首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
Abstract

The article describes the commercial pressures faced by public service educational television and the results of poor public sector funding for core educational establishments. New commercial partnerships between the Private and Public sectors may well be developing and encouraging the use of new technologies in schools, but will the final cost be the end of ‘free educational television’ and the eventual end of public service television as we now know it?  相似文献   

2.
Prospect     
ABSTRACT

The 1988 Education Reform Act introduced a schools’ quasi‐market intended to reward schools financially for recruiting pupils and to give them a financial incentive for ‘good’ educational performance. The paper examines this linkage by analysing data on financial performance for over 300 English Local Education Authority (LEA) and Grant Maintained (GM) secondary schools from 1990/91 to 1995/96, correcting for inflation and changes in LEA delegation ratios. On average over 6 LEA areas, real school budgets per pupil declined by 0.6% a year while examination performance at GCSE improved. Statistical analysis shows that while change in pupil numbers is the most important variable explaining school budget change, half as much is explained by variations in LEA and government financial policy, thus weakening market incentives. It was also found that the proportion of socially disadvantaged pupils, as measured by free school meals, is associated with a loss of pupils over time and hence a decline in budget. GM status had no discernible effect on pupil recruitment, once social disadvantage and other explanatory variables were taken into account. It is suggested that both ecological and open systems theories of how organisations change in response to external environmental pressures explain the differential success of schools in attracting resources.  相似文献   

3.

In 1981 two separate Assisted Places Schemes were launched. One was introduced for England & Wales, and another for Scotland. This paper examines the differences between the two schemes. It shows that they can be seen to be related to the differing educational systems of the countries, and to differences between the grant‐aided and direct grant schools which the schemes were designed, in part, to replace. It is shown that the Assisted Places Scheme is more important to the independent sector of Scotland than to that of England & Wales, for the scheme established in Scotland has been structured in such a way that it gives greater flexibility and greater funding to individual schools in that country.  相似文献   

4.
Abstract

Trends towards the marketisation of the schooling sector have led to suggestions that state-funded schools in England will soon be allowed to operate on a for-profit basis. This article has two aims: to contribute to understanding of the regulation and characterisation of existing for-profit schools in England; and to assess the claim that for-profit schools ‘significantly outperform’ all independent schools by exploring the use of large scale databases including the National Pupil Database (NPD). This study highlights the growth of the for-profit sector, and the scarcity of legislation detailing the financial governance, educational oversight and staffing requirements of schools in the for-profit schooling sector. The for-profit schooling sector is found to be underperforming in terms of school inspection ratings at a level of statistical significance in comparison to the state funded schooling sector. Furthermore, performance indicators relating to GCSE and A level results suggest that the for-profit sector is underperforming compared to the not-for-profit independent sector. As such, the findings of this research have implications in undermining the neoliberal argument that has driven significant change in the schooling landscape in recent times.  相似文献   

5.
Charter Laws     
ABSTRACT

Charter laws have been the reform debate's path of least resistance. But the combination of regulatory barriers, open admissions, lack of consumer sovereignty, preferential funding of traditional public schools, and political control of prices means that charter laws may be irrelevant as reform catalysts, or worse. Even the strongest charter laws may offer a tempting, but ultimately unproductive, avenue of system change. Some critics argue that a charter option will expand the public sector, but not improve it much, and decimate the tiny, frail private sector. This article examines what charter laws have in commonconcerns about strongcharter laws.  相似文献   

6.
This research explores the school funding system in post-Soviet Georgia. The research aimed to answer the following research questions:

(1) Does the voucher system promote cost effectiveness, and does increased funding improve the academic achievements of schools?

(2) To what extent does the school voucher funding system promote freedom of school choice?

(3) How effective is the school funding system in promoting the privatization of general education?

