The Educational Reforms of the 1990s in Sweden and Their Consequences in the End of the 2010s

2020 ◽  
Vol 21 (1) ◽  
pp. 61-76 ◽  
Author(s):  
Holger Daun
Keyword(s):  
Private Schools ◽  
Education System ◽  
Educational Reforms ◽  
Freedom Of Choice ◽  
Private Providers ◽  
In The Beginning ◽  
Decentralised System

In the beginning of the 1990s, Sweden implemented educational reforms of the same type as in several other countries: privatisation, decentralisation and freedom of choice. The steering of the education system was changed from highly centralised and a very limited number of students in private schools to an extremely decentralised system and with an increasing number of private providers of education. The results almost 30 years later are not very encouraging. The most apparent feature is declining results in the international tests

ANALISIS YURIDIS PUTUSAN PENGADILAN NEGERI BLORA TENTANG DUALISME KEPENGURUSAN YAYASAN PENDIDIKAN ISLAM KARTAYUDA YANG AKTA PENDIRIANNYA DIBUAT OLEH DAN DIHADAPAN NOTARIS (Studi Kasus Putusan Perkara PN Blora No. 34/Pdt.G/2015/PN.Bla)

Jurnal Akta ◽  
2017 ◽  
Vol 4 (3) ◽  
pp. 463
Author(s):  
Muslim Ansori ◽  
Akhmad Khisni
Keyword(s):  
Private Schools ◽  
Education System ◽  
Crucial Role ◽  
The State ◽  
Educational Institutions ◽  
Legal Entity ◽  
Non Profit ◽  
The Right

With the enactment of the Education System Act no 20 of 2003 (better known as the Sisdiknas Act), the State has determined that educational institutions should have a legal umbrella in the form of a legal entity, or better known as the Legal Entity Education. As a non-profit organization, the Foundation is the right legal entity that becomes a place for educational institutions, especially private schools. Therefore, of course, Notary has a very crucial role in making notary deed in the form of establishment and deed of change, such as example how in making the right basic budget and not multi interpresatasi for stake holders in the foundation. Therefore, the role of function and authority of the organ of the foundation must be clearly stated in the articles of association, so as not to cause a dispute in the future.KEYWORDS: Notaries, Foundation, Organ Foundation,

scholarly journals Seeing Near and Far: Balancing Stakeholder Needs and Rights in Kazakhstan’s Educational Reform

2007 ◽  
Vol 36 (2) ◽  
Author(s):  
Jazira Asanova
Keyword(s):  
Social Change ◽  
Civil Society ◽  
Educational Reform ◽  
Education System ◽  
Large Scale ◽  
Educational Reforms ◽  
Reform Initiatives ◽  
Current Reform ◽  
Société Civile ◽  
Stakeholder Needs

This paper examines the schooling reform in the post-socialist transformation of Kazakhstan. Adopting a rights-based approach to education, it looks at the ways in which the current education system addresses (or fails to address) the rights and needs of various stakeholders in the society, including teachers, learners, parents, civil society, and policymakers. Two recent large-scale educational reforms form the focus of the paper: a national standardized assessment and a transition from 11 to 12 years of schooling. Implications of the current reform initiatives for Kazakhstan’s development are also discussed, pointing to lessons for understanding schooling and social change in post-socialist transformation. Cet article examine la réforme scolaire pendant la période de transformation post-socialiste du Kazakhstan. En adoptant une approche basée sur les droits de l'éducation, l'auteur considère les méthodes que l'actuel système d'éducation emploie pour répondre (ou ne pas répondre) aux droits et aux besoins des parties prenantes de la société, y compris, les enseignants, les apprenants, les parents, la société civile, et les responsables de politique. Cet article met au point le deux récentes réformes scolaires à grande envergure: la standardisation de l'évaluation nationale et l'ajout d'une année en plus à l'ancien système scolaire de 11 années. L'auteur y examine aussi les répercussions des initiatives de la réforme actuelle pour le développement du Kazakhstan, et suggère les leçons qui pourront nous faire comprendre l'éducation et le changement de la société dans la transformation post-socialiste.

