The Legal Situation of Home Education in Europe

Blok, Henk; Merry,; Karsten, Sjoerd

doi:10.1002/9781118926895.ch16

Cited by 8 publications

(3 citation statements)

References 18 publications

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“…Currently, an increase is recorded in the number of children whose parents, for one reason or another, have chosen a family form of education. International studies show that this trend is observed in many countries (Blok, Merry, & Karsten, 2017;Isenberg, 2017). However, to say that family education as a historical form of education and family education in the modern form are identical is impossible.…”

Section: Problem Statementmentioning

confidence: 99%

Homeschooling As A New Social Phenomenon In The Usa And Russia

Antufeva¹

2020

European Proceedings of Social and Behavioural Sciences

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Section: Problem Statementmentioning

confidence: 99%

Homeschooling As A New Social Phenomenon In The Usa And Russia

Antufeva¹

2020

European Proceedings of Social and Behavioural Sciences

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“…Most European countries recognize HS as a legal right. In some cases, they are governed by rather lax regulations (Austria, France, Belgium) and in others they are quite restrictive (Italy, Norway, Portugal) (Blok et al, 2017). In Spain, for instance, according to national legislation full-time compulsory education cannot be provided at home.…”

Section: Introductionmentioning

confidence: 99%

Teacher wellbeing and retention: The impact of rapidly transforming learning and teaching with digital technologies

2024

Education and New Developments 2024 – Volume 2

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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2024), organized by the World Institute for Advanced Research and Science (WIARS).Education is a fundamental right that accompanies us from the very beginning of our lives. It encompasses every experience we encounter, influencing and shaping our thoughts, emotions, and actions. Whether we engage in formal education within classrooms or learn from the world around us, the process of acquiring knowledge plays a vital role in our personal growth and development. It equips us with the tools to navigate the complexities of life, broadens our perspectives, and empowers us to make informed decisions. This International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues.We have brought together a diverse group of individuals with various backgrounds to contribute their unique perspectives and knowledge on Education. By including people from different nationalities and cultures, we aim to create a rich plethora of experiences that can broaden our understanding of human nature and behavior. The exchange of ideas and experiences among our participants helps to cultivate personal and academic development, providing a platform for the exploration of new insights and discoveries.END 2024 received 729 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 284 submissions (39% acceptance rate).

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“…Home Education Research, 2020 ;Mayberry, 1988). Des chercheur•e•s observent aussi l'occurrence de l'IEF dans la plupart des pays d'Europe (France, Grèce, Belgique, Autriche, France, Pologne, Estonie, Hongrie, Italie, Norvège, Portugal, Bulgarie, Allemagne, Pays-Bas, Suède, Espagne, République tchèque, Slovaquie, Slovénie) (Kunzman et Gaither, 2020), où l'on estime toutefois que ces enfants représentent une proportion de moins de 0.1 % (Blok et al, 2017). Enfin, des études documentent ce mouvement sur tous les autres continents dès le siècle dernier : Nouvelle-Zélande, Mexique, Japon, Russie et Afrique du Sud (Ray, 2001) ; et encore aujourd'hui : Israël, Chine, Corée, Taïwan, Malaisie, Turquie, Chili, Brésil, Colombie, Équateur, Argentine (Kunzman et Gaither, 2020).…”

Section: Introductionunclassified

L’instruction en famille en Suisse romande : portrait des familles et motivations parentales

Brabant¹,

Donzé²,

Perret³

et al. 2021

SJER

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L’instruction en famille est une option éducative peu connue, mais qui prend de l’ampleur. Cette première enquête en Suisse romande documente les raisons de ce choix, les pratiques éducatives et le profil sociodémographique de 137 familles. Les raisons exprimées par ces parents sont multiples et variées. Leurs principaux facteurs décisionnels sont d’ordre social ou pédagogique : une critique de la motivation et de la socialisation en contexte scolaire, la recherche d’un enrichissement des relations familiales, un projet éducatif poursuivi sous la responsabilité des parents et une critique des programmes d’études cantonaux et des méthodes pédagogiques de l’école. Les résultats révèlent également des situations de souffrance infantile en milieu scolaire.

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The Legal Situation of Home Education in Europe

Cited by 8 publications

References 18 publications

Homeschooling As A New Social Phenomenon In The Usa And Russia

Homeschooling As A New Social Phenomenon In The Usa And Russia

Teacher wellbeing and retention: The impact of rapidly transforming learning and teaching with digital technologies

L’instruction en famille en Suisse romande : portrait des familles et motivations parentales

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