Monday, January 10, 2005

HOW EMBARRASSING! EUROPE OFFERS MORE EDUCATIONAL CHOICE THAN THE USA

The Australian system is similar to the European one

Many Europeans greatly admire the vitality, creativity, and optimism that characterize America's competitive, free-market economy. Indeed, the benefits of choice and competition form the basis for the American success story.

That is why when I came to the United States from Belgium in 1980, I was surprised to discover the virtual absence of choice and competition in this country's primary and secondary education system. After all, even many European governments--despite their reputations for favoring large public sectors--still encourage an open educational market, where students have the choice and the ability, regardless of income, to attend public or private K-12 schools nationwide.

In countries such as Belgium and France, annual government grants cover the operating costs of schools: salaries (except for religion teachers), books, heating, and the like. The capital investment in buildings and facilities are borne entirely by a school's organizing body, whether it is a local public education authority, a private foundation, or religious institution. The annual grant for each school depends on the number of students enrolled. If a student leaves a certain school for another, the money follows the student. To deal with church and state issues, tax monies are allocated without regard to any religious affiliation of a recipient school. True, all private and public primary and secondary schools must observe a minimum curriculum required for accreditation, but this curriculum includes the option for a course on religion.

A system where the funding follows the student and where it is possible to attend any school of choice (regardless of family income) forces public and private schools to compete for students among themselves and with each other. If parent and student decide that the present school does not deliver, they are able to seek a better school elsewhere. If enough students leave, the school faces bankruptcy and liquidation. This provides a powerful incentive for administrators and teachers to keep a lean operation and continually improve on the service they deliver.

More here




JOB TITLE INFLATION CATCHES ON IN BRITISH UNIVERSITIES

Still a long way to go to catch up with America, though

According to figures published in the Times Higher Educational Supplement (THES), 10 per cent of UK academic staff are now professors. Are standards slipping somewhat?

There were 1715 more professors in 2002-03 than in 1999-2000. Oxford University has 5.4 per cent professors and Cambridge about 10 per cent, but Essex University and the London School of Economics are pushing 20 per cent. Richard Wilson, a professor at Loughborough University, told the THES: 'There is a symbolism attached to the title professor. If we give these titles out willy-nilly, it debases the currency.' While traditionally professors had to be both leading researchers in their field and active participants in the life and running of the university, many chairs are now awarded on the basis of teaching or administration.

Universities - especially new universities - are struggling to attract high-quality staff, and seem to be issuing professorships as a lure. But while the marketisation of higher education has been the driving force for this process, it mirrors a general fall in standards throughout education. Expectations of excellence have been lowered, from schools through to the highest levels of academia. Wide access to high-quality education would be desirable, but this current hodgepodge seems to be making education worse, not better. The result is more students who know less, being taught less, by more academics who are less well qualified

Source

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For greatest efficiency, lowest cost and maximum choice, ALL schools should be privately owned and run -- with government-paid vouchers for the poor and minimal regulation.

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