Compulsory education refers to a period of education that is required of all people and is imposed by the government. This education may take place at a registered school or at home or other places.
Compulsory school attendance or compulsory schooling means that parents are obliged to send their children to a state-approved school.
All countries except Bhutan, Botswana,, Burundi, Cambodia, Fiji, Mozambique, Niger, Papua New Guinea, Solomon Islands, Vanuatu,and Vatican City (which does not have any child citizens or child residents) have compulsory education laws.
Purpose
At the start of the 20th century, the purpose of compulsory education was to master physical skills which are necessary and can be contributed to the nation. It also instilled values of ethics and social communications abilities in teenagers, and it would allow immigrants to fit in the unacquainted society of a new country. It is mostly used to advance the education of all citizens, minimize the number of students who stop going to school because of family economic reasons, and balance the education differences between rural and urban areas.
The overall correlation between the level of access to education in a country and the skills of its student population is weak. This disconnect between education access and education quality may be the consequence of weak capacity to implement education policies or lack of information on the part of policymakers on how to promote student learning. In other situations, governments might be intentionally motivated to provide education for reasons that have nothing to do with improving the knowledge and skills of citizens. Human and social capital are especially important towards society and many low and middle-income countries have made sure to increase their policies on compulsory education in order to help reproduce the generational transmission of human capital. Ensuring that individuals have these skills may allow for beneficial social outcomes and can potentially help improve earnings. Survey studies have also shown significant beneficial outcomes for women and early child development with the access to free resources, like education.
Throughout history, compulsory education laws have typically been the latest form of education intervention enacted by states. In general, governments in Europe and Latin America began to intervene in primary education an average of 107 years before democratization as measured by Polity. Compulsory education laws, despite being one of the last measures introduced by central governments seeking to regulate primary education, nevertheless were implemented an average of 52 years before democratization as measured by Polity and 36 years before universal male suffrage. With the increase of free education, research shows significant findings that compulsory education helps decrease the wealth gap and allows for a higher opportunity towards social equality.
Historically, there is a trend of mass education being introduced in the aftermath of civil wars. According to a 2022 study, nondemocracies frequently introduced mass education to teach obedience and respect for authority.
History
Antiquity to medieval times Compulsory education was not unheard of in ancient times. However, instances are generally tied to royal, religious or military organizations—substantially different from modern notions of compulsory education.
Renown Plato's work The Republic () is credited with having popularized the concept of compulsory education in Western intellectual thought. Plato's rationale was straightforward. The ideal city would require ideal individuals, and ideal individuals would require an ideal education. The popularization of Plato's ideas began with the wider Renaissance and the translation of Plato's works by Marsilio Ficino (1434–1499), culminating in the Enlightenment. The Enlightenment philosopher Jean-Jacques Rousseau, known for his own work on education (including Emile, or On Education), said, 'To get a good idea of public education, read Plato's Republic. It is not a political treatise, as those who merely judge books by their title think, but it is the finest, most beautiful work on education ever written.'
In Sparta boys between the age 6 and 7 left their homes and were sent to military school. School courses were harsh and have been described as a "brutal training period". Between the age of 18 and 20, Spartan males had to pass a test that consisted of fitness, military ability, and leadership skills. A student's failure meant a forfeiture of citizenship () and political rights. Passing was a rite of passage to manhood and citizenry, in which he would continue to serve in the military and train as a soldier until the age of 60 when the soldier could retire to live with his family.Wikipedia: Agoge
Every parent in Judea since ancient times was required to teach their children at least informally. Over the centuries, as cities, towns and villages developed, a class of teachers called Rabbis evolved. According to the Talmud (tractate Bava Bathra 21a), which praises the sage Joshua ben Gamla with the institution of formal Jewish education in the 1st century AD, Ben Gamla instituted schools in every town and made formal education compulsory from age 6 to 8.Wikipedia: Jewish education#Primary schooling
The Aztec Triple Alliance, which ruled from 1428 to 1521 in what is now central Mexico, is considered to be the first state to implement a system of universal compulsory education, although earlier Nahua states may have had it as well.
Early modern era The Protestant Reformation prompted the establishment of compulsory education for boys and girls, first in regions that are now part of Germany, and later in Europe and in the United States.
