Will an Increased Focus on the Market Economy and Global Competition in K–12 Public Education Prepare Students to Succeed Economically?

2013 ◽  
pp. 208-224
Keyword(s):  
Public Education ◽  
Market Economy ◽  
Global Competition ◽  
K 12

scholarly journals The Charter School Law in Massachusetts: Analysis, Commentary, Wish

2014 ◽  
Vol 100 ◽  
pp. 97-104
Author(s):  
David I. Rubin
Keyword(s):  
Public Education ◽  
Charter School ◽  
School Law ◽  
Political Agenda ◽  
Liberal Democratic ◽  
Testing Ground ◽  
K 12 ◽  
Charter School Law ◽  
The U.S

Nowhere is the link between the right's national political agenda and the privatization of public education clearer than in Massachusetts.  In November 1995, just weeks before announcing that he would run for the U.S. Senate against the liberal Democratic incumbent John Kerry, Governor William Weld unveiled a truly radical plan for reshaping K-12 education that could make Massachusetts the testing ground for every weapon in the privatization arsenal.

The Changing Mission and Nature of Partnerships in Public Universities

2013 ◽  
pp. 726-741 ◽  
Author(s):  
Marianne Robin Russo ◽  
Kristin Brittain
Keyword(s):  
Higher Education ◽  
Public Education ◽  
The United States ◽  
Public University ◽  
Public Higher Education ◽  
The Public ◽  
Academic Mission ◽  
New Business ◽  
K 12 ◽  
The University

Reasons for public education are many; however, to crystalize and synthesize this, quite simply, public education is for the public good. The goal, or mission, of public education is to offer truth and enlightenment for students, including adult learners. Public education in the United States has undergone many changes over the course of the last 200 years, and now public education is under scrutiny and is facing a continual lack of funding from the states. It is due to these issues that public higher education is encouraging participatory corporate partnerships, or neo-partnerships, that will fund the university, but may expect a return on investment for private shareholders, or an expectation that curriculum will be contrived and controlled by the neo-partnerships. A theoretical framework of an academic mission and a business mission is explained, the impact of privatization within the K-12 model on public higher education, the comparison of traditional and neo-partnerships, the shift in public higher education towards privatization, a discussion of university boards, and the business model as the new frame for a public university. A public university will inevitably have to choose between a traditional academic mission that has served the nation for quite some time and the new business mission, which may have negative implications for students, academic freedom, tenure, and faculty-developed curriculum.

Current Trends and Perspectives in the K-12 Canadian Blended and Online Classroom

2017 ◽  
pp. 74-92
Author(s):  
Constance Blomgren
Keyword(s):  
Public Education ◽  
Digital Technologies ◽  
Rural Students ◽  
First Century ◽  
Indigenous Populations ◽  
Learning Needs ◽  
Online Classroom ◽  
Current Trends ◽  
K 12 ◽  
Educational Delivery

Canada has a history and geography that has required the use of distance education models and resources, and with its distributed population the potential of blended and online learning to further address K-12 learning needs is presently viewed by government as a means to deliver public education. These commitments have produced numerous responses and concerns regarding technical infrastructure, discussions regarding pedagogy, professional development of teachers, and establishing the means to meet the needs of twenty-first century learners. The following overview provides the Canadian K-12 context and educational trends, issues, and concerns within digital technologies and distance learning. The resulting summary holds significance for jurisdictions that have a vast geography and dispersed rural students, indigenous populations, as well as K-12 urban learners who require flexible access to educational delivery. Additionally, the overview contributes to the emerging understanding and the variety of response to digital technologies as part of the Canadian educational landscape.

