办学权:教育服务的第二个基本权利

公民在教育服务方面有两个基本权利:一是受教育权,二是办学权.受到《宪法》的保护,政府应尊重公民开办“非公立学校”的权利.公民的办学权与受教育权并不冲突.私立学校越多,学生可以选择的范围就越大.在一般情况下,发展公立学校会挤压私立学校的生存空间.政府最优秀的业绩,不是大办公立学校,而是人民都得到充分的教育服务,私立学校又能繁荣发展.     

从布莱尔首相“家教风波”看英国中小学教育现存问题

最近英国媒体披露，英国首相布莱尔为了反对“精英教育”的立场，把孩子送到公立学校，可他又从最佳的私立学校请回家庭教师，从而引发了一场“家教风波”，从中我们可以看出，英国中小学教育还是存在很多问题的，如私立学校学费昂贵，为富人所垄断，公立学校教育质量欠佳，家教之风非常盛行，面对教育存在的问题，布莱尔首相宣称要加大教育改革力度。全面提高最大多数学生的素质。     

对公立学校与私立学校教育效果的一项研究

私立学校的教育质量要比公立学校高,对于这一假设,很少有人会去质疑它,近期一项研究却获得了完全相反的一组结论:一方面,公立学校4年级和8年级的学生平均数学成绩低于私立学校学生的成绩。另一方面,当考虑到学生的SES(社会经济地位)水平时,公立学校的平均水平要高于私立学校平均水平。由此而引发了“私立学校效应”究竟是否能对教育改革起到推动作用的讨论。过去对私立学校的研究所获得的结论显然已经逐渐过时,许多数据都来源于同一群学生样本,而且研究只限于高中,SES中一些方法的运用还比较粗糙,没有完全反映出公立学校和私立学校服务对…     

私立学校面临的困难与对策

私立学校面临的困难与对策沈阳市博望学校我们是社会主义国家，公立学校占绝对优势，特别是随着我国人口出生率的不断下降，公立学校也出现了“吃不饱”的问题。这样，私立学校就面临着“生源”的严重困难和挑战。如果办得好，办出特色，创造出一流的教学水平和办学条件，...     

美国私立学校的管理体制

美国联邦政府通过相关法令和有关协会的作用影响私立教育，州政府通过教育厅及教育董事会对私立学校进行宏观指导。营利性私立学校和非营利性私立学校有不同的内部管理体制。美国的私立学校有更大的自主性，同时又保持了与公立学校“基本相同水平”的教学。     

台湾私立学校教育的发展趋势

台湾已形成“政府”与民间共同办学的格局。私立学校在教育系统中占有举足轻重的地位,但其发展和管理属于“行政控制型”,与公立学校无多大差别。面向21世纪,适应社会的变革,台湾在鼓励民间兴学,扩大私立学校自主权等方面出现新的发展趋势。     

私立学校性质与涵义探讨

1952年9月,教育部曾发文,在1952年下半年到1954年期间,由政府接办全国所有私立中小学,改为公立学校。私立学校就此从我国教育体系中消失了。四十年后,在中国人们又开始耳闻目睹各种私立学校的创建;其中义务教育阶段收费学校的产生,使私立学校成为许多人关注的焦点。有些处境不好的公立学校也纷纷改革,一方面力争获得社会各方面的资助,另一方面对自身的管理作出了重大改革。有的学校还颇具“私立化”的倾向。究竟什么是私立学校,或者说私立学校是什么样的。本文试就私立学校的性质及涵义作一探讨。     

试析美国私立学校与工商企业界的关系

美国是世界上私立学校最发达的国家之一。私立学校与公立学校共同支撑起了美国的学校教育事业,并且从总体上看,美国私立学校的教育质量好于公立学校。美国私立学校在实现多渠道筹措教育经费、满足社会多样化教育需求、提高教育质量和教育经费使用效率方面发挥着重要作用。美国私立学校发展的过程中,工商企业界在提供办学经费、确定教育目标和教学内容等方面扮演了重要角色。     

公立学校选择与私立学校选择——试析美国现行择校政策

“择校”是美国20世纪80年代以来教育改革最具争议性的话题。其现行政策主要有开放入学、特许学校、教育券、教育税减免、家庭学校教育等表现形式。上述择校政策大致可分为公立学校选择和私立学校选择两大类。美国国内对私立学校选择的质疑远远大于对公立学校选择的质疑;公立学校选择实施的范围和力度也远远大于私立学校选择。总的来说,由于择校政策推行的范围和力度相当有限,其是非得失有待进一步的检验与确证。     

来列私立学校，我们不后悔

我们去年9月来到一所新建的私立学校，感觉到私立学校与公立学校有着较大的差异。我们去年9月来到一所新建的私立学校，感觉到私立学校与公立学校有着较大的差异。     

澳大利亚私立学校的发展概况

私立学校作为澳大利亚整个教育系统的重要组成部分,对澳大利亚的教育事业起到了积极的促进作用。文章在分析澳大利亚私立学校发展现状的基础上,重点探讨了私立学校相对于公立学校所具有的主要特征以及所体现的社会价值。     

对“混合制学校”有关问题的思考

"混合制学校"在办学体制上兼具公办教育与民办教育的双重资源和特点,在管理体制、运作机制和资源品牌等方面拥有比公办学校和民办学校更多的优势,但其发展中所存在的产权关系不明、政策界限不清等问题对教育公平和民办学校发展有负面影响。应进一步完善相关政策法规,推进管理体制和运行机制改革,促进各类体制学校的共同发展。     

Parent preferences and parent choices: the public–private decision about school choice

School choice survey data from the Metropolitan Nashville Public Schools, a large county‐wide school district, is analysed to examine the characteristics of parents who consider choosing private schools for their children and those who do not. We examine differences in background, including race, educational attainment and socioeconomic status, as well as differences in parent satisfaction with their child’s previous school, parent involvement in school, parents’ priorities in school choice, as well as parents’ social networks. After controlling for background characteristics, we find that parent satisfaction with their child’s previous school was not a predictor of considering a private school. Rather, parent involvement seems to be a more important indicator of whether or not a parent would consider sending their child to a private school. In this case, parents are not ‘pushed’ away from public schools, contrary to much public rhetoric that suggests private schools are somehow inherently ‘better’ than public schools and parents who are dissatisfied with their public schools will opt for private schools. Instead, these findings suggest a ‘pull’ towards private schools. Parents may perceive that parent involvement and parent communication are more easily facilitated and valued in private schools.     

