scholarly journals Low-Fee Private Schools in Developing Nations: Some Cautionary Remarks

2020 ◽  
Vol 12 (01) ◽  
pp. 55-77
Author(s):  
Juan Espindola
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
State Intervention ◽  
Quality Education ◽  
Educational Equality ◽  
Educational Adequacy ◽  
Primary Level ◽  
State Of Affairs ◽  
State Interference ◽  
The Ideal

This paper examines and rejects two normative justifications for low-fee private schools (LFPS), whose expansion throughout the Global South in recent years has been significant. The first justification – what I shall call the ideal thesis – contends that LFPS are the best mechanism to expand access to quality education, particularly at the primary level, and that the premise of their success is that they reject educational equality and state intervention in educational affairs, traditionally associated with public schools, embracing instead educational adequacy and unregulated markets for education. Against this thesis, the paper argues that an ideal educational arrangement must not do away with educational equality and some degree of state interference. The other justification for LFPS – the secondbest thesis – contends that although LFPS do not represent the ideal state of affairs, they nonetheless bring us a step closer to the ideal of universal primary education; they are a ‘realistic’ approximation to that goal. Against the second-best thesis, the paper argues that this justification commits the approximation fallacy: by deviating from the ideal educational arrangement LFPS may obstruct rather than facilitate its achievement.

scholarly journals THE ROLE OF SCHOOL FACILITIES IN ACADEMIC PERFORMANCE OF STUDENTS

2019 ◽  
Vol 1 ◽  
pp. 25-34
Author(s):  
Mukhtyar Nabi ◽  
◽  
Muhammad Farooq ◽  
Hifza Nazir ◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Private Schools ◽  
School Quality ◽  
Family Background ◽  
School Facilities ◽  
Quality Education ◽  
Public And Private ◽  
The Public

Education is the process of socialization that enhances the ability of the individuals to help them survive peacefully and productively in the society. In Pakistan, both public and private sector schools are working hard in the provision of quality education. Private schools strive to perform well as compared to the public sector schools and started to claim that they have better school facilities and academic performances of their students are also better. Their claims of providing quality education has become a debatable topic for educationalists and social scientists across the country. Keeping in view the same context, the current study was conducted in Tehsil Batkhela of District Malakand in Khyber Pakhtunkhwa (KP). The aim of this research was to compare the facilities in public and private schools with reference to the provision of quality education. Through multi-stage cluster sampling two public and two private schools were randomly selected at secondary levels. From each school, 25 students were selected in both 9th and 10th class. Three dimensional data were collected; (a) form the administration of the schools about available facilities (b) from selected samples regarding their family background and (c) surprise tests were also conducted to measure the educational performances of sampled students. Both descriptive and inferential statistics were applied. The results showed that facilities of the public schools were the same or somewhat better but the educational performances of private schools were better. Further, it was found that schools’ facilities were not having a major role in better educational performances of students rather the role of family background and engagement in tuition after school hours were found as responsible factors. Keywords: Education, public and private schools, facilities in school, quality education, academic performance

scholarly journals “Neoprivatisation” in Public Schools in Nepal

2019 ◽  
Vol 9 (1) ◽  
pp. 46-69
Author(s):  
Shurendra Ghimire ◽  
Kamal Prasad Koirala
Keyword(s):  
Public Schools ◽  
Public School ◽  
Private Schools ◽  
Mixed Method ◽  
Public Expenditure ◽  
Quality Education ◽  
Access To Education ◽  
Professional Accountability ◽  
Achievement Score ◽  
Undue Burden