(3) The content analysis research method was used in the study. The study revealed important problems in the general education funding system of post-Soviet Georgia in terms of cost effectiveness, school choice, and the development of the private school sector. The authors argue that the absence of linkages between funding and educational reform is the main challenge facing the education system. The introduction of a differentiated, need-based, top-up funding model for private schools could improve opportunities for school choice and promote the establishment of free schools.  相似文献   

7.
Abstract

Private extension system has been at the centre of a debate triggered by inefficient public agricultural extension. The debate is anchored on the premise that the private sector is more efficient in extension service delivery. This study evaluates the private extension system in Kenya. It employs qualitative and quantitative methods. The results indicate that the private extension is skewed towards high potential regions because it is either driven by profits or quick results. The private system benefits from the public extension staff, thus some form of commercial contracting of public staff to serve the private systems is appropriate. Public extension should not overlap in the areas efficiently served by the private system. The government should consider contracting the private sector to deliver extension to neglected areas. The government has a role in extension services funding, quality control, arbitration, monitoring and in provision of quality infrastructure to lower private sector players’ costs.  相似文献   

8.
1. With regard to the funding channels of vocational secondary schools (including agricultural schools, similarly hereinafter), the provisions contained in documents Guofa, no. 252 (1980) and Jiaozhongzi, no. 006 (1983), issued by the Ministries of Education, Labor, and Personnel and Finance, as well as the State Planning Commission, should continue to be implemented. With regard to the funding for vocational secondary schools run by education departments (including those transformed from former regular secondary schools), there is already a separate heading "vocational education expenditure" under educational expenditure in paragraph 179 of the "Headings of Revenue and Expenditure of the State Budget," and it is stipulated that this fund should be included as expenditure under educational expenditure. That is, both general education expenditures and vocational and technical education expenditures are to be included in the budget set for local educational expenditures for the sake of better coordination. To this end, vocational education expenditures should be included in the budget of local educational expenditures. Capital investment for vocational secondary schools should also be included in that for local educational captial investment, again for better coordination. In setting the estimates for their respective local expenditures, the people's governments at various levels should also give active support to the development of this educational undertaking.  相似文献   

9.
The Australian Senate Employment, Workplace Relations and Education References Committee has been asked to examine the principles of Commonwealth Funding for schools, with particular emphasis on how these principles apply in meeting the current future needs of government and non‐government schools and whether they ensure efficiency in the allocation of school funding. The Committee will also investigate accountability arrangements including and through the Ministerial Council on Education, Employment, Training and Youth Affairs. This paper provides a critical discourse analysis of recent developments, tracking two themes: the construction of ‘efficiency and effectiveness’ in the allocation of school funding in Australia, and the impact of such a construction on a discourse of inclusive education for all schools in Australia. Through this analysis, it is argued that the current enquiry creates an opportunity for a substantial shift in focus — from funding government and non‐government schools in relation to government schools, to both government and non‐government schools — within a framework of presumptive equality and inclusion. It is also argued that extant policy, removing the substantial Catholic sector from its hitherto hybridized and separate funding position and bringing government and non‐government schools into sector‐specific funding competition with each other, realigns and rearticulates federal involvement in school funding policy areas that have been the traditional preserve of state governments and territories. In the process, responsibility for instilling and supporting inclusive educational practices is currently solely that of the states and territories where, in many cases, funding as well as inclusive education policies and programmes have been determined at local levels. The endorsement by the federal government of new principles in funding, as proposed here, linked with renewed requirements in relation to school access and participation, creates a space that potentially enables new strategies for inclusive education to be conjoined with funding allocation policy in Australian schools, to the economic and social benefits of all schools as well as the polity.  相似文献   

10.
Abstract

The article discusses the specific features characterizing the development of the market for commercial educational services under modern Russian conditions. The study finds that many parents have reacted negatively to the introduction of market forces to the education sector. Paid educational services provided by the school are not popular despite the fact that they offer a number of advantages. The results of the study have revealed a number of factors that have led to the expansion in the sector of informal education, includeing low teacher salaries, difficulties in registering a tutoring service business, the desire to reduce financial costs, and the fact that schools insufficiently prepare students to pass the Unified State Exam. The movement of students who seek assistance from the informal educational sector has placed a strain on the institutional relationships between students and teachers.  相似文献   

11.
For many years the Portuguese Ministry of Education used a funding formula to allocate the State budget to public higher education institutions. Some of its major objectives were higher enrolments and allocation equity. As the expenditure on salaries was a major component of the budget, the formula was supposed to force convergence to established standard staff/student ratios. This article analyses the evolution of staff numbers in Portuguese public universities to assess how successful the funding formula has been in forcing convergence to standard staff numbers.  相似文献   

12.

