Innovative Financing for Education (IFE) is examined in the light of public and private practices and responsibilities, of the dangerous irrelevance of economics to education, of the essentially unmeasurable nature of learning outcomes, of the challenges created and the responses made possible by contemporary technology, of the forthcoming and fundamental transformation of 'the school', and of the nature and rituals of bi- and multi-lateral donors and development banks. Evidence of significant and sustainable benefits attributable to IFE was far less in evidence than were its negative social as well as educational risks and consequences, in respect of which governments may neither delegate nor evade their responsibilities. Given the largely non-material objectives of education, rate-of-return and similar analyses were seen as, at best, misleading. Clearly, Information and Communication Technology (ICT) and Artificial Intelligence (AI) have much potential in enabling (secondary and above) education to be learner-directed and as means of achieving universal participation, equity and enjoyment--yet this should not involve high (or developed world directed) expenditure. Wealthy countries and individuals, taking full account of the provenances of their riches, should, it is concluded, cede the definition and direction of international support to the beneficiary nations. This might be regarded as a provisional arrangement pending the replacement of conditional grants and loans by enabling, through substantial transfers of wealth and knowledge, those recipient countries to emerge soon from education sector aid-dependence, thereby going some way towards righting colossal age-old wrongs. Commencing with a consideration of Innovative Financing for Education (IFE), this paper proceeds to explore whether the dismal science of economics may usefully be applied to the joyful art of education. It addresses the extent to which, if at all, educational outcomes may be measured, leading on to a discussion of the transformed nature of education made necessary and possible through contemporary technology, and perhaps given impetus by the consequences of COVID-19. Attention is then afforded to the cost and other implications of universal digital age education, and to how development partners and banks now do--and soon should--operate in that scenario, leading to some reflections upon the underlying donor/beneficiary relationship. Finally, arising from the discussion, some general conclusions are offered as bases for hopefully heated discussion.
This study examines Maryland teachers’ views on their actual and desired use of differentiated instruction and the implications for professional development planning. Overall, the Maryland teachers who participated in this study desire to use various student-centered differentiated instructional strategies and currently employ some of these. However, our analysis of survey statements showed that the statements that had the greatest difference between Maryland teachers’ desired and actual practices referred to practices associated with individualized planning, self-directed learning, and student autonomy. Teachers want to use these constructivist, studentcentered approaches more consistently than they currently do. The findings from this study can inform short-term and long-term planning for professional development focusing on differentiated instruction. The gap between teachers’ desired and actual use of differentiated instruction can provide a space for professional development planners and educational leaders to engage in individual or group professional inquiry.
This paper examines the perspectives of Jamaican teachers on performance-based evaluation as a mode of compensation for Jamaican teachers. The paper is written against the backdrop of continued unsatisfactory results of the Jamaican EducationSystem. In 2015, having completed inspections of all 953 public schools, the National Education Inspectorate (NEI) found that 55% of schools were performing unsatisfactorily. The study found, among other things, that approximately two-thirds of teachers agree or strongly agree that the performance of teachers and schools can be objectively evaluated. However, only approximately one-third held the view that the performance of the school could be the subject of performance-based compensation. The findings of the study suggest that there is a gap between teachers’ belief in the objectivity of the performance evaluation system and their readiness and willingness to embrace the idea of being held contractually responsible for the results realized and to be compensated accordingly. This finding points to the need for further dialogue between policy makers and practitioners on the issue of how to improve educational outcomes. The study recommends that the major players in the education system – the Ministry of Education, the Unions representing teachers, and the University community, among others, convene a series of sessions to discuss the unsatisfactory outputs of the education system and develop strategies to improve both teacher and student performance and accountability. The study proposes that one of the strategies which may be considered is a performance-based payment system. INTRODUCTION There is a strong positive correlation between the academic performance of students and the quality of teaching and teachers. This view has been convincingly argued by Leithwood, Louis, Anderson, and Wahlstrom (2004) who found that the single most critical determinant of student performance is the quality of teaching and learning. The positions of Leithwood and his colleagues are corroborated by Goldhaber (2008) and Gentles (2016) who contend that investments in education, such as additional space to reduce class size and investments in technology are all trumped in their effectiveness by improvements in teacher quality. The foregoing perspectives are endorsed by Hutton (2010) who identifies nine core qualities of effective school leadership; Fullan (2014) who explores three ways by which a principal can maximize his/her leadership effectiveness; and Davis, Darling-Hammond, LaPointe, and Meyerson (2005), who stress the overwhelming importance of teacher quality as the path to improved school performance. If teacher quality plays such an overwhelmingly critical role in students’ performance, then the skillful harnessing of the talents of teachers and the evaluation of their performance are indispensable to ensuring maximum impact of teacher quality on students’ performance. Citing its
Cybersecurity has emerged as one of the most critical issues confronting schools in the 21st century. Computer security is an essential instrument for protecting children, but K-12 schools are considered one of the most attractive targets for data privacy crimes often due to the less-than-effective cybersecurity practices in schools. The human factor is the underlying reason why many attacks on school computers and systems are successful because the uneducated computer user is the weakest link targeted by cyber criminals using social engineering. Formal cyber security awareness is required to mitigate the exploitation of human vulnerabilities by computer hackers and attackers.