Martin Luther's text An die Ratsherren aller Städte deutschen Landes (To the Councillors of all Towns in German Countries, 1524) called for establishing compulsory schooling so that all parishioners would be able to read the Bible by themselves. The Protestant South-West of the Holy Roman Empire soon followed suit. In 1559, the German Duchy Württemberg established a compulsory education system for boys."Große Kirchenordnung", 1559, Oliver Geister, Die Ordnung der Schule. Zur Grundlegung einer Kritik am verwalteten Unterricht. Münster 2006, p. 145. In 1592, the German Duchy Palatine Zweibrücken became the first territory in the world with compulsory education for girls and boys,Emil Sehling (ed.), Die evangelischen Kirchenordnungen des 16. Jahrhunderts. Vol 18: Rheinland-Pfalz I. Tübingen 2006, p. 406. followed in 1598 by Strasbourg, then a free city of the Holy Roman Empire and now part of France.
In Scotland, the School Establishment Act 1616 commanded every parish to establish a school for everyone paid for by parishioners. The Parliament of Scotland confirmed this with the Education Act 1633 and created a local land-based tax to provide the required funding. The required majority support of parishioners, however, provided a tax evasion loophole which heralded the Education Act 1646. The turmoil of the age meant that in 1661 there was a temporary reversion to the less compulsory 1633 position. However, a new Education Act 1696 re-established the compulsory provision of a school in every parish with a system of fines, sequestration, and direct government implementation as a means of enforcement where required, making Scotland the first country with national compulsory education.
In the United States, following Luther and other Reformers, the Separatist Congregationalists who founded Plymouth Colony in 1620, obliged parents to teach their children how to read and write.John Demos (1970), A Little Commonwealth: Family Life in Plymouth Colony. Oxford University Press, New York, N.Y., pp. 104, 142–144 The Massachusetts School Laws, three legislative acts enacted in the Massachusetts Bay Colony in 1642, 1647, and 1648, are commonly regarded as the first steps toward compulsory education in the United States. The 1647 law, in particular, required every town having more than 50 families to hire a teacher, and every town of more than 100 families to establish a school.See references in articles Massachusetts School Laws and Massachusetts#Education. The Puritan zeal for learning was reflected in the early and rapid rise of educational institutions; e.g., Harvard College was founded as early as 1636.Clifton E. Olmstead (1960), History of Religion in the United States. Englewood Cliffs, N.J, pp. 79–80
Prussia implemented a modern compulsory education system in 1763. It was introduced by the Generallandschulreglement (General School Regulation), a decree of Frederick the Great in 1763–5. The Generallandschulreglement, authored by Johann Julius Hecker, asked for all young citizens, girls and boys, to be educated from age 5 to age 13–14 and to be provided with a basic outlook on (Christian) religion, singing, reading and writing based on a regulated, state-provided curriculum of text books. The teachers, often former soldiers, were asked to cultivate silk worms to make a living besides contributions from the local citizens and municipalities.250 Jahre Volksschule in Preußen, Lesen, Schreiben und Beten (250 years of primary education in Prussia) 12 August 2013 Tagesspiegel Berlin, Barbara Kerbel, in GermanFunding and training of the teachers was slowly expanded and received funding till teachers gained full academic status in the 20th century.
In Austria, Hungary and the Lands of the Bohemian Crown (Czech lands), mandatory primary education was introduced by Empress Maria Theresa in 1774.James van Horn Melton. "Absolutism and the Eighteenth-Century Origins of Compulsory Schooling in Prussia and Austria". p. xiv.
Late modern era Compulsory school attendance based on the Prussian model gradually spread to other countries. It was quickly adopted by the governments in Denmark-Norway and Sweden, and also in Finland, Estonia and Latvia within the Russian Empire, and later England and Wales and France.
Due to population growth and the proliferation of compulsory education, UNESCO calculated in 2006 that over the subsequent 30 years, more people would receive formal education than in all prior human history.Schools Kill Creativity. TED Talks, 2006, Monterey, CA, USA.
France France was slow to introduce compulsory education, this time due to conflicts between the secular state and the Catholic Church, and as a result between anti-clerical and Catholic political parties. During the July Monarchy, government officials proposed a variety of public primary education provisions, culminating in the Guizot Law of 28 June 1833. The Guizot law mandated that all communes provide education for boys and required that schools implement a curriculum focused on religious and moral instruction. The first set of Jules Ferry Laws, passed in 1881, extended the central government's role in education well beyond the provisions of the Guizot Law, and made primary education free for girls and boys. In 1882, the second set of Jules Ferry Laws made education compulsory for girls and boys until the age of 13.Paglayan, Agustina, 2020, "Replication Data for: The Non-Democratic Roots of Mass Education: Evidence from 200 Years", https://doi.org/10.7910/DVN/X2VJJX, Harvard Dataverse, V1, UNF:6:dsocagzDlr4OuK5c/RkP8g== [fileUNF] In 1936, the upper age limit was raised to 14. In 1959, it was further extended to 16.Barnard, H.C.. Education and the French Revolution (Cambridge: Cambridge University Press,1969)
United States