The No Child Left Behind Act (NCLB) was put forward by President Bush to end what he called “the soft bigotry of low expectations.” The Act passed Congress with broad bipartisan support, with many legislators agreeing to NCLB's testing regimen in exchange for White House promises of specific budget increases, embodied in the form of spending authorizations for 2002 and beyond. However, actual White House budget requests and actual congressional appropriations have fallen short of these promised levels and have now generated litigation. This article identifies and examines different approaches for calculating necessary funding for NCLB. It then considers the implications of past and current appropriate levels.  相似文献   

13.
Jeni Whalan 《Prospects》2011,41(2):237-247
Between 1998 and 2003, conflict, violent crime, and a severe economic downturn pushed the Solomon Islands state to the brink of failure, exacerbating the problems of an already struggling education sector. Most schools on Guadalcanal were seriously disrupted; some were burned down or vandalized, others closed as teachers and students fled violence, and those that remained open struggled to accommodate the large displaced student population. The collapse of state finances stripped any remaining funding from the education sector; teachers were paid irregularly, if at all, while many schools lacked basic teaching materials and proper sanitation. In 2003, intervention by the Regional Assistance Mission to Solomon Islands (RAMSI) quickly restored security and stabilized government finances. RAMSI provided significant budget support to the education sector and opened the door for donors to reengage. Schools re-opened, new facilities were built, and teachers were paid, allowing the government and donors to focus on longer-term issues, including school fees. Government expenditure on education is high, but financed almost entirely by donors. Solomon Islands is now one of the world??s most aid-dependent countries and remains vulnerable to external shocks and natural disasters. Weak economic forecasts suggest the need for additional external budget support to protect social spending, including on education.  相似文献   

14.
Abstract

In the rapid development of Chinese higher vocational education, large gaps have appeared in the scale of development and resource generation among the provinces, among regions in the provinces, and among higher education institutions in the provinces. Balanced regional development and provincial-level coordination have become policy focal points, but a discussion of the relationship between the two has been lacking in the academic world. Based on 2009 data on vocational colleges in China, the quantitative analysis in this paper shows that there is a tension between the governance models of higher vocational education and balanced development of vocational colleges within provinces. Research findings show that school affiliation is related to the ability to attract public funding, appropriations for public schools are significantly higher than for private schools, and tuition for private schools is significantly higher than for public schools; school affiliation is related to output, and the new student registration rate and number of cooperating enterprises is higher for public schools than private schools; and there is a significant positive correlation between the ratio of prefecture-level city schools and the average number of cooperating enterprises for schools in a province, and a significant positive correlation between the ratio of private schools and the average tuition of schools in a province. This paper suggests that to achieve the dual objectives of balance and development, provincial-level governments should adjust their administrations and financing for higher vocational education and decentralize their authority to local governments, in order to build a diverse and flexible new model for higher vocational education governance.  相似文献   

15.
ABSTRACT

In the past few decades, the number of students attending segregated special schools in the Netherlands has risen considerably. In 1975, 2.2% of all students between 4 and 11 years old attended a special school, and this percentage almost doubled to 4.3% over the next 20 years. In order to stop further growth, two new education policies came into force in 1995 and 2003: Together to School Again and the so-called Backpack. These policies differed in the way that special needs funding was allocated. Together to School Again was based on lump sum funding to schools, while Backpack was linked to the individual and based on individual needs. Neither of these policy initiatives has been particularly successful in reducing the number of students with special needs in segregated settings. In theory, lump sum funding seemed a promising option, but the combination of two different ways of funding special needs education proved to be problematic. The Dutch experience illustrates the difficulties of effecting fundamental structural changes in this field.  相似文献   

16.
Abstract

Two complementary approaches to developing empirical benchmarks for achievement effect sizes in educational interventions are explored. The first approach characterizes the natural developmental progress in achievement made by students from one year to the next as effect sizes. Data for seven nationally standardized achievement tests show large annual gains in the early elementary grades followed by gradually declining gains in later grades. A given intervention effect will therefore look quite different when compared to the annual progress for different grade levels. The second approach explores achievement gaps for policy-relevant subgroups of students or schools. Data from national- and district-level achievement tests show that, when represented as effect sizes, student gaps are relatively small for gender and much larger for economic disadvantage and race/ethnicity. For schools, the differences between weak schools and average schools are surprisingly modest when expressed as student-level effect sizes. A given intervention effect viewed in terms of its potential for closing one of these performance gaps will therefore look very different depending on which gap is considered.  相似文献   

17.