Schools need principals who have experienced the most current and compelling theories and practices of school leadership in terms of leading schools to success for each student. There is a considerable amount of research that proposes a definite link between the leadership abilities of a school leader and the impact such leadership has on student success (Darling-Hammond, LaPointe, Meyerson, & Orr, 2007; Heck & Hallinger, 2014; Marzano, Waters, & McNulty, 2005). School principals, like leaders in other fields, encounter differing levels of success, which can be influenced by the leadership abilities and ethical behaviors of the school principal. This quantitative study, which took place in a large metropolitan area of the Mid-Atlantic region of the United States, examines the relationship between the overall leadership abilities of school principals with their ethical leadership behaviors, as perceived by teachers. This study found a strong (and expected) relationship between the overall leadership abilities of school principals and ethical behaviors, as perceived by teachers. However, statistically significant differences were found among the perceptions in the areas of gender, ethnicity, experience, types of school (elementary, middle, high) and jurisdiction (public, private, religious). INTRODUCTION Planning for the preparation for aspiring school principals and support for current school principals is of critical importance to policymakers and institutions of higher learning that have educational leadership programs. In particular, school districts need principals who have experienced the most current and compelling theories and practices of school leadership for both the current and future context of improving student achievement and the teaching/learning environment of schools. In addition, there is a considerable amount of research that proposes a definite link between the leadership abilities of a school leader and the impact such leadership has on student achievement (Darling-Hammond, LaPointe, Meyerson, & Orr, 2007; Heck & Hallinger, 2014; Marzano, Waters, & McNulty, 2005). In most cases, the preparation and support for school principals originates from colleges and universities that offer graduate level programs and degrees in educational leadership, management, and administration. Currently, such accredited institutions are guided by national and state educational leadership standards, such as the Professional Standards for Educational Leaders (PSEL) (NPBEA, 2015). The state of Maryland, where this study occurred, replaced its own educational leadership framework with the PSEL to guide administrator preparation, licensure, and evaluation in Maryland. (Maryland State Department of Education, 2018, p. 4). Thus, it is quite obvious that planning, problem-solving, and decision-making are some of the most important parts of the contemporary school leader. And with this, school leaders are often faced with ethical and moral dilemmas. Fullan (2011) suggests that school leaders facing such dilemmas are
The purpose of this paper is to identify the special features of the governance structures of research universities in four western countries: the United States, Germany, the United Kingdom and France. Conceptual framework was laid out as groundwork of the paper. Scholarly work of known authors in higher education governance was reviewed with major features of the governance of the research universities of these countries identified and discussed with reflection of the conceptual framework. It was found in common that major research universities have (1) governance structure with responsibilities of components specifically defined; (2) distinct separation of business affairs and academic work; (3) good collaboration among the entities of their governance structure; and (4) great respect for academic freedom and independence. INTRODUCTION Research universities worldwide are operated under different structures of governance. Many models of governance are reflective of the culture and tradition of their own countries. Their systems of governance are also established around the significance and the essence of the political needs of their countries. As a result of these considerations, modern research universities of different countries have displayed specific features of their own which could serve as excellent examples for other countries to learn. Bleiklie and Kogan (2007) claimed that research universities started early in Europe and North America with well-established structures of governance. The historical tradition and subsequent development of the governance of these universities offer much pioneering experiences to be shared. Therefore, in this paper, the governance structures of research universities in four western countries (the United States, Germany, the United Kingdom and France) are identified and the essence of their governance is examined through reviewing the work of known higher education scholars on governance structure. The special features of the governance structure of research universities in each of the countries are recognized. The conceptual framework provides a background of the philosophical and theoretical concepts that support the review. The significant results of the review are reported with analytical summaries of research universities in each of the four countries. Implications and discussions are made with the major features of the governance of research universities as a reflection of the conceptual framework. The paper concludes with highlighting the lessons learned from the research university governance of the four countries. PURPOSE OF THE ANALYSIS This paper involves a discussion of the systems of governance in research universities in four selected western countries: the United States, Germany, the United Kingdom and France. The purpose of this paper is to examine the special features of the governance systems of research universities in these
