Compulsory Education

When compulsory education (compulsory attendance) was introduced in 1739, Denmark was the first country to adopt it. Prussia (1763), Austria (1774), Liechtenstein (1805), Greece (1834), Sweden (1842) and Portugal (1844) soon followed. Massachusetts (1852) and and Ontario (1871) were the first US and Canadian governments to adopt this system. Some governments in the US and Canada adopted the mandatory education very late. Alaska (1929) (see below for information about Connecticut) and Quebec (1943) were the last US and Canadian governments to accept this system (Iran also adopted this system in 1943). Afghanistan, Singapore, Mauritania, Liberia, Malaysia, Sierra Leone, Bahrain, Brunei, Uganda and Lesotho transformed into mandatory education only in 21st century. Interesting enough Connecticut did not accept the system until 2009. Bhutan, Oman, Papua New Guinea, Solomon Islands and Vatican City are the only world countries that have not accepted compulsory education yet.

According this new system, the “right for getting education” was transformed into a “responsibility of getting education”. This change put the state in charge of educating kids. Parents did not have the right to keep their kids at home, leave them idle or send them to work. If parents refused to send kids to school, they could face punishments.

Compulsory attendance matched the strong European monarchies in early 18th century. But as the democratic thoughts spread across North America and Europe, this system of education faced serious challenges. Some started to question the right of the state to mandate education. Debates started as to whether education was a “right” or a “responsibility”, and even if it were a “responsibility”, who would be in charge: the state, parents or the kids themselves.

Many have argued that kids are not mature enough to know their best interests. Others have gone beyond this and have argued that even (typical) parents may not be qualified for determining what is best for their kids. Counter arguments have been provided that state may not know what is best for specific individuals, or it can dictate its own ideas and ideals on minds of individuals.

Currently, most democratic countries have replaced mandatory attendance with mandatory education that includes both schooling and homeschooling. Thus, parents can teach their own kids, but they cannot leave them idle or send them to work. Moreover, parents and students are largely contributing to the curriculum and day to day practices in the schools. Finally, people can elect governments and thus change the educational policies they support. However, the debate is still ongoing as to how much the state can influence the curriculum.

What do you think? Is state in charge of designing the curriculum? If so, why? Should parents decide the curriculum for their kids? If so, why? How much can (should) students participate in developing the curriculum, and why?