scholarly journals Schools of Smolensk Province in the Era of NEP: from Survival to Development

2021 ◽  
pp. 187-204
Author(s):  
Evgeniy Kodin
Keyword(s):  
Public Education ◽  
Social Issues ◽  
School Teacher ◽  
State Funding ◽  
Economic Life ◽  
New Economic Policy ◽  
The Public ◽  
Monetary Unit ◽  
Soviet Russia ◽  
Additional Charges

The period of the new economic policy, 1921–1928, is often idealized in the public mind and presented against the background of the previous policy of «war communism» as a decade of abundance and prosperity, a significant break- through in the socio-economic life of Soviet Russia that has just emerged from the Civil War. A valid argument for such an assessment of NEP will be the convertible new monetary unit of Russia, viz. the gold chervonets, as well as the broad devel- opment of cooperation and the first concessions attracting foreign capital. However, there was another side to this apparently blessed picture of the NEP era – the state, focusing exclusively on «pulling out» the economy, completely «left» the social sphere, shifting the solution of social issues to local authorities. This included, in fact, firstly, public education. From the second half of 1921, the school was left without centralized state funding, if we did not consider additional charges for the food tax, which solved absolutely nothing. The introduction of tuition fees for education, the so-called contractual schools, the peasants’ self-imposition for the needs of education included a set of measures that the center proposed to the regions to preserve the public education system. The period of the school survival, concerning especially the rural school, began. Gradual changes for the better began only in the 1926–1927, when the some what stronger state again «turned its face to the school» and the practice of selftaxation will actually work in the regions, when not only existing schools were repaired at peasants’ expense, but also new schools were being built, equipment and textbooks were procured. A decent salary, in comparison with the beginning of NEP, was paid to a school teacher. The school entered its developmental stage.

The value-semantic aspect in a personality of a comprehensive school teacher under the public education ongoing reformation

10.12737/1668 ◽  
2013 ◽  
Vol 2 (3) ◽  
pp. 31-34
Author(s):  
Василюта ◽  
A. Vasilyuta
Keyword(s):  
Public Education ◽  
Education System ◽  
School Teacher ◽  
Comprehensive School ◽  
Professional Values ◽  
Economic Conditions ◽  
Teaching Staff ◽  
The Public ◽  
Comprehensive Education ◽  
Semantic Aspect

Current reforms in the sphere of public education and substantial changes in socio-economic conditions would indeed affect schoolteachers’ personality, particularly in the value-semantic aspect. To stay professionally efficient and to achieve ambitious goal of further development and improvement of the comprehensive education system. Thus of paramount importance is the alignment of the teaching staff’ personal and professional values and the main predestination of a Teacher’s work.

Provincial Governance of Education—The Western Cape Experience

2018 ◽  
Author(s):  
Cameron Robert ◽  
Brian Levy
Keyword(s):  
Public Education ◽  
Performance Management ◽  
Political Party ◽  
School Level ◽  
Western Cape ◽  
Education Department ◽  
Top Down ◽  
Public Education System ◽  
The Public ◽  
Public Bureaucracy

The focus of this chapter is the management and governance of education at provincial level—specifically on efforts to introduce performance management into education by the Western Cape Education Department (WCED), and their impact. Post-1994 the WCED inherited a bureaucracy that was well placed to manage the province’s large public education system. Subsequently, irrespective of which political party has been in power, the WCED consistently has sought to implement performance management. This chapter explores to what extent determined, top-down efforts, led by the public sector, can improve dismal educational performance. It concludes that the WCED is a relatively well-run public bureaucracy. However, efforts to strengthen the operation of the WCED’s bureaucracy have not translated into systematic improvements in schools in poorer areas. One possible implication is that efforts to strengthen hierarchy might usefully be complemented with additional effort to support more horizontal, peer-to-peer governance at the school level.

scholarly journals Intergenerational Upward (Im)mobility and Political Support of Public Education Spending