Since the incorporation of the further education (FE) sector student drop-out has become an issue for policy makers, and colleges with higher than average rates of non-completion have been penalised. This process, which is consistent with the 'new managerialist' approach described by Randle and Brady (1997) in an earlier volume of this Journal, results in a loss of funding and 'naming and shaming' via inspection reports and performance tables. It is suggested that this policy response to student drop-out represents a mechanistic reaction to the 'standards' agenda and could impede other policy priorities such as widening participation. The paper examines the growing body of research evidence which challenges the view that drop-out is caused by colleges which 'don't care'. Studies of the influence of factors external to colleges, such as financial hardship, feeder schools and the impact of 'habitus' on a student's disposition, illustrate the problem of trying to reduce the complex issue of drop-out to a single, generalisable cause. The paper concludes that the development of a more sophisticated analytical model is necessary if student retention is to be improved.  相似文献   

18.
ABSTRACT

This study seeks to understand the relationship between observable characteristics of schools operated by education management organizations (EMOs) and their organizational attributes. Most of the prior research on the relationship between EMO-operated schools and neighborhood and school sociodemographic characteristics considers the effect of organizational type in isolation without regard to scale or size. We contribute to the literature by using organizational behavior theory on nonprofit and for-profit sectors to explore how EMOs by sector and size might differentiate themselves from their competitors through instructional or curricular themes. Combining the effect of profit status, large EMOs are more oriented toward traditional curricula, while medium-small EMOs tend to focus on vocational curricula. After accounting for organizational size, the presence of medium-small EMOs contributes to higher odds of nonprofit EMOs and for-profit EMOs embracing progressive curriculum. Controlling for profit status, the presence of for-profit EMOs is more likely to increase the probability of both large EMOs and medium-small EMOs adopting alternative curriculum. To our knowledge, this is the first multistate study of EMO-operated schools that involves a comprehensive examination of differentiated curricula along the dimensions of organizational sector and size.  相似文献   

19.
This paper is set against a history of school funding policies in Australia that begins with the first public policy recognition of the disadvantages experienced by government and non-government schools in the 1973 Schools in Australia (Karmel) Report. The paper traces a history of school funding policy linking it with the current backlash against public education and retaliatory backlash constructions of public schools as the new disadvantaged in an increasingly competitive and deregulated school funding policy environment. These backlashes, argued to be against the indiscriminate funding of independent schools policy by several protagonists of public education, are framed in terms equivalent to what Lingard and Douglas (1999) have called ‘recuperative’ politics. From the kind of recuperative statist politics considered in this paper, construing the backlash effects of public and private schools as damaging and unproductive as those emerging from the gender wars in education policy, I propose a move to an Australian school funding arrangement in which all schools, both public and private, are integrated into one deregulated and equally funded sector, as typify diverse school provisions in several OECD polities (Caldwell 2004, FitzGerald 2004).While briefly tracing a school funding policy chronology, this paper also concentrates on the current policy moment in relation to school funding, that signals the end of distinctive public and private education sectors, and in the context of which it argues that private schools should be funded equally to state schools, a trend in evidence since 1996. The focus on the current policy moment entails an abbreviated analysis of the Fitzgerald Report (‘Governments Working Together: A Better Future for All Australians’ 2004), which makes a number of recommendations to the Victorian and other governments in relation to the public funding of all Australian schools1. The paper addresses the impact of this trend especially on the funding of Australian Catholic schools.  相似文献   

20.
Using a mixed methods approach this study explores characteristic spirit in the post-primary publicly managed sector as understood by teachers and key school personnel of Education and Training Board (ETB) schools and ETB staff. Prior to the Education Act (1998), characteristic spirit did not apply to the ETB sector, resulting in an absence of related policy within the sector. This paper, drawing on questionnaire (n?=?126) and interview data (n?=?73), focuses on research participants’ understanding of characteristic spirit and how they see it expressed in their schools. Uncertainty around the meaning of characteristic spirit was common with over half of teacher respondents rating their level of understanding as average or below. Participants frequently found it difficult to articulate their understanding, even questioning its relevance and applicability to the ETB sector. When asked to illustrate the application of characteristic spirit in their own schools, many referred to the relational, implicit and lived nature of characteristic spirit. Furthermore, some participants believed that values played an important part in articulating a characteristic spirit for the ETB. The paper concludes by exploring some reasons for teacher uncertainty around characteristic spirit and proposes some possible future directions with regard to ETB characteristic spirit.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号