individuals to become responsible and productive members of society.Firstly, the primary objective of compulsory education is to ensure basic literacy and numeracy skills among the youth. By providing a solid foundation in reading, writing, and arithmetic, compulsory education helps individuals to function effectively in daily life and participate fully in society. These basic skills are essential for employment, citizenship, and personal growth.Secondly, compulsory education aims to promote social integration and cohesion. By educating children together, regardless of their backgrounds, compulsory education helps to break down social barriers and foster a sense of commonidentity and belonging among the youth. This, in turn, contributes to social stability and harmony.Moreover, compulsory education serves to cultivate values and ethics among students. Through variouscurricular and extracurricular activities, students are exposed to different perspectives and ideas, enabling themto develop a sense of right and wrong, respect for others, and a commitment to social responsibility. These values and ethics are crucial for building a just and inclusive society.Additionally, compulsory education focuses on the development of critical thinking and problem-solving skills. By encouraging students to question, analyze, and evaluate information, compulsory education equips them with thetools necessary to navigate the complexities of modern life. These skills are essential for innovation, creativity, and critical engagement with society.In conclusion, the purpose of compulsory education isto provide equal educational opportunities to all children, ensuring basic literacy and numeracy skills, promotingsocial integration and cohesion, cultivating values andethics, and developing critical thinking and problem-solving skills. By fulfilling these objectives, compulsory education contributes significantly to the overall development and progress of society.**义务教育的目的**义务教育作为一项基本的教育制度，在任何一个社会的发展中都扮演着至关重要的角色。
雅思写作常用写作词汇
Nancy附录二十大话题教育类（education）pulsory education 义务教育2. vocational education 职业教育3. academic performance 学业表现4. non-academic affairs 与学习无关的事情5. puppy/ calf love 早恋6. corporal punishment 体罚7. tuition fee 学费8. parents’ supervision 父母的监督9. individual tutorship 个人辅导10. turning point 转折点11. the pursuit of knowledge 对知识的追求12. maintain / disrupt classroom order 维护、扰乱课堂秩序13. coeducational /single sex establishment 男女共校、单一性别学校14. generation gap 代沟15. indulge in 沉迷（表示“溺爱” 后面直接加宾语）16. play truant 逃学17. school shootings 校园枪击18. broaden one’s horizons 开阔视野19. the hardship and bitterness of life 生活的艰辛和苦难20. appropriate advice and guidance 恰当的建议和指导21. cultivate independence 培养独立性22. a good habit of frugality 节约的好习惯23. distinguish right from wrong 明辨是非24. shoulder the responsibility of 肩负…… 的责任25. be prone to do 容易做某事26. go astray 误入歧途27. violate social conventions and laws 违反社会习俗和法律28. cast a shadow on one’s heart 在心中留下阴影29. resist the temptation of 抵制……的诱惑30. interpersonal skills 人际交往的技巧31. peer pressure 同辈的压力32. formative years 性格形成期33. physically and emotionally immature 身心不成熟34. a sense of superiority 优越感35.socially adaptable 能适应社会的36. adjust teaching methods 调整教学方法37. exert a negative impact on 产生消极影响38. juvenile crime=juvenile delinquency 青少年犯罪juvenile delinquent 青少年犯罪者39. a sense of belonging 归属感40. qualified and experienced teachers 称职、有经验的老师41. first class teaching facilities 一流的教学设施42. education reform 教育改革科技类（science and technology）1.artificial intelligence 人工智能（artificial 人工的、人造的、非天然的）2.side effects 副作用3.technological revolution 科技革命4.nuclear weapons 核武器5.soil degradation 土壤退化6.industrial mass-production 工业化大生产7.enhance working efficiency and productivity 增强工作效率和生产力8.substitute for humans 替代人类9.intelligent machines 智能机器10.humanization 人性化11.unnerving problems 令人不安的问题12.eye-friendly 对眼睛无害的13.electronic innovation 电子革新14.global village 地球村15.industrial revolution 工业革命16.mechanization 机械化17.automation 自动化18.scientific discovery 科学发现19.cloning technology 克隆技术20.replica of an individual organ 人体器官的复制品an transplant 移植器官22.genetic defect 基因缺陷~ engineering 基因工程~ code 基因密码~ variability 基因变异23.ethically and morally wrong 有悖伦理道德24.space exploration 太空探索25.Global Positioning Systems 全球定位系统26.nanotechnology 纳米技术27.impersonal device 非人性化的设备环境资源类（environment and resources）1.environmental protection (conservation)环境保护environmental conservationist 环保主义者2.human activities 人类活动3.city dwellers 城市居民4.traffic congestion /traffic jam交通堵塞heavy traffic 形容交通拥挤5.disposable products 一次性用品ndfill 垃圾填埋场7.litter collection and disposal 垃圾收集和处理8.deforestation 砍伐森林9.greenhouse effect 温室效应10.acid rain 酸雨11.sand storm 沙尘暴12.solar energy 太阳能13.ban on plastic bags 禁塑令14.maintain the ecological balance 维持生态平衡15.eco-friendly/environmental friendly环保的16.natural disaster 自然灾害17.a natural evolutionary process 自然进化的过程18.short-term