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1.
Harry Brighouse 《Journal of Philosophy of Education》2004,38(4):617-631
Full privatisation of schools would involve states abstaining from providing, funding or regulating schools. I argue that full privatisation would, in most circumstances, worsen social injustice in schooling. I respond to James Tooley's critique of my own arguments for funding and regulation and markets. I argue that even his principle of educational adequacy requires a certain level of state involvement and demonstrate that his arguments against a principle of educational equality fail. I show, furthermore, that he relies on an over‐optimistic attitude regarding the operation of markets, which involves a failure to appreciate the diversity of quality in states, and that he misreads the evidence concerning private schooling in some developing countries. 相似文献
2.
Robert David Anderson 《History of education》2013,42(4):444-459
This article is a case study of the relation between urban schooling and university education, using two main sources. Data on the schools attended by history students at Edinburgh University between 1899 and 1933 illustrate the diversity and social ranking of schools in the city. New higher grade schools had a key role in increasing access to university education for both men and women, especially for prospective teachers; the significance of the Education (Scotland) Act of 1918 for Catholic schools, and the continuing importance of small private schools for girls, are also shown. The second source analyses the school origins of successful Edinburgh candidates in civil service examinations between 1896 and 1944, supplemented for other parts of Scotland by the report of the Royal Commission on the Civil Service of 1912. This elite career drew mainly from older schools, and contemporary claims for equality of opportunity in Scotland need to be treated with reserve. 相似文献
3.
This article contributes to the debates about the priorities of education reform in Egypt and approaches to reducing the students’ reliance on private tutoring. It presents the results of five focus group discussions with first year students in the Faculty of Economics and Political Science (FEPS), Cairo University, to understand their experiences with private tutoring during the high stakes final year of high school. The article concludes that private tutoring represents a façade of the pedagogical, social, and emotional support functions that schools should perform. This contributes to our understanding of why private tutoring in Egypt has come to supplant, rather than supplement, formal schooling. 相似文献
4.
Sjoerd Karsten 《比较教育学》1999,35(3):303-317
Until recently the Dutch education system was determined by the historic compromise of 1917, after which private schools were supported by the state on an equal financial footing to state schools. The consequence of this compromise was a mainly privatised and centralised system with a corporatist policy structure. In the mid-1980s The Netherlands, like other countries, came under the spell of the 'neoliberal revolution'. This article explores the extent to which the management reform carried out under a neoliberal flag has brought about radical changes to the Dutch education system. It especially looks at four key issues set out in that reform: increased autonomy, freedom of choice, privatization and quality control. 相似文献
5.
Ruth Watts 《History of education》2013,42(3):306-319
Examining the evolution of medical education for women in a major city, this paper details the combination of private and public initiative, and the role of nonconformist denominational networks in Birmingham, one of the largest industrial and commercial centres of the British Empire. From the 1880s women gradually gained access to both higher education and professional training in medicine. This was necessarily underpinned by the growth of school science for girls. In this, the role of the new endowed and proprietary schools for girls was very significant in Birmingham but that of the School Board and LEA was also important, not least in demonstrating class and gendered attitudes in education and medicine. In theory from the 1880s and 1890s it was possible even for girls from elementary schools to proceed by way of scholarship both to secondary school and to university. Such educational opportunities expanded in early twentieth-century Birmingham yet always remained slimmer for girls. From 1900 the new university ostensibly gave equal rights to women in medical education as in all other studies. The university itself had grown out of local interests and patronage and saw itself as serving the local community. Birmingham’s liberal leaders believed in scientific education and social reform, including greater equality between the sexes, although contemporary cultural and social currents could militate against such high aspirations. Nevertheless, the university did take a lead in opening up medicine to women, allowing participation in professional life, for some at the highest levels, and serving the local city and regional community. 相似文献
6.
学生贷款是高等教育公平的必要条件,然而就现实情况来看,学生贷款还存在着一些问题,如与商业目标的冲突、贷款总额的不足、贷款操作的不公平和对民办学校学生的贷款歧视等。这直接影响到高等教育公平的实现,因而有必要对现行大学生贷款制度进一步加以完善。 相似文献
7.