This article explores a theoretical model of professional development that combines the goals of further equipping teachers through professional development while at the same time equalizing learning environments for the students. Any steps toward equalizing learning environments helps to close the opportunity gap and decrease the achievement gap for those students that are experiencing high levels of success. The model involves purposeful convergence of critical self-reflection, cultural proficiency training, and knowledge of self-determination theory. A brief explanation is provided for each of the model elements as well as a picture of what the convergence might look like and a plan for implementation and future research. INTRODUCTION Educators are expected to understand how to create atmospheres conducive to social and emotional learning based on the understanding that academic learning is not the only type that helps students become successful in life. Being equipped to address all the needs of all students at all times is a lofty yet noble educational goal worthy of attempting to achieve. To attain success in this arena requires educators grow through experience and are provided appropriate and on-going professional development that aids in that growth. Research is ongoing to investigate effective methods to improve or expand educator professional development and to eradicate classroom disparities. Much research has produced useful strategies and ideas; however, much remains to be done. The purpose of this article is to propose a model that could help get closer to the goal of adding to educator training while also working toward the goal of eradicating learning environment disparities. This article will give a brief review of why it is imperative to equalize many aspects of learning environments and then will go on to give a brief overview of each component of the proposed model and then explain how professional development based on the combination of understanding and practicing critical self-reflection, a knowledge of and willingness to grow in cultural proficiency, and a grasp of the tenets of self-determination theory (SDT) can help educators create healthier learning environments for all of their students including those that may be less comfortable in traditional schools, such as those that are minorities in comparison to their peers, that fall lower on the socio-economic scale, or who have diverse learning abilities. Evidence is plentiful that each of the elements that make up this model can improve educational settings; however, I am proposing that the convergence of all three may be more effective than each one being practiced alone. EQ UALIZ ING LEARNING ENVIRONMENTS The quality of learning environments can be improved and therefore equalized through examining and improving different aspects of the environment such as the physical
This study examined the management of teacher attrition rate for quality education delivery in public senior secondary schools in Rivers State, Nigeria. Three research questions and two hypotheses were formulated to guide the study. Analytical survey design was adopted. Population of the study consisted of two hundred and forty-seven (247) public secondary schools with 247 male and female principals and 7,713 teachers in Rivers State. The sample size consisted of 1,104 respondents (both Principals and Teachers) of public senior secondary schools in Rivers State representing 14% of the study population. A self-constructed instrument questionnaire tagged “Managing Teacher Attrition Rate for Quality Education Delivery Questionnaire” (MTARQEDQ) was used for data collection. The instrument was validated and its reliability co-efficient was established at 0.83. The mean and standard deviation were used in answering the research questions while z-test statistical tool were used in testing the hypotheses at a .05 level of significance. The findings revealed that there was no significant difference between the mean scores of principals and teachers on the causes of teacher attrition rate for quality educational delivery in Rivers State public senior secondary schools. Also there was a significant difference between the mean score of principals and teachers on the challenges posed by teacher attrition rate. Significant difference also exists in between the mean scores of male and female teachers on the ways effective management of teacher attrition rate can enhance quality teaching. The study concluded that better services and good welfare packages for teachers can reduce teacher attrition rate. Paying attention to teachers by giving them equal regards with other professions will increase teachers’ retention. INTRODUCTION Teachers are the key inputs in educational production process. Their source and stability in the system are the most important keys to improving learning outcome. Teachers are in a service organization that is geared towards human development and character molding. That is why the National Policy on Education declared that, no educational system can rise above the quality of its teachers (Federal Republic of Nigeria, 2013). The success of any educational organization depends on the teaching staff since the teacher is central to the learning process; hence, the teacher’s position is sacred in relation to the students and the society. However, over the years, the teaching profession has been relegated to the background as a result of the so-called ‘greener pastures’. This is the clamour for oil companies and other occupation that offer higher pay and greater prestige. Thus, the teaching force began to lose its best workforce. The qualified teachers are constantly lost to other