SCHOOL CHOICE, RELIGIOUS TRADITIONS AND SCHOOL EFFECTIVENESS IN PUBLIC AND PRIVATE SCHOOLS

2001 ◽  
Vol 2 (1) ◽  
pp. 144-164 ◽  
Author(s):  
Roelande H. Hofman ◽  
Adriaan Hofman
Keyword(s):  
School Choice ◽  
Private Schools ◽  
Education System ◽  
School Effectiveness ◽  
Factor Model ◽  
Religious Schools ◽  
Public And Private ◽  
Religious Traditions ◽  
Dutch Children ◽  
Three Factor

The article analyses the Dutch paradox of an education system that includes a large proportion of private religious schools in one of the most highly secularized of Western societies. Using a three - factor model of school choice, the authors analyze the most important motives for parental school choice and try to answer the question of why so many Dutch children from secularized families still attend private religious schools. Reasons for unconventional school choice and reflections of religious traditions within the schools are addressed as possible explanations for the Dutch paradox. The importance of school effectiveness is examined as a motive for school choice, along with factors contributing to effectiveness of public and private schools.

scholarly journals Impacts of Reforms in Chinese Educational System

2017 ◽  
Vol 9 (1) ◽  
pp. 30 ◽  
Author(s):  
Rassidy Oyeniran ◽  
Emile Uwamahoro
Keyword(s):  
Human Resources ◽  
Social Development ◽  
Educational System ◽  
Education System ◽  
Qualitative Approach ◽  
Educational Policies ◽  
Educational Reforms ◽  
Chinese Education ◽  
The Subject ◽  
China’S Education

This paper focuses on the impacts of the reforms in Chinese educational system. Education ispart of China’s overall development and it is known that the last recent decades the wholeChinese educational system has been the subject of unprecedented reforms. The increasedimpact of educational reforms has provided significant human resources and innovation,which facilitated progress in the economic, political, cultural, and social development. Thedevelopment of China's education system has been a major factor in its economic and socialgrowth. This article aims to examine some of the effects that the reforms have generated onthe entire Chinese education system and provide guidelines for minimizing limitations andweaknesses of the education system in its reforms. Using a qualitative approach to collect thedata drawn from articles and materials, this paper aims to discuss educational reforms andhow they affect the Chinese education system by exploiting the readings related to the subject.Some progress has been achieved in the extent to which transformations are perceptible.Gains have been made through educational policies supported by good economic health foryears. Despite the progress, education seems to be the field of some contradictions and thereis a need to overcome certain shortcomings and weaknesses of educative practices that theChinese educational system is still facing. Possible solutions are proposed in conclusion andrecommendation.

The English-Only Myth

2013 ◽  
Vol 37 (3) ◽  
pp. 271-279 ◽  
Author(s):  
A. Giridhar Rao
Keyword(s):  
Private Schools ◽  
Education System ◽  
Social Inequalities ◽  
Mother Tongue ◽  
Government Schools ◽  
English Only ◽  
Multilingual Education ◽  
Medium Education ◽  
Education In India ◽  
Better Than

The first section of this overview starts by briefly sketching the state of the school education system in India. We then note that English-medium private schools are often not much better than government schools (whether English-medium or not). The second section argues that English-medium education in India must be seen in the larger context of a mother-tongue-medium education. English-medium-only education in India gives poor educational results, and it increases social inequalities. The way forward lies in a mother-tongue-based multilingual education that includes English.

scholarly journals The Decline and Persistence of the Old Boy: Private Schools and Elite Recruitment 1897 to 2016

2017 ◽  
Vol 82 (6) ◽  
pp. 1139-1166 ◽  
Author(s):  
Aaron Reeves ◽  
Sam Friedman ◽  
Charles Rahal ◽  
Magne Flemmen
Keyword(s):  
Public Schools ◽  
Labor Force ◽  
Private Schools ◽  
Educational Reforms ◽  
Biographical Data ◽  
Elite Schools ◽  
Elite Recruitment ◽  
Elite Formation ◽  
Over Time ◽  
Propulsive Power