2021 ◽  
Author(s):  
Debora Di Gioacchino ◽  
Laura Sabani ◽  
Stefano Usai
Keyword(s):  
Public Education ◽  
Political Support ◽  
Public Expenditures ◽  
Education Spending ◽  
The Public ◽  
Education Decisions ◽  
Low Education ◽  
Public Education Spending ◽  
Country Specific

AbstractThis paper provides a simple model of hierarchical education to study the political determination of public education spending and its allocation between different tiers of education. The model integrates private education decisions by allowing parents, who are differentiated according to income and human capital, to top up public expenditures with private transfers. We identify four groups of households with conflicting preferences over the the size of the public education budget and its allocation. In equilibrium, public education budget, private expenditures and expenditure allocation among different tiers of education, depend on which group of households is in power and on country-specific features such as income inequality and intergenerational persistence in education. By running a cluster analysis on 32 OECD countries, we seek to establish if distinctive ‘education regimes’, akin to those identified in the theoretical analysis, could be discerned. Our main finding is that a high intergenerational persistence in education might foster the establishment of education regimes in which the size and the allocation of the public budget among different tiers of education prevent a stable and significant increase of the population graduation rate, thus plunging the country in a ‘low education’ trap.

scholarly journals “We have never been public:” Continuity and change in the policy production of “the public” in education in England

2021 ◽  
pp. 147490412199047
Author(s):  
Matthew Clarke ◽  
Martin Mills
Keyword(s):  
Public Education ◽  
Progressive Education ◽  
Central Government ◽  
First Century ◽  
Government Control ◽  
The Public ◽  
Continuity And Change ◽  
The People ◽  
Future Potential ◽  
Education And Society

Recent educational reforms in England have sought to reshape public education by extending central government control of curriculum and assessment, while replacing local government control of schools with a quasi-private system of academies and multi academy trusts. In this paper, we resist reading this as the latest iteration of the debate between “traditional” and “progressive” education. Instead, we note how, despite the mobilisation of the rhetoric of the public and public education, schooling in England has never been public in any deeply meaningful sense. We develop a genealogical reading of public education in England, in which ideas of British universalism – “the public” – and inequality and exclusion in education and society have not been opposed but have gone hand-in-hand. This raises the question whether it is possible to envisage and enact another form of collective – one that is based on action rather than fantasy and that is co-authored by, comprising, and exists for, the people. The final part of this paper seeks to grapple with this challenge, in the context of past, present and future potential developments in education, and to consider possibilities for the imaginary reconstitution of public education in England in the twenty-first century.

Religious freedom and the ‘right to discriminate’ in the school admissions context: a neo-republican critique

Legal Studies ◽  
2011 ◽  
Vol 31 (4) ◽  
pp. 615-643 ◽  
Author(s):  
Eoin Daly ◽  
Tom Hickey
Keyword(s):  
Public Education ◽  
Religious Freedom ◽  
Religious Discrimination ◽  
Religious Schools ◽  
The Public ◽  
Definition Of ◽  
The Uk ◽  
The Right ◽  
Republican Theory ◽  
Faith Schools

In law and discourse, it has typically been assumed that the religious freedom of state-funded religious schools must trump any competing right to non-discrimination on grounds of belief. For example, the Irish Constitution has been interpreted as requiring the broad exemption of denominational schools from the statutory prohibition on religious discrimination in school admissions. This stance is mirrored in the UK Equality Act 2010. Thus, religious discrimination in the public education context has been rationalised with reference to a ‘liberty-equality dichotomy’, which prioritises the integrity of faith schools' ‘ethos’, as an imperative of religious freedom. We argue that this familiar conceptual dichotomy generates a novel set of absurdities in this peculiar context. We suggest that the construction of religious freedom and non-discrimination as separate and antagonistic values rests on a conceptually flawed definition of religious freedom itself, which overlooks the necessary dependence of religious freedom on non-discrimination. Furthermore, it overstates the necessity, to religious freedom, of religious schools' ‘right to discriminate’. We argue for an alternative ordering of the values of religious freedom and non-discrimination – which we locate within the neo-republican theory of freedom as non-domination.

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