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AbstractThe use of choice as a mechanism to improve public service delivery is now well established in the UK. Current policy discourse additionally considers voice as a further, complementary, user‐driven mechanism. In this article I scrutinize the assumption that choice (exit) and voice complement each other in creating user‐driven incentives to increase quality for all consumers in the context of education. I do this by going back to Hirschman's thesis on 'Exit, Voice and Loyalty', focusing in particular on the definitions of quality put forward by him. I apply his analysis to the English education sector and show that, while the current policy discourse evokes the language of Hirschman, it doesn't follow through on the actual implications of his analysis. In particular, I argue that in the current system, choice and voice may complement each other for only a subset of consumers.

Aus taiwanesischer Sicht

There is a cost of educational attainment, which is covered by households as well as the state. While government spending on education emphasizes public responsibility for the realization and support of the existing service, education expenditures by households emphasize benefiting from educational services. The expenditures made by households differ by some socio-economic factors and are not the same for all levels of education. Some levels of education may cost more in terms of basic and supportive requirements. The purpose of this study is to identify determinants of household education expendiures and to examine whether education expenditures at education levels are affected by the same determinants. Data used in the study was obtained from the 2017 household budget survey, which was prepared by Turkey Statistical Institute

The overall goal of Modelling and Applications in Mathematics Education is to provide a comprehensive overview of the state-of-the-art in the field of modelling and applications in mathematics education. Key issues are dealt with, among which are the following: Epistemology and the relationships between mathematics and the "rest of the world"; the meaning of mathematical modelling and its process components; the respect in which the distinction between pure mathematics and applications of mathematics make sense Authenticity and Goals dealing with modelling and applications in mathematics teaching; appropriate balance between modelling activities and other mathematical activities; the role that authentic problem situations play in modelling and applications activities Modelling Competencies: characterizing how a student's modelling competency can be characterized; identifiable sub-competencies, and the ways they constitute a general modelling competency; developing competency over time Mathematical Competencies: identifying the most important mathematical competencies that students should acquire, and how modelling and applications activities can contribute toward building up these competencies; the meaning of "Mathematical Literacy" in relation to modelling Modelling Pedagogy: appropriate pedagogical principles and strategies for the development of modelling courses and their teaching; the role of technology in the teaching of modelling and applications Implementation and Practice: the role of modelling and applications in everyday mathematics teaching; major impediments and obstacles; advancing the use of modelling examples in everyday classrooms; documenting successful implementation of modelling in mathematics teaching Assessment and Evaluation: assessment modes that capture the essential components of modelling competency; modes available for modelling and applications courses and curricula; appropriate strategies to implement new assessment and evaluation modes in practice The contributing authors are eminent members of the mathematics education community. Modelling and Applications in Mathematics Education will be of special interest to mathematics educators, teacher educators, researchers, education administrators, curriculum developers and student teachers

The article examines the US history of special education and the features of the organization of inclusive education in the public schools of the country. In the early twentieth century Elizabeth E. Farrell implemented the idea to educate underachieving children gathered in one ungraded class in the public school, which later became a standard rule, obtained financial support from the government, and was called «special education in the public schools». The principal instructional requirement was to ensure maximum access to the content of the general education curriculum through individualized learning. The importance of legislative endorsement of community initiatives is emphasized in the article. Since 1975 due to the adoption of «The Education for All Handicapped Children Act» (now known as «The Individuals with Disabilities Education Act») a mandatory legislative obligation to provide free, appropriate public education in the least restricted environment for all children with disabilities ages 3-21 was introduced and funded. It is emphasized that US inclusion could be both full and partial, unlike in Ukraine. Six possible ways of gaining special education for students with special educational needs are described in detail. It is noted that the beginning of the XXI century is characterized by inclusion quality intensification, which has been a significant impetus for the provision of access to general education for special education students. The Adequate Yearly Progress report provides information on the academic achievements on reading and mathematics of all students in the school. Due to the fact that some severely disabled students cannot pass these tests, since 2015 each state has a possibility to simplify tests for them. The study of the peculiarities of the organization of inclusive education in the US system of special education is conducted in order to determine the possibility of their implementation in the national practice of educational and developmental work with special educational needs ...

