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Issue # 310 | 6 January 2015
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STUDENT FIRST!
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YOUR BI-WEEKLY GUIDE TO SCHOOL CHOICE
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RESEARCH, REPORTS AND PAPERS
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| Independent schools aren't the enemy of social mobility: they're its best hope |
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MARTIN STEPHEN |
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Alan
Milburn has pointed out yet again the fact that while only 7 per cent
of children attend independent schools, the product of those schools
occupy a massively dominant position in the power centres of the UK
Establishment. Predictably and understandably, this leads on to an
assault on those same independent schools.
Understandable, yes. Correct? No. We've somehow let the idea flourish
that these nasty independent schools block the path of thousands of
worthy but disadvantaged children. Actually, they provide one of the
few avenues for such children to reach the top, through the third of
children in such schools who receive support with the fees.
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FULL PAPER >>
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Fix Schools by Not Fixing Schools
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| JAY P. GREENE |
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The
title of this post seems like the traditional zen koan asking “What is
the sounds of one hand clapping?” How are we supposed to fix schools
without fixing schools? The answer to this question may not
require Buddhist reflection. We can fix schools — that is,
traditional public schools — by going around them. We can expand
access to other educational options, including charter schools, voucher
schools, tax-credit schools. ESAs, digital schooling, home-schooling,
and hybrid schools. We can also expand access to enriching
non-school activities, like museums, theaters, historical sites, summer
camps, and after-school programs. Reformers should concentrate
their energy on all of these non-traditional-school efforts and stop
trying so hard to fix traditional public schools. |
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FULL PAPER >>
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| Choice and Competition in Education Markets |
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LUKE SIBIETA
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“People
don’t want choice, what they want is a good local school.” These
sentiments have been echoed by many of those critical of the
Government’s agenda of parental choice and school competition. In
response, the Government may contend that parental choice and school
competition are a means to achieve the end of everyone having a good
local school. In the words of American economist Caroline Hoxby, school
choice is a tide that lifts all boats.” This article will analyse to
what extent this claim is true.
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FULL PAPER >>
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Quit the quotas: only competitive tension will keep fees down
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CENTREFORUM
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The
University of Cambridge will charge undergraduate tuition fees of
£9,000 a year, and the University of Oxford appears set to follow suit.
Just as Rolls-Royce charges high prices almost by design, so our elite
universities were always destined to do so.
More worrying is that every other university may do so, too. Les Ebdon,
vice-chancellor of the University of Bedfordshire, thinks all
institutions will charge £9,000 within two years, and Sir Peter Scott,
former vice-chancellor of Kingston University and currently professor
of higher education studies at the Institute of Education, concurs.
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FULL PAPER >>
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I
was glad I did not know the boy standing on the high diving board,
hesitating to take the leap. As I walked past, I realised it was the
perfect analogy for India and her education issues. We still have to
take that leap. It is known that the waters will be chill for a while,
there will be shock; it will take some courage to take the leap, but it
must be done. Standing up on the diving board only exposes oneself to
fear and vulnerability; it won’t get us to a place where we can at
least join the race, forget about winning it.
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FULL PAPER >>
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CCS RESEARCH
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Government School Teacher Incentives
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| PALAK RAWAL
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The
paper discusses the differences between monetary and non-monetary
incentives and why teachers need to be incentivised in the first place.
It also identifies the need for effective performance-pay systems,
together with non-monetary incentives as the main way out to motivate
teachers.
The
paper has used both primary and secondary research to arrive at the key
issues pertaining to the topic. These issues have been addressed in
detail, along with problems faced by government school teachers. A
comparative analysis has been made between different types of schools,
and the most effective practices have been recognized. Innovative
systems, global best practices and solutions for the betterment of the
current scenario have led to recommendations and suggestions of this
study.
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FULL PAPER >>
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Academic Inclusion Of Children With Learning Disabilities
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PJ PAUL
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This
paper examines the performance of the Sarva Shiksha Abhiyan- Right to
Education regime in ensuring social and academic inclusion of Children
with Special Needs (CWSN) in general and learning disabilities in
particular. The programme shall be analysed with respect to the
underlying philosophy, institutional and financial commitments, and the
implementation of the relevant programme with respect to the provision
of inclusive education. While previous studies have focussed on either
other Governmental programmes or other social categories such as SC/ST
or gender divisions, this study focusses on how CWSN are accommodated
in an inclusive educational programme. By adopting a twin pronged
system of analysis which considers both access and participation as
vital for the success of any programme, the paper finds that the SSA
has failed to achieve its stated goals of universal enrolment and
inclusive education for all disabled children, particularly the
learning disabled. The paper concludes with recommendations for
universal education coverage and meaningful inclusion of all children
with disabilities.
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FULL PAPER >>
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