profit 短期利益19.sustainable development 可持续发展20.food chain 食物链21.diversity of life 生物多样性22.endangered species 濒危灭绝23.ozone layer 臭氧层24.forceful law and regulations 有力的法律法规25.raise people’s environmental awareness 增强人们的环境意识26.non-profit advertisement 公益广告27.dispose of the rubbish 处理垃圾28.the deterioration of the environment 环境恶化29.animal right activists 动物权益保护者30.wildlife preservation 野生动物保护31.survival of the fittest 适者生存32.turn a blind eye to 视而不见turn a deaf ear to 充耳不闻政府类（government）ernment administration 政府管理2.national defense 国防3.high levels of secrecy 高度机密4.financial strength 财力national revenue 国家财政收入national purse support 国家财政支持5.expand domestic demand/ need 扩大内需6.social undertaking 社会事业7.national public health system 全国公共卫生体系8.infrastructure 基础设施9.pilot project 试点项目10.feasible plan 可行的计划11.institutional innovation 体制创新12.economic return 经济效益13.financial crisis 金融危机(economic downturn / slowdown/ slump/ depression/)14.foreign direct investment 外商直接投资15.supporting measures 配套措施16.income gap 收入差距17.promote all-round, balanced and sustainable development of the economy and society 推动经济社会全面、协调、可持续发展ernment mechanism 政府机制19.reduce expenditure 减少开支curtail (vt) 削减20.a beneficial economic cycle 良性经济循环21.expand intra-county economics 壮大县域经济22.carry out the process of urbanization 推动城镇化23.public fitness program 公共健身运动bat the threat of violence to the general public 与对公众产生暴力的威胁斗争25.the true portrayal of what is happening around 是发生在周围事件的真实描绘26.strict regulation严格控制27.non-government sources 非政府渠道28.unshakeable duty （工作上）无法逃避的责任29.both financially and spiritually 经济上和精神上的30.put forward a number of possible solutions 提出一些可行的解决方法31.satellite towns 卫星城镇32.preferential policies to promote the construction of high-rise apartment buildings 优惠政策推动高层公寓住房的修建33.rapid depletion of social security fund and strained financial resources 社会保障资金的快速消耗和紧张的财政资源34.be overly financially dependent 过度的经济依赖35.physical inferiority 体力不支36.pension fund 养老金pension scheme 养老计划37.to downsize government budget 缩减政府预算38.shoulder the share of responsibility 承担共同的责任39.be better off 情况更好40.medical and educational service 医疗和教育服务41.to give top priority 列为重点42.a fair shake 一视同仁43.low-hanging fruit 容易实现的目标44.authorities 当局45.regulate/ administer/ oversee (vt.) 规范，管理46.implement 实施vt.47.legislate（vi）/ make laws 立法48.a democratic and progressive government 民主与开放的政府49.strictly prohibit/ ban v 严禁50.Stringent laws/ legislation 严格的法律51.rules and regulations 规章制度52.allocate money to sth/ subsidize (vt.)/ be a patron of / invest in/ finance(vt)/ fund(vt.)/ dedicate money to sth 为。
the purposes of compulsory education
As we all know, education plays an very important role in the development of human and nation. Having the whole world in view, usually the developed countries have more improved education systems than the developing countries. In order to develop their country, governments in some country adopt compulsory education enforcing everyone to attend school. According to the Wikipedia, ‘Compulsory education refers to a period of education that is required of all persons and is imposed by law. Depending on the country, this education may take place at a registered school (schooling) or at home (homeschooling).’ However, what’s the purposes of compulsory education? To my understanding, firstly, compulsory education is to educate generally. Without this free opportunity, children in poor family may not have the chance to accept education and acquire knowledge. So that compulsory education is to makes the education level around children as equal as possible. In addition, compulsory education is to increase knowledge. Actually, we can learn something from our own life and experiences. As for those things we may not have opportunity to experience, we can learn more about then by accepting education to increase our knowledge and broad our horizon. The more knowledge one has, the more opportunities he has to succeed. My next point is that compulsory education is to build a foundation for late studies or work. While receiving compulsory education, people not only can improve their learning ability, but also become more capable than those who do not receive it. That’s how compulsory education lay the foundation for people’s further development. Last but not least, compulsory education is to make people a virtuous one. The difference between man and animal is that man can control their natural needs. So people should be educated to control their animal activities and to be virtuous. All in all, compulsory education is very important and still has many other purposes, it’s good for the development of society.。
compulsory education外文翻译、看
• 3.Rai se funds from di ver si fi ed channels. • Tax • Issue national debt and treasury bills. • Donation • Running school by the corporation between government and non- i i government organizations.
