The three basic attributes of compulsory education are compulsory, public welfare and unity.

1, required item

Coercion is also called coercion. It is the obligation of schools, parents and society to let school-age children and adolescents receive compulsory education. Whoever violates this obligation will be regulated by law. If parents don't send their students to school, they should bear the responsibility; Schools do not accept school-age children and adolescents to go to school, and schools should bear the responsibility; The government does not provide corresponding conditions, but it must also be regulated by law.

2. Public welfare

The so-called public welfare means that it is clearly stipulated that "tuition and miscellaneous fees are not charged". Public welfare and freedom are linked. For example, Article 2 of the revised Compulsory Education Law stipulates that the state implements a nine-year compulsory education system. Compulsory education is a compulsory education for all school-age children and adolescents and a public welfare undertaking that the state must guarantee.

The implementation of compulsory education, free of tuition and fees. The state establishes a mechanism to guarantee the funds for compulsory education to ensure the implementation of the compulsory education system.

Step 3 be consistent

Unity is always an idea. From beginning to end, the new law emphasizes the implementation of national unified compulsory education, including the formulation of unified teaching material setting standards, teaching standards, funding standards, construction standards, student public funding standards and so on. These contents related to unification are all reflected in the revision of laws in different forms.

The emergence and development of compulsory education;

1, the emergence of compulsory education

Compulsory education originated in Prussia. In the religious reform movement in the16th century, Martin Luther proposed that everyone could master knowledge and read the Bible, and the right to interpret the Bible could not be monopolized by the Holy See. Therefore, he suggested that the government should use public funds to build schools and force people to send their children to school. From 1763 to 18 19, Germany has basically improved compulsory education.

2. The development of compulsory education

After the industrial revolution, the rapid development of capitalist production requires not only greatly increasing the number of workers, but also improving their quality. Workers engaged in machine production must have certain cultural and scientific knowledge, master certain production skills, improve the quality of workers, and popularize primary education is imminent.