Dedication -- Acknowledgments -- Contents -- List of Figures -- Chapter 1: Introduction -- The Idea Behind This Book: Main Concepts and Approaches -- The Contents of This Book -- Bibliography -- Chapter 2: The Obstruction of Personal Creativity -- The Outsider to the Self: Origins -- The Outsider to the Self: Main Attributes -- Implications of the Outsider to the Self -- Bibliography -- Chapter 3: Re-evaluating Creativity: A Basic Map to Individual Qualities -- The Mooladhara Chakra: Innocence and Spontaneity -- The Blockage of Innocence and Spontaneity -- Mistrust -- Attacks to the Mother -- Attacks to the Spontaneous Self -- Re-evaluating Creativity Based on the Qualities of the Mooladhara Chakra -- The Swadishthan Chakra: Attention, Authenticity of Desire and Surrendering -- Blockage of Attention, Pure Desire and Surrendering -- Re-evaluating Creativity Based on the Qualities of the Swadishthan -- The Nabhi Chakra: Contentment and Balance -- Blockage of Contentment and Balance -- Re-evaluating Creativity Based on the Qualities of the Nabhi Chakra -- Bibliography -- Chapter 4: Re-evaluating Creativity: A Step Further in the Review of the Self -- The Anahata Chakra: Confidence and Responsibility -- The Blockage of Confidence and Responsibility -- Re-evaluating Creativity Based on the Qualities of the Anahata Chakra -- The Vishudhi Chakra: Communication and Collectiveness -- The Obstruction of Communication and Collectiveness -- Re-evaluating Creativity Through the Qualities of the Vishudhi Chakra -- Bibliography -- Chapter 5: Re-evaluating Creativity: A Higher State of Consciousness -- The Agnya Chakra: Forgiveness and Humility -- The Blockage of Forgiveness and Humility -- Re-evaluating Creativity Through the Qualities of the Agnya Chakra -- The Sahasrara Chakra: Harmony -- Blockage of Harmony

The Good Friday Agreement (1997) brought political violence in Northern Ireland to an end and provided the basis for shared government. A consociational political structure was adopted which institutionalised community differences while encouraging coalition government. The goal was that a requirement for consensus decisions would encourage cooperation between political leaders and promote effective decision-making. This paper examines the period of devolved government in Northern Ireland from 1998 to 2017 through the lens of education policy to explore leadership on these issues. The paper will examine three policy issues: a review of the effects of academic selection in post primary education; a proposal to rationalise the administrative arrangements in education; and an initiative to promote collaborative networks between separate denominational schools through 'shared education'. The paper will conclude that, far from providing a superordinate goal around which the different political parties could coalesce, there was a lack of systemic leadership on educational debates. Inability in most cases to establish consensus resulted in policy paralysis. The one area where this did not occur was the adoption of 'shared education' which may have been because this initiative was a bottom-up process based on the empowerment of teachers.

The Service Delivery Indicators (SDI) provide a set of metrics for benchmarking service delivery performance in education and health. The overall objective of the indicators is to gauge the quality of service delivery in primary education and basic health services. The indicators enable the identification of gaps and tracking of progress over time and across countries. It is envisaged that the broad availability, high public awareness and a persistent focus on the indicators will mobilize policymakers, citizens, service providers, donors and other stakeholders for action to improve the quality of services and ultimately to improve development outcomes and social welfare. This report presents the findings from the implementation of the Service Delivery Indicators in the Education sector in Tanzania in 2014. Survey implementation was preceded by an extensive consultation with Government and key stakeholders on survey design, sampling, and adaptation of survey instruments. Pre-testing of the survey instruments, enumerator training, and fieldwork took place in 2014. In conclusion, comparing the 2010 and 2014 SDI surveys, one clearly notices that Tanzania has made substantial progress in some areas, but there are still remaining gaps. Also, the achieved progress is from a very low base and there is still quite a bit of room for the Tanzanian education system to deliver quality to its pupils and get them prepared and equipped to face competition in the national, regional, and international labor markets.

AbstractThe rapid growth of the Latino population in the U.S. over the past 15 years has led to a significant increase in levels of primary and secondary school enrollment rates of Latino children. Research on Latino education has demonstrated the institutional and contextual challenges faced by this increasingly significant group, but studies that link Latino representation and Latino educational performance have neglected to sort out the direct and indirect effects of representation on student achievement. The central assumption in these studies outlines a causal chain running from Latino political representation (school boards), to Latino bureaucratic representation (administrators and teachers), to Latino student performance. This study tests these theoretical assumptions by employing a path analytic model using data from 1,040 Texas school districts for the years 1997–2001 to tease out the direct and indirect effects of Latino representation on Latino student achievement. We find robust evidence of the impact of Latino political representation on Latino educational attainment in Texas, operating via a direct effect on the number of Latino administrators and teachers and an indirect effect on Latino student performance. Additionally, our results demonstrate that descriptive representation becomes substantive representation in the area of education policy for Latinos and that this relationship remains strong over time. These findings underscore the importance of school board elections and school district hiring practices on Latino student performance.

This research article explores minority parents' unique hopes, challenges and fears concerning public education in India. Global efforts to provide Education for All have fallen short of achieving educational equity. Lack of educational equity persists due to a variety of conditions, including the failure to take into account local peculiarities. To inform programming of one local school project, the perspectives of minority parents were collected during a focus group held in Aurangabad, India in 2013. Focus group comments were coded and analyzed to identify significant themes. The findings identified factors explaining why minority students are not successful attending public schools or participating in national exams in India. Results and recommendations from this focus group are shared to promote dialogue among school leaders, government organizations and parents to better understand the local public school context and implement practices and policies to reach international education targets and make progress towards Education for All.