Elite Interests and Public Expenditure in Education in the late XIX and early XX Century in Prussia: A Dialogue Between History and Economics

This paper discusses how Prussia’s public education policy was intentionally guided by economic principles that modern economists have formalized and modeled. The essay compares the results of two economic models with the intentions held by Prussian government officials, which are enshrined in the research agenda of historians and academics. The paper concludes that Prussia’s public education policy was intuitively and intentionally influenced by economic principles and intuitions of the theoretical and empirical models chosen.

Public Education Policy and Youth Precariat

The study analyzes precarization in the context of state educational policy and university graduates' employment. The literature review was prepared by the PRISMA method (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The data of the three focus groups formed an empirical basis for identifying and analyzing institutional factors related to public education policy. The hypothesis that higher education programs do not meet the needs of the modern labor market has been confirmed, which leads to unstable employment of graduates. The reasons for unstable youth employment are related to the gap between the educational and economic policies: inflated expectations, lack of personal initiative, heterogeneity in the quality of higher education, the particularities of industries and professions, as well as the specificities of the Russian labor market. There are mechanisms to overcome negative effects and adapt to technological, institutional, and economic changes. These mechanisms include developing a state system for supporting young specialists, improving the institutions of information interaction between universities, businesses, and graduates, creating horizontal networks of graduates to promote their interests in the labor market.

Global Education Monitoring Report - Non-state actors in education: Who chooses? Who loses?

Non-state actors’ role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4, including emerging evidence on the COVID-19 pandemic’s impact, the 2021/2 Global Education Monitoring Report urges governments to see all institutions, students and teachers as part of a single system. Standards, information, incentives and accountability should help governments protect, respect and fulfil the right to education of all, without turning their eyes away from privilege or exploitation. Publicly funded education does not have to be publicly provided but disparity in education processes, student outcomes and teacher working conditions must be addressed. Efficiency and innovation, rather than being commercial secrets, should be diffused and practised by all. To that end, transparency and integrity in the public education policy process need to be maintained to block vested interests. The report’s rallying call – Who chooses? Who loses? – invites policymakers to question relationships with non-state actors in terms of fundamental choices: between equity and freedom of choice; between encouraging initiative and setting standards; between groups of varying means and needs; between immediate commitments under SDG 4 and those to be progressively realized (e.g. post-secondary education); and between education and other social sectors. Supporting the fifth Global Education Monitoring Report are two online tools: PEER, a policy dialogue resource describing non-state activity and regulations in the world’s education systems; and VIEW, a new website consolidating sources and providing new completion rate estimates over time.

On Education and Upbringing. New Trends of the XXI Century

Purpose. The modern educational system is fixated on the digitalization of learning, which seems to be an ideal innovative technology. We do not share this view, we believe that the main areas of public education policy should be the continuity and humanization of education, the judicious use of digital technologies, which allow to combine innovation with traditional educational experience accumulated over many generations. School education should keep pace with the times, based on the demands of society and to shape a humanistic worldview. This can be achieved through the experience of positive education. Methodology: general scientific, special, theoretical methods. Conclusions. The image of a graduate of a comprehensive secondary school becomes a guide for designing processes and conditions for obtaining educational results. Graduates should be able to think creatively, find non-standard solutions, take initiative, be competitive and in demand By Russian higher education organizations. In this regard, public education policy should take into account the positive experience that has been gained, making education continuous as well as motivating all stakeholders to achieve a qualitative end result. Comprehensive school requires transformation and involvement of students in socially significant processes aimed at achieving success and personal wellbeing. Scientific and practical significance. The article is aimed at forming the position of participants in educational and educational processes both on the part of customers — the state and consumers of educational services — students, and from educational — general education organizations of secondary general education and educational organizations of higher education.

Features of Use of Paradigmatic Approach in Research on History of Education and Pedagogical Thought

The article identifies the features and substantiates the algorithm for using the paradigmatic approach in research on the history of education and pedagogical thought. In this regard, the concept of “pedagogical paradigm” is clarified, which is considered as a theoretical position or theory accepted by the scientific community as a standard, a model for solving research problems and capable of justifying and implementing a holistic model of education. It is shown that in the course of competition between different approaches to solving pedagogical problems the so-called binary oppositions are formed – polar points of view, and the opposition between them reflects the genesis of pedagogical theory within certain chronological frameworks. Attention is paid to quantization, which is the deployment of phases of the pedagogical paradigm. On this basis, the algorithm has been defined, i.e. the sequence of actions when applying the paradigmatic approach in research on the history of education and pedagogical thought, including: analysis of philosophical and pedagogical concepts, ideas, positions that led to qualitative changes in public education policy, theory and practice of education during the period under analysis; identification within the pedagogical concepts of binary oppositions – polar points of view on the essence of education, the criteria for selecting the content of education, forms and methods of educational activities; determining the impact of new pedagogical paradigms on mass educational practice.