• After world war II Each state extended the length of CE Japan: 1947 “ The Basic Law of Education” 9 years CE; 1948 99.27% France: “Education Reform Act in 1959” 10 years CE;
・ 5.the weak group hasn' t got enough rotection.
Adopted some strategies during the process of development • cational legislation and educational planning. • 1986 “Compulsory Education in PRC” • 1993 “Educational Reform and Development Outline” • 1999 “The Educational Action Plan for the 21century” 2006 “Compulsory Education Law”
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The development situation and problems of compulsory education
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Improve the quality of compulsory education is an important issue that each country is faced with.
The development situation and problems of compulsory education in China
Germany:1964 “ Hamburg Agreement” 9years CE America: 9-12years CE Soviet Union: 1952 7years-1958 to 1970 8years; 1975 10years;1984 11years
Korea:1945 30%-40% enrollment ratio for children of school age; 1956 4years primary CE; 1958 7years secondary CE; 1967 9years vocational CE; 1972 11years high school CE;
1. the quality of education differ from regions 2.unbalance of the whole educational investment. 3.some local governments didn’t realize the importance of compulsory education. 4. unbalance inspection and acceptance on compulsory education. 5. the weak group hasn’t got enough protection.
Raise the funds from different channels. 1. The scale of public finance of education take up more than 5% to its GNP. 2.Distribute education fund 3.Share education funds USA; Japan; France
Compulsory education in the first half of 20th century Britain 1918 “ Fisher Act” 9years CE. America 1900s California Japan 1907 6yeas CE France 1936 age 6-14 Soviet Union 1918; 1952 7years CE China 1903; 1911;1912 4years CE
Compulsory Education
The historical development of compulsory education
The establishment of modern compulsory education system
1. The idea of “CE”
Before 16th century Germany After 16th century 1763 Prussia 17th century Czech Comennius （夸美纽斯 ） 18th France 19th Britain Owen
3.Raise funds from diversified channels. Tax Issue national debt and treasury bills. Donation Running school by the corporation between government and nongovernment organizations.
2. strategies on finance
the governments of all levels are responsible for the funds. 2005 national education funds 841.84 billion Yuan. 2006. national education funds 981.53 billion Yuan. average educational expenditure (500 dollar) E.g. $USA 4000 Japan: $2000 South Korea:$1500 China: less than $100
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After world war II
Each state extended the length of CE Japan:1947 “ The Basic Law of Education” 9 years CE; 1948 99.27% France: “Education Reform Act in 1959” 10 years CE; Britain: “Education Act in 1944” age 515;1959 11years CE
China: 1978 the Third Plenary Session of the Eleventh Central Committee 1982 made primary education compulsory 1985 the decision for 9 years CE 1986 “ Compulsory Education Law” 2006 “Revised Compulsory Education law”
Made sure the implementation of CE by issued laws.
Germany earliest 1872 “education act” age 6-14; 1919 “Weimar Constitution” 1920 “Elementary School Act” 4years 1938 “Compulsory Education Act” 8years 1964 “Hamburg Agreement” 9 years Britain: 1870 “Primary Education Act” age 5-13 1918 “ Fisher Act” age 5-14
2006, 99%percent of the school-age children
entered primary school. 90% percent of the children entered secondary school. elementary education has been basically popularized in areas covering 92%percent of the country's population. Secondary education has been basically popularized in areas covering 74%percent of the country's population.
--1944 Education Act age5-15 1959 age5-16 France: 1881&1882 Lois Jules Ferry(费 里法案): primary school compulsory and free; 1936 age 6-14 1959 “Law of Education Reform” 10years CE. Japan: 1947 “education act” 9years
Adopted some strategies during the process of development
cational legislation and educational planning.
1986 “Compulsory Education in PRC” 1993 “Educational Reform and Development Outline” 1999 “The Educational Action Plan for the 21century” 2006 “Compulsory Education Law”
Development trends in Compulsory education
From compulsory to universal. From elementary education to education for all.
Expand to childhood education Expand to post-secondary education even higher education Make effort to popularize adult education
4.Strategies on investment and development. strengthen the construction of infrastructure facilities Improve the teachers’ salary and social status. Took some measures to help education in rural areas and minority districts.
2. The establishment of compulsory education system
many factors contributing to the establishment of CE system The need of industrialization The need of each state’s political life The need of social life Struggle for the right of education Germany 1872; America 1852; Britain 1870 Japan 1872; France 1881,1882