Critical Barriers to Technolgy in K-12 Education

2011 ◽  
pp. 3008-3010
Author(s):  
Christine Sweeney
Keyword(s):  
Public Education ◽  
New Technologies ◽  
Critical Mass ◽  
Change Agents ◽  
School Age Children ◽  
School Age ◽  
It Industry ◽  
Digital Society ◽  
Education Today ◽  
K 12

Those who are fortunate enough to be associated with K-12 education during this first decade of the 21st century will witness tremendous evolutionary—even revolutionary—changes throughout those institutions. The interrelated dynamics of public education, the IT industry, and the evolving “digital society” are already combining to produce a variety of entirely new models for K-12. Although those models are indeed emerging, significant change will come at a pace that is perhaps somewhat slower initially than some would prefer. K-12 education is, after all, an institution rich in tradition and culture, and often slow to change. Nonetheless, as the presence and reach of new technologies—the Internet in particular—reach critical mass, that pace will quicken, and by the year 2010, school age children will enjoy an educational experience profoundly different from anything previously known. Profound change usually occurs when not one, but several change agents come together, either deliberately or coincidentally, and interact—often sparked by some sort of catalyst. This type of interaction is occurring throughout public education today. In this case, the change agents at work include K-12 institutions, the evolving IT industry, and the rapidly emerging digital society.

Equitable Educational Opportunities in K-12 Schools: West African and U.S. Public Schools Compared

2020 ◽  
pp. 002205742096676
Author(s):  
Adekunle Lawal
Keyword(s):  
Public Schools ◽  
Public Education ◽  
The United States ◽  
West African ◽  
Educational Opportunities ◽  
Equal Access ◽  
Education For All ◽  
Education Policies ◽  
Elementary And Secondary Education ◽  
K 12

In an effort to promote public elementary and secondary education that meets world standards where all students have equal access to 21st-century public schools, some countries have adopted Education For All (EFA) policy. This article examines how three selected countries (the United States, Nigeria, and Gambia) are implementing the idea of giving all children the opportunity of equal access to public education. The article explores the historical trend of the concept and several education policies enacted in each country to make the program productive.

scholarly journals The national minimum wage of k-12 public education teachers: present challenges and perspectives

2015 ◽  
Vol 5 ◽  
Author(s):  
Charles Alberto de Souza Alves ◽  
Adriana Marinho Pimentel
Keyword(s):  
Public Education ◽  
Minimum Wage ◽  
Politica Publica ◽  
K 12

O artigo analisa os desafios atuais e as perspectivas da Lei nº 11.738/2008, que instituiu o Piso Salarial Profissional Nacional (PSPN) como política pública voltada para a valorização dos profissionais do magistério público da educação básica.Os dados revelam que o Brasil ao longo de sua história enfrenta dificuldades para implementar políticas públicas, acompanhadas dos aportes financeiros necessários, para melhorar a remuneração dos profissionais do magistério público. Devido a isso têm ocorrido diversas implicações sobre a situação profissional dos professores e da qualidade da educação pública. Assim, a política de valorização profissional por meio de piso salarial tem se desenvolvido em um contexto de recursos financeiros insuficientes que têm rebatimentos no descumprimento da referida lei pelos gestores estaduais e municipais.

Current Trends and Perspectives in the K-12 Canadian Blended and Online Classroom

2019 ◽  
pp. 82-100
Author(s):  
Constance Blomgren
Keyword(s):  
Public Education ◽  
Digital Technologies ◽  
Rural Students ◽  
First Century ◽  
Indigenous Populations ◽  
Learning Needs ◽  
Online Classroom ◽  
Current Trends ◽  
K 12 ◽  
Educational Delivery

Canada has a history and geography that has required the use of distance education models and resources, and with its distributed population the potential of blended and online learning to further address K-12 learning needs is presently viewed by government as a means to deliver public education. These commitments have produced numerous responses and concerns regarding technical infrastructure, discussions regarding pedagogy, professional development of teachers, and establishing the means to meet the needs of twenty-first century learners. The following overview provides the Canadian K-12 context and educational trends, issues, and concerns within digital technologies and distance learning. The resulting summary holds significance for jurisdictions that have a vast geography and dispersed rural students, indigenous populations, as well as K-12 urban learners who require flexible access to educational delivery. Additionally, the overview contributes to the emerging understanding and the variety of response to digital technologies as part of the Canadian educational landscape.

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