Refusal and Adhesion: resistance between studies of cognition and theater education

ABSTRACT This article presents reflections on certain public education policy guidelines, oriented to the labor market and exemplified by Organisation for Economic Co-operation and Development (OECD) recommendations, concerning their influence on artistic education and, more precisely, theater education. It addresses existing problems in the field of education in Brazil and France, with emphasis on conceptual causes. In a possible contribution to debates on utilitarianism in theater education, the concept of resistance, present in Michel Foucault’s works, is used as mediator in the utilization of cognition studies to analyze the planning, practice and evaluation of theater classes in primary schools.

New public policy for teacher training in Brazil: Vincent van Gogh as an inspiration for the action of the Pedagogical Residency program?

In Brazil, in 2018, the federal government proposed the creation of a new public education policy, the Pedagogical Residence program, as one of the actions that integrate the National Teacher Training Policy. The primary function of the Pedagogical Residence program is to support Higher Education Institutions in the implementation of innovative projects that stimulate the articulation between theory and practice in undergraduate courses managed in conjunction with public basic education networks. This paper aims to analyze the possibilities of articulation between art and human formation based on van Gogh's proposal for the formation of a Studio of the South, as inspiration for the performance/training of teachers within the Brazilian Pedagogical Residency program. As a methodological mechanism we used bibliographic and documental of works related to van Gogh's biography and letters exchanged between the painter and his associates, as well as texts by researchers in the field of teacher training and teacher artists. The article is divided in two parts: the first provides a brief description of Vincent van Gogh's life, focusing on his proposal to train artists in a creative atelier, the Studio of the South. The second component of the text presents some aspects of the relationship between art and teacher training, aiming to list arguments around the formation of teachers based on the van Goghian idea.

Spending privately for education despite having a free public education policy: evidence from Sri Lankan household surveys

PurposeCompared to other neighbouring South Asian countries, Sri Lanka performs well in terms of education outcomes. Education is provided by the government for free from primary school level to the first-degree University level, yet households’ private education expenses are steadily increasing over time. Thus, this paper analyses trends and determinants of household private education expenditures using the country-wide micro-data from 1990 to 2013.Design/methodology/approachUsing Household Income and Expenditure Survey (HIES) 1990/91, 2002 and 2012/13 data along with annual school census data, this paper examines the relationship between private education expenditure patterns and the observed changes of reported both demand-side and supply-side factors. In particular, the present paper analyses determinants of household private education expenditures within the two-part model econometric framework by taking into account location and time fixed-effects.FindingsThe results show that trend of spending privately for education is increasing over time with rising household income. Rural, Tamil and Islamic households and those headed by less-educated members are less likely to spend privately for education. The results also confirm that improved-supply-side factors can significantly lower the household burden arising from out-of-pocket education expenditure.Research limitations/implicationsUnavailability of panel data and missing data on several districts due to security concerns are limitations of the study.Social implicationsThe trend of increasing private education expenses has implications on equity concerns of education in Sri Lanka, and it can undermine the purpose of free public education policy.Originality/valueTo our knowledge, this is the first study for Sri Lanka that examines patterns and determinants of private education expenditures using nationwide data for last two decades. This paper applies novel econometric techniques to account for various issues in household survey data analysis.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-07-2019-0445

Teacher Candidates’ Expectations: Equity Education, Critical Literacy, and Indigenous Students’ Epistemologies

Culturally responsive teachers respond positively to students’ cultural norms and traditions by creating inviting and meaningful learning opportunities that distinguish between Indigenous and western perspectives; however, in classrooms where teachers’ understanding of Indigenous epistemologies and worldviews are not necessarily sufficiently represented, Indigenous students not only often feel marginalized and isolated but disengaged from Eurocentric curriculum and texts that fail to incorporate their histories and traditions. This study focuses on the expectations and perceptions of teacher candidates (prior to their field practicum experiences in classrooms) related specifically to equity education, reflective practice, and critical literacy. The mixed-methods study examines prospective teachers’ perceptions of issues related to Indigenous students, and how public education policy and practice manifests in classrooms. The findings suggest that prospective teachers are doubtful of the fact that Indigenous voices are being presented competently to enhance student learning and foster Indigenous student identity. Moreover, prospective teachers anticipate a fundamental disconnect between the Ontario policy outcomes related to Indigenous education and the practice of teachers in school.