We draw on 120 years of biographical data ( N = 120,764) contained within Who’s Who—a unique catalogue of the British elite—to explore the changing relationship between elite schools and elite recruitment. We find that the propulsive power of Britain’s public schools has diminished significantly over time. This is driven in part by the wane of military and religious elites, and the rise of women in the labor force. However, the most dramatic declines followed key educational reforms that increased access to the credentials needed to access elite trajectories, while also standardizing and differentiating them. Notwithstanding these changes, public schools remain extraordinarily powerful channels of elite formation. Even today, the alumni of the nine Clarendon schools are 94 times more likely to reach the British elite than are those who attended any other school. Alumni of elite schools also retain a striking capacity to enter the elite even without passing through other prestigious institutions, such as Oxford, Cambridge, or private members clubs. Our analysis not only points to the dogged persistence of the “old boy,” but also underlines the theoretical importance of reviving and refining the study of elite recruitment.

scholarly journals Realising the Vision of Technology Integration: A Case Study of K-12 Private Schools in the United Arab Emirates

2020 ◽  
pp. 251-294
Author(s):  
Kheder Mahmoud ◽  
◽  
Catherine Arden ◽  
Jennifer Donovan ◽  
◽  
...  
Keyword(s):  
Technology Integration ◽  
School Leadership ◽  
United Arab Emirates ◽  
Private Schools ◽  
Education System ◽  
Private School ◽  
National Government ◽  
Public And Private ◽  
K 12

Heralded by the release of government policies such as Vision 2021, the United Arab Emirates (UAE) has joined the worldwide impetus for the integration of Information Communications Technologies (ICTs) into its K-12 education system as a central plank of reforms to its economy and education system. This presents challenges for schools in both public and private sectors in the UAE as they strive to adhere to national government and local education authority guidelines and standards for educational innovation. Whilst the UAE Government has invested heavily to support technology integration in public schools, private schools must fund their own technology integration initiatives. In a context of strong growth in the private K-12 sector and reported high teacher turnover rates, private school leadership faces particular challenges related to decision-making about investment in suitable technologies and support systems, including teachers‖ professional development. This chapter reports some preliminary findings from a qualitative case study investigating the teacher, school and system-wide factors impacting on technology integration in selected private schools located in four Emirates. The study combines policy analysis with semi-structured interviews of a purposive sample of private school K-12 educators to yield a detailed understanding of the challenges faced by private sector UAE schools in implementing technology integration in response to national government policy directives. The findings will inform the development of an implementation framework providing guidance regarding critical success factors for effective technology integration in private schools with particular implications for school leadership and teachers‖ professional learning.

Educational Reforms in Kenya

2020 ◽  
Author(s):  
Martin Mwongela Kavua
Keyword(s):  
Decision Making ◽  
Inclusive Education ◽  
Education System ◽  
Working Party ◽  
Education Sector ◽  
Educational Reforms ◽  
National Commission ◽  
Education Reforms ◽  
System P ◽  
Education Commission

Educational reforms have been made from time to time since independence in Kenya. These reforms have been effected through commissions of education in the context of the country. Among education commissions that have steered reforms in Kenya are the Kenya Education Commission, the National Commission on Education Objectives and Policy, the Presidential Working Party on the Second University, the Commission of Inquiry into the Educational System of Kenya, and the Taskforce on the Realignment of the Sector to the New System. The main challenges facing the education sector have been issues of access, equity, quality, relevance, availability of educational resources, and efficiency in managing them. Moreover, the education system has been blamed for some of the challenges in the education sector, necessitating system change from the 8+4+4 to the 2+6+3+3+3 system. Challenges facing education reforms include inconsistency in carrying out reforms fueled by lack of a guiding philosophical framework, a top-down decision-making process, limited backing for inclusive education in policy, and curriculum-based challenges. Going forward, a bottom-up approach to education reforms, an evidence-based decision-making for reforms in education, and an implementation of inclusive education may play a significant role in reforming the education system.

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