Sam Stringfield 《School Effectiveness & School Improvement》2013,24(1):67-96
We are in an unprecedented period of call for educational improvement. This paper explores the reasons why this generation's educational reform period is lasting much longer than previous reform periods. It then asks what can be done, and looks at several “promising programs” for improving students’ learning. Third, the paper argues not just for valid teaching methods and programs, but also for high reliability implementation methods. Adults create and implement programs, students experience schooling, including new reading programs, as the programs are presented. In a high reliability organization, schooling as designed by adults would be very nearly the same as schooling experienced by children. The paper ends with implications of this reasoning. 相似文献
8.
论湖湘文化与湖南近代私立学校的办学特征 总被引：1，自引：0，他引：1
作为区域文化传承的载体,湖南近代私立学校受到湖湘文化广泛而深入的影响,在办学特征上更是深深地打上了湖湘文化的烙印.其具体表现为:教育救国的办学宗旨、图变求新的办学理念、经世致用的办学方针、磨血育人的办学精神等.这些特征是湖湘文化的精华所在,是催发并推动湖南近代私立教育发展的重要因素,是湖南近代私立教育发展的内在动力和灵魂.研究和借鉴湖南近代私立学校的这些办学特征,对当代湖南民办教育的可持续发展,具有恒久的作用与意义. 相似文献
9.
Alice Sullivan Samantha Parsons George Ploubidis Richard D. Wiggins Francis Green 《British Educational Research Journal》2021,47(3):599-615
This article extends the evidence base on childhood circumstances, education and psychological distress. We examine the link between childhood advantage and disadvantage, the type of school attended during adolescence and psychological distress at ages 16 and 42. The analysis uses a large, population-based birth cohort study, the 1970 British Cohort Study (BCS70) (n = 17,198) using a structural equation modelling (SEM) approach. More advantaged young people were more likely to attend private schools, but we find no evidence for an effect of private schooling on psychological distress for men, and for women there was an association between private schooling and raised psychological distress at age 16. Having a university degree was associated with a modest reduction in psychological distress in mid-life. We establish that maternal psychological distress at age 10 was a risk factor for the offspring’s psychological distress both in adolescence and in mid-life, and adolescent psychological distress predicts psychological distress in mid-life. We conclude that schools which are academically successful do not necessarily provide wider benefits in terms of mental health. 相似文献
10.
杨仁毅 《河南师范大学学报(哲学社会科学版)》2003,30(4):123-126
中国民间办学历史悠久，发展曲折。私学在古代，或是处于办学的非主流地位，或是逐渐被官办学校体系所兼并．始终没有形成独立的体系。晚清时期开始的革新活动，促使新式教育体系形成，民办学校也开始走上发展之路。但旧中国的人祸天灾，阻碍了民办学校前进的脚步。建国以后，很长一段时间没有民办教育的立足之地。改革开放以来，民办教育呈现蓬勃发展的势头．成为教育大军中不可或缺的新兴力量。 相似文献
11.
Johan Wennström 《教育政策杂志》2020,35(5):665-691
ABSTRACT In a radical school choice reform in 1992, Sweden’s education system was opened to private competition from independent for-profit and non-profit schools funded by vouchers. Competition was expected to produce higher-quality education at lower cost, in both independent and public schools. This two-pronged study first examines to what extent the consequences of this reform deviate from the predicted results. It demonstrates increasing discrepancies between absolute test results and grades, suggesting grade inflation. Secondly, the study investigates whether the school choice reform was institutionally secured against school competition based on phenomena that are unrelated with educational quality, such as grading. It reveals that the architects of the school choice reform overemphasized the potential positive implications of market reforms and, therefore, did not deem it necessary to establish appropriate rules and institutions for school competition. Instead, grading and curriculum reforms had unintended consequences such as grade inflation and similar forms of school competition in dimensions other than school quality. The analysis of how the objective of raising the quality in Sweden’s schools through competition and choice was inadvertently undermined contains practical lessons for policymakers with regard to the use of privatization and co-production both in schools and in other fields. 相似文献
12.