This article introduces the term “neoprivatisation” in the literature of economics of education.  It exposes the consequence of privatisation in education to public school by taking a community as a case and studying in a mixed-method paradigm.  The study uncovers that public schools suffer from lesser preference by parents, and underuse or misuse of public expenditure, so that, like private schools, have added the facilities of English medium, extra-class, preparing students for test by charging fees, as well as advertising to attract more students. As a result, the narrow focus to achievement score rather than developing qualities in students as expected by curriculum has threatened the presumption of ‘quality education’; and the commodification and commercialisation of education along with diminishing professional accountability of teacher victimise students with the undue burden of irrational extra-classes and fees.  Therefore, the added facilities rouse for discriminating students in access to education and larceny of ‘right to free education’.  These undesirable phenomena are the consequences of privatisation in education, which has been thus conceptualized as “neoprivatisation”.

scholarly journals How teacher rotation in Japanese high schools affects the clustering of teacher quality: Comparing the distribution of teachers across public and private education sectors

2021 ◽  
Vol 29 ◽  
pp. 91
Author(s):  
Ryan Seebruck
Keyword(s):  
Public Schools ◽  
Public Sector ◽  
Teacher Quality ◽  
Private Schools ◽  
Educational Equality ◽  
Equal Distribution ◽  
Administrative Roles ◽  
The Public ◽  
Rotation System ◽  
Teacher Rotation

I examine a unique facet of Japan’s public education system: jinji idou, a mandatory teacher rotation system governed by the prefectural board of education where teachers are systematically transferred to other schools throughout their careers to appropriately staff schools, facilitate varied career paths, and identify future leaders for administrative roles. Although not a formal goal, this centralized system may also produce a more equal distribution of teacher quality across schools compared to the decentralized teacher labor market found in private schools. Because this system is present in public schools and absent in private schools, comparing sector differences offers a look at its impact on teacher quality distribution. Using a sample of 1,456 teachers nested in 49 schools, private vs. public group comparison tests indicate that, for most of the teacher quality traits examined, the public sector distributes teachers more equitably. Furthermore, the public sector has higher mean levels of teacher quality, intimating that education labor markets can be structured in ways that simultaneously minimize variation between schools without hindering quality, findings germane to scholars interested in educational equality.

Social and Affective Development of Children: A Programmatic Perspective

1983 ◽  
Vol 49 (4) ◽  
pp. 339-346 ◽  
Author(s):  
Maurice J. Elias ◽  
Charles A. Maher
Keyword(s):  
Public Schools ◽  
Social Cognitive ◽  
Public Law ◽  
Instructional Program ◽  
Affective Development ◽  
Instructional Format ◽  
Cognitive Problem ◽  
The Social ◽  
State Of Affairs ◽  
Affective Domains

The development of handicapped and nonhandicapped children in the social and affective domains is considered as a potentially important, yet presently neglected aspect of Public Law 94–142. Given this current perceived state of affairs, the social-cognitive problem-solving approach is presented as a necessary and viable means for ensuring social and affective development of all children in public schools. Within this context, the utilization of a television-based instructional format to facilitate children's social and affective development is described, and application of that approach is illustrated by an actual example of a television-based instructional program.

scholarly journals The Pandemic’s Effect on Demand for Public Schools, Homeschooling, and Private Schools

2021 ◽  
Author(s):  
Tareena Musaddiq ◽  
Kevin Stange ◽  
Andrew Bacher-Hicks ◽  
Joshua Goodman
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
On Demand

scholarly journals A Systematic Review of Role and Responsibilities of Head Teachers at Primary Level in District Shaheed Benazirabad

2019 ◽  
Vol IV (I) ◽  
pp. 384-388
Author(s):  
Muhammad Ali Shaikh ◽  
Mahboob Ali Deraj ◽  
Zahid Hussain Sahito
Keyword(s):  
Systematic Review ◽  
Public Schools ◽  
Primary School ◽  
Quantitative Research ◽  
Research Study ◽  
School Level ◽  
Research Approach ◽  
Head Teachers ◽  
Primary Level ◽  
Primary School Level

The purpose of this research study was to review the expected role and responsibilities to be played by headteachers and done in reality at the primary school level in District Shaheed Benazirabad. It has been observed that headteachers in public schools at the primary level are not performing as per the need of the time. For the purpose, a tailor-made questionnaire was distributed among randomly selected headteachers. The quantitative research approach was used to solve the query. The results indicate the lenient approach of headteachers towards their duties.

scholarly journals Can girls wear shorts and trousers too? A review of South Australian school uniform policy following mandated requirement for choice.