流动儿童学业表现的影响因素——从教育期望、教育投入和学习投入角度分析

采用整群抽样的方法对北京打工子弟学校流动儿童、公立学校流动儿童、公立学校本地儿童进行问卷调查,探讨教育期望、教育投入、学习投入对流动儿童学业表现的影响。研究发现:(1)在父母教育投入与自己的学习投入、学业表现上,三类儿童存在显著差异,公立学校本地儿童在父母教育投入上得分最高,而公立学校流动儿童在自己学习投入和学业表现上得分最高,打工子弟学校流动儿童各项得分都最低;(2)三类儿童自己的教育期望与感知到的父母的教育期望存在显著差异,儿童感知到的父母的教育期望显著高于儿童对自己的教育期望;(3)教育期望差和父母教育投入影响流动儿童的学业表现:期望差越大,父母教育投入越多,流动儿童的学业表现越好;(4)流动儿童学习投入在教育期望差、父母教育投入和自己的学业表现之间起到完全中介的作用。     

A system within a system: the Philippine schools overseas

The Philippine school system is considered as one of the largest in the world with 41,989 public elementary and secondary schools and 7,790 private schools under the supervision and regulation of the Department of Education [DepEd Fact Sheet, 2005]. On top of this statistics are 40 duly-registered educational institutions called the Philippine Schools Overseas, which operate in nine countries such as Bahrain, China, Greece, Kuwait, Libya, Oman, Qatar, Kingdom of Saudi Arabia, and United Arab Emirates. This paper presents the context and background of the proliferation of Philippine schools, specifically in the Kingdom of Saudi Arabia. To set the limits of the scope, this paper focuses on the strengths and weaknesses of community schools and privately-owned schools. Finally, the paper offers some vital measures relative to the supervision, standards of and support for Philippine Schools Overseas.     

我国教师合理流动的制度性障碍探析

为了促进教师在公办学校和民办学校之间的合理流动,2002年我国颁布了《中华人民共和国民办教育促进法》,明确规定了民办学校教师与公办学校教师在法律地位和业务培训、职务聘任等方面依法享有同等权利。但目前来看,教师流动呈现出向公办学校＂一边倒＂现象,教师的合理流动受制于诸多制度性障碍。     

Private Schools,Choice And The Ethical Environment

Abstract

In this paper, we consider the relationship between the existence of private schools and public attitudes towards questions about educational provision. Data from the 2010 British Social Attitudes survey suggest that parents who choose to send children to private schools may become more entrenched in their support for more extensive forms of parental partiality, with potential ramifications for the future supporting of progressive education policy. We suggest that addressing questions about the existence of certain forms of education and school choice policies requires consideration of the broader ethical environment.     

Inequality of educational opportunity: the relationship between access,affordability, and quality of private schools in Lagos,Nigeria

Using data from a census of private schools in one of Lagos, Nigeria’s administrative jurisdictions, this paper explores the linkages between a heterogeneous sector of private schools and issues of school access, affordability, quality, and ultimately social mobility for households at the bottom of the income distribution. Although a large private education market has buoyed Lagos’s growth towards near-universal primary enrolment, this heterogeneous school sector appears to be providing socially stratifying paths towards educational attainment. We apply Lucas’s theory of effectively maintained inequality to assess the extent to which access to higher quality education services within the private sector is determined by cost. We find that higher-cost private schools provide students with greater opportunities to study in institutions with higher quality inputs and increased potential for progression within the educational system. As such, it is highly likely that these schools are primarily accessible to students at the upper ends of the income distribution.     

Parents,quality, and school choice: why parents in Nairobi choose low-cost private schools over public schools in Kenya’s free primary education era

Low-cost private schools (LCPS) are widespread in Kenya, particularly in urban areas. This study examines the reasons that parents send children to fee-charging schools in a context of free public primary education. Drawing on parent survey and interview data, as well as interviews with national policy makers, we found that parents who chose LCPS for their children were more driven by quality concerns than were public school parents. We also present data on the costs of the school types, compared to household income. Despite being termed ‘low cost’, the fees charged by schools primarily serving the poor were often a heavy burden on families. We conclude with recommendations for maximising the impact of LCPS on educational access and quality.     

The private problem with public service: rural teachers in educational markets

Staffing rural and remote schools is an important policy issue for the public good. This paper examines the private issues it also poses for teachers with families working in these communities, as they seek to reconcile careers with educational choices for children. The paper first considers historical responses to staffing rural and remote schools in Australia, and the emergence of neoliberal policy encouraging marketisation of the education sector. We report on interviews about considerations motivating household mobility with 11 teachers across regional, rural and remote communities in Queensland. Like other middle-class parents, these teachers prioritised their children's educational opportunities over career opportunities. The analysis demonstrates how teachers in rural and remote communities constitute a special group of educational consumers with insider knowledge and unique dilemmas around school choice. Their heightened anxieties around school choice under neoliberal policy are shown to contribute to the public issue of staffing rural and remote schools.