A large number of developing nations are in the process of decentralizing basic education, with the aim of diversifying revenue sources and introducing greater accountability and efficiency. This is especially true in Latin America, where Chile introduced the first significant reform in 1981. This reform kept most of the responsibility for educational finance with the Ministry of Education but transferred the responsibility for delivering services to municipalities and non-profit, private schools. In response to this reform, municipalities increased their finance of public schools, and the supply of subsidized private education increased dramatically. By 1990, enrollment in subsidized private schools represented about one-third of total primary-secondary school enrollments. This paper examines the effects of the reform. Municipal finance, which is closely tied to municipal fiscal capacity, has created inequities in school expenditures even though it represents only 10% of total revenues. Variations in the private school market share across municipalities are principally explained by the ease of market entry, family socioeconomic status, and the relative performance of public and private schools; this model does not offer a satisfactory explanation of the growth in private school enrollments in Chile over time. The effect of the reform on cost-effectiveness is ambiguous. Ministry of Education non-teacher employment declined by over half, while cognitive tests also declined. There is some evidence that the growth in private school enrollments may have improved overall efficiency since private schools are found to be slightly more cost-effective than public schools. 相似文献
13.
Jane Kenway 《教育政策杂志》2013,28(3):189-203
In recent years there has been a shift in popular thinking and government policy on education in Australia, away from the social democratic consensus of the Karmel era, towards a Rightist perception. While a number of sources of this movement may be identified, in this paper I will focus on the politics of discourse. Drawing on Laclau's and Mouffe's developments of Gramsci's theory of hegemony, I will explore the ways in which various educational lobby groups have sought to produce a ‘common‐sense’ concerning Australian schooling. The examination of a critical historical incident is a useful way of illustrating the strategies employed by these groups, as their political efforts are particularly concentrated at such times. In its 1983 Education Guidelines the federal Labour government announced, amongst many things, that it intended to reduce funds to Australia's ‘best resourced’ private schools. A bitter debate between supporters of private schools and state schools ensued. On the surface each party sought merely to influence the 1984 Guidelines which would determine funding policies for some time to come. At the debates centre, however, were issues to do with the nature and purpose of schooling and what and whose interests it should serve. This historical incident exemplifies the politics of the contending parties particularly well. Private schooling was used as a symbolic rallying point around which particular definitions of education were constructed. This paper will focus first on the discursive strategies of the private school lobby and its allies, the educational Right, then on those of the state school lobby and the Left. My contention is that the private school lobby and its allies have achieved a discursive ascendency and my intention is to suggest some reasons why this is so and how it was achieved. 相似文献
14.
This article concentrates on some considerations concerning the schooling process in Brazil during the nineteenth and twentieth centuries. Taking as reference the research carried out in the state of Minas Gerais, it particularly focuses on elementary/primary education there. First, it looks at the different schooling models in Brazil during that period of time and argues that educational statistics are one of the most interesting ways to study the representations about this phenomenon. It then looks at the sociocultural consequences of schooling and stresses the importance of educational institutions as a socialisation model for children, young people and society as a whole. 相似文献
15.
Silvia Avram 《Educational Research and Evaluation》2013,19(2):115-139
Denominational schooling makes up an important part of European educational systems. Given its specificity, denominational schooling can be expected to place a greater weight on values teaching and moral education. It also may be more successful in creating a warm and caring atmosphere, thus helping students to better emotionally connect to the school community. We compare public and publicly supported private (as a proxy to denominational) schools on 2 dimensions, namely the emotional integration with the rest of the school community and the concern and feelings of responsibility towards the environment. Except for Austria, Belgium, and Spain, no evidence could be found that the type of the school has any impact on the reported psychological adaptation to the school. In these 3 countries, publicly supported private schools tend to be more successful in integrating their students. Also, students in public and private dependent schools were equally environment oriented. 相似文献
16.
Pam Christie 《British Journal of Sociology of Education》1990,11(1):37-48
This article analyses curriculum changes that have accompanied the reform movement to desegregate private and religious schools in South Africa. In a context of racially segregated State schooling, the 'open' schools have admitted students of all races to what were previously white schools. An examination of the curriculum practices of these schools reveals different patterns in terms of the extent to which schools have modified their practices to acknowledge their black enrolments, and their different approaches to the political crisis in South Africa. The article suggests that the assimilationist practices of most of the open schools illustrate their limits as a reform movement; but it suggests also that they are the only schooling venture during this period that has engaged with issues of desegregation in South Africa in a sustained way. 相似文献
17.