2019 ◽  
Author(s):  
Sarah Cohen-Woods ◽  
Rachel Laattoe
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Private School ◽  
South Australia ◽  
Dress Code ◽  
School Policies ◽  
Public And Private ◽  
School Uniform ◽  
Uniform Policy ◽  
Gender Specific

Background: School uniform options such as skirts and dresses can impact physical activity and psychological wellbeing of girls. Restrictions that exclude trousers/pants or shorts as uniform options for girls can promote inequality in comfort and engagement in school activities. The South Australian Department of Education and Child Development (DECD) School Dress Code Procedure mandates school dress codes provide flexible uniform options with the right to choice, regardless of gender. This review examines public school adherence to DECD guidelines, and compares girls’ uniform options between public and private school sectors.Method: The proportion of girls shorts and pants/trouser options provided in school uniform policies collated in 2018 were compared across 486 public and 193 private primary, secondary, and combined schools within South Australia. Policies were grouped based on the choice they provided girls for shorts, and separately for trousers/pants. The groups were gender specific choice/open choice, unisex choice, restricted choice, or no option.Results: Overall, 98.6% of public and 26.4% of private school policies included shorts as a uniform option for girls. Of these schools, about nine in ten public, and just over half private, policies listed gender-specific or open choice shorts options. All public primary and high schools, and a majority of combined schools (98.8%) provided girls pants/trouser options, with 93.4% providing gender specific or open choices. This compared to 34.2% of private school policies including girls’ pants options. In total less than 1.0% of public, and 45.5% to 66.7% of private schools provide no opportunity for girls to wear shorts every day. Similarly, 56.0% of private schools do not provide any trouser/pant option.Conclusion: The results highlight a small proportion of public schools fail to follow mandated uniform policy procedures set by the DECD, specifically in context of shorts. Moreover, this report clearly demonstrates the discrepancy in girls’ uniform options between the public and private school sectors. We present suggestions and recommendations with the aim to improve current policy, as well as a need to advance adherence to policy and South Australian anti-discrimination legislation in public and particularly private schools.

scholarly journals Wishes and Gratitude of Students from Private and Public Schools

Psico-USF ◽  
2016 ◽  
Vol 21 (3) ◽  
pp. 651-662 ◽  
Author(s):  
Elisa A. Merçon-Vargas ◽  
Maria Adélia M. Pieta ◽  
Lia Beatriz de Lucca Freitas ◽  
Jonathan R. H. Tudge
Keyword(s):  
Public Schools ◽  
Social Class ◽  
Private Schools ◽  
Social Contexts ◽  
Chi Square ◽  
Curve Estimation ◽  
Age Related ◽  
Gender And Age ◽  
Private And Public ◽  
Chi Square Analysis

Abstract We examined social class (measured by attendance in public or private schools), gender, and age-related variations in the expression of wishes and gratitude of 430 7- to 14-year-olds (181 male, 62.1% from public schools). Chi-square analysis indicated that students from private schools expressed significantly more social-oriented wishes and connective gratitude, whereas those from public schools expressed significantly more self-oriented wishes. Girls in the public schools expressed significantly more self-oriented wishes and verbal gratitude than did boys. Regression analysis (curve estimation) indicated that verbal gratitude, self- and social oriented wishes increased and concrete gratitude decreased significantly with age, but connective gratitude tended to increase. These findings support the idea that gratitude and wish types involve the development of cognitive aspects, such as taking others into account and thinking about the future, but it is also influenced by the social contexts in which children live, such as their social class.

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