Educational Expenditure: Implications for Equality (original) (raw)
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2011
Vitriolic arguments about school funding are not surprising in light of the current practical and political quagmire fuelled by concerns about NAPLAN (National Assessment Program-Literacy and Numeracy), the publication of school funding data on the My School website, and the release of the Review of Funding for Schooling Emerging Issues Paper in Dec 2010 (AG 2010). This article provides an overview of the current private and public government funding debate, and discusses the under achievement of disadvantaged students highlighting the situation of refugee young people in government schools. The deeply fl awed socioeconomic status (SES) model of educational funding has served to polarise discussion around funding government and non-government schools. Funding is certainly critical, and guaranteed minimum funding to meet the needs of all students is necessary to achieve educational equality. However, polarising the debate into public versus private schools polemics can detract educators from addressing pressing questions about the fundamental purpose of education. Are we content for education to be regarded as a quasi market that simply provides personal rewards and intellectual capital to fuel national competition, or are there other reasons we educate-some individual, some social, some ethical and some that we still struggle to understand and explain? Perhaps the most fundamental question we can ask of education is why it matters. Why do school resources, student outcomes, and social justice matter? In the late 21st century we face environmental, economic, social and political problems never before encountered, and of an unprecedented scale. What matters about education is its capacity to prepare all young people to meet the challenges of a sustainable post-industrial future. Will this be achieved through an education system that distributes educational success on the basis of wealth and income? Will the capacity to compete in a global market place prove as valuable as the capacity to collaborate and devise alternative ways of conceptualising problems and solutions? Having taught and researched in UK and Australian high schools and universities under neoliberal and pre-neoliberal education regimes, it seems to me that subjecting education, students and teachers to the forces of the market-While education may distribute good jobs to the few and while it should quite rightly seek to expand economic and social rewards to the many, it has bigger and broader benefi ts, writes Julie Matthews. EDUCATIONmatters 21 EM s c h o o ls Government fu n d in g Can disa dva ntag ed chil dre n slip thro ugh the sys tem ? o f
©2007 Research Consortium on Educational Outcomes and Poverty WP07/05
2007
There are many obstacles to the successful provision of universal primary and secondary education. The failure of state schools to provide adequate schooling is a serious hindrance to achieving the international goal of Education for All. Non-state providers of education are regarded as an alternative but the variation in the quality of education provided is a growing concern. Educational partnerships between the public and private sector have been regarded as a way out of this impasse in the United States and Western Europe and there has been considerable debate about the economic and political implications of these public private partnerships (PPPs). Disentangling the economic and political dimensions of provision would further our understanding of these new models of educational provision. This paper sets out a typology of identifying the economic and political aspects of provision through using the Hirschmanian concepts of ‘exit ’ and ‘voice’. The idea of exit draws on the mains...
groups is not obvious anymore, and deeper understanding of the connections between individual's background (family, class, gender, ethnic) and educational outcomes is needed. A visible link between disadvantaged home background and poor performance at school raises a question about the role of school in challenging or reinforcing the educational disadvantage. To answer it I define and discuss the problem of educational disadvantage first. Second, I look at the relative impact of schooling compared to home background. Third, I analyse the role of schooling in reinforcing educational disadvantage posted by inequalities in wider society. Finally, I argue, that schools still can make a difference by highlighting a positive effects of schooling in attempt to challenge educational disadvantage. I come to conclusion that extent to which schools can make a difference highly depends on their role within a wider society.
Education Expenditure and Inequality
The paper describe the problem of inequality in society and how increase in education spending can help to reduce inequality. It also suggested that in order to reduce inequality between rich and poor, more allocation should be provided to early education.
Educational Inequality within Countries Who are the out of school children ?
2012
How can the development community and national planners target education programs so that they will be most effective in reducing the number of out of school children? Efforts to increase school attendance have proven successful when they are tailored to serve defined groups of marginalized children. It is important to develop a strong understanding of both who the out-of-school children are and why they lack opportunities. This insight should be used not only in the design of national education plans, but more importantly to inform continuous research.