Richard A. Fabes Erin Pahlke Adrienne Z. Borders Kathrine Galligan 《Educational studies》2015,41(3):293-311
Despite a lack of scientific evidence supporting the use of single-sex education, the number of US public schools offering single-sex education has increased. However, our understanding as to why decision-makers have implemented single-sex education is lacking. To address this gap, we surveyed US public school principals and assessed their attitudes about and experiences with single-sex schooling. Sixty-seven principals from single-sex schools and 193 principals from co-educational schools participated. The results indicated that principals who had experience with single-sex schooling tended to have more positive attitudes about single-sex schooling, viewed it as more effective, and more often evoked gender-essentialist rationales for the use of single-sex schooling than did co-educational principals. However, both single-sex and co-educational principals noted issues with single-sex schooling. It was concluded that single-sex schooling is not a silver bullet to educational reform and that when single-sex schooling is implemented, one set of issues and problems is substituted for another. 相似文献
18.
Eisuke Saito Matthew Atencio 《Discourse: Studies in the Cultural Politics of Education》2015,36(6):795-807
Under neo-liberal policies in many countries, there has been an extensive trend of educational reform which intensifies competition. Such educational reform is underpinned by direct government control, seen in centre to periphery forms of policy administration and implementation with strong emphasis on managerialism and test-oriented accountability models. There are critical views and opinions about such neo-liberal reforms, but a need still exists to discuss ways forward to protect the equality and right of teachers and student learners in schooling. This essay accordingly aims to discuss how the lesson study for learning community (LSLC) approach of school reform from Japan might signal a practical shift in emphasis away from competitive models of schooling fostered by school reform movements. The aim of this study is to discuss the philosophical underpinnings of LSLC, with particular emphasis on its social justice nature, particularly in reference to criticisms against neo-liberal reform agendas. 相似文献
19.
《International Journal of Educational Development》2005,25(5):557-568
This article investigates the rapid expansion of private schooling in the Northern Areas of Pakistan during the period 1993–2003. Our observations are mainly based on a survey of about 40% of the total number of private schools in the Northern Areas in which we attested trends that are characteristic of many private schools elsewhere, both nationally and internationally. For instance, most of the parents are by no means wealthy, most think that private schools provide better quality than government schools, English-medium instruction is a key requirement, and all have pragmatic expectations of the benefits for their children both from private schooling and from English-medium education. 相似文献
20.
《Chinese Education & Society》2013,46(5):66-72
The first symposium on the theory of privately run schools was held from September 23 to September 25, 1992, at Tianjin's Educational Science Institute. It was attended by more than fifty educational theorists and practitioners as well as representatives of a number of private schools from eleven areas of nine provinces and municipalities, namely, Beijing, Tianjin, Shanghai, Zhejiang, Shandong, Shanxi, Jiangxi, Fujian, and Guangdong. The State Education Commission's Division of Policy and Law, Division of Basic Education, and the Central Educational Science Institute also participated. Participants discussed the following topics: definition of the concepts of privately run schools and private schools in the course of private school development; the position and role of private schools in the socialist educational system; the social background and inherent basis for the development of private schools; private schools' internal management; how private schools can improve quality and establish their own characteristics; supervision and evaluation of private schools; the history of reform of private schools and comparative studies of Chinese and foreign private schools; how educational administrations can reinforce management over private schools and the study of related policies and regulations; and the feasibility of people from foreign countries, overseas Chinese, compatriots from Hong Kong, Macao, and Taiwan opening schools in China. Information about the development of nongovernmental and private schools everywhere was exchanged, problems in establishment and development were given priority in discussion. The Tianjin Educational Science Institutes group researching privately run schools and private schools made a special presentation on Chinassovereign right of education vis-à-vis the right to conduct educatio—question facing people from other countries in opening schools in China. 相似文献