Private Schools

This paper sets out some findings of a research project carried out in private unaided schools in low-income areas of Hyderabad, India. The part of the research project documented here was designed to examine the question: ‘Is the regulatory regime conducive to entrepreneurial action and market discovery’ with particular reference to the low-income schools in Hyderabad. This paper is narrowly focused, setting out the results of pattern matching empirical data with the Austrian economic concepts of entrepreneurship, rivalry, and market discovery. The research discovered that two regulatory regimes exist, one that is set out ‘on paper’ in the Education Acts and associated rules, and another that operates ‘in practice’. That is, there is a combination of regulations ‘on paper’ and regulations existing in an ‘extra-legal’ sector. Generally it was found that the regulations ‘in practice’ are consistent with market principles. Conversely the regulations set out ‘on paper’ are not conducive to entrepreneurial innovation and market discovery. Recommendations for potential policy initiatives include the possibility of legitimising the ‘extra-legal’ sector by introducing self-regulation possibly via self-evaluation systems for the private unaided schools.

The objective of this study was to find out the level of job anxiety among post graduate teachers (PGTs) working in private and government schools in Dehradun. The researcher used descriptive method involving measurement, evaluation, comparison, and interpretation. Study was conducted on 360 PGTs working in 10 private and 10 government schools in Dehradun. It includes 180 male PGTs and 180 female PGTs. From each school, 9 male and 9 females were selected. A.K. Srivastav's Job anxiety scale was used to measure job anxiety and stress level and ꭓ 2 test was applied for statistical analysis of data. Result indicated that 63.33% PGTs are facing high level of job anxiety and 18.33 % are at low level of job anxiety. Among male and female PGTs, 65% male are facing higher anxiety and 61.66% female PGTs. Total 77.78% PGTs in private schools are facing higher anxiety and 48.89% of government schools.

The paper presents the two perspectives of IT in the Palestinian schools. The basic IT literacy - based courses have been introduced in most of private schools since 1985, and formally started in all public as well private schools in 1999. This covers eight grades from the fifth up to the twelfth. An additional two classes per week have been introduced to the weekly school program. The main objective is to create a new technological-mentality generation that understand, use, explore, and involve in the highly demanded field. Students will be facilitated with the basic IT skills to understand, use, and promote their studies in effectively understanding, searching, reporting, and documenting. Teachers badly need IT paradigms to boost their instructional materials and teaching aids. In addition to the workshops, an Arabic language-based web site will be constructed to assist schoolteachers, administrators, and students etc. in learning technology online an offline. Further more, a coll...

Explorou-se neste estudo quais os lugares preferidos e não preferidos por 562 jovens (292 F e 270 M), com idades entre 13 e 19 anos (média = 15 anos e 7 meses e desvio padrão = 1 ano e 1 mês), freqüentando a primeira série do ensino médio, sendo 274 de escolas públicas e 288 de escolas particulares. Dentre os participantes 39,5% moram no Plano Piloto de Brasília e 60,5% em Cidades Satélites do DF. Em casas, moram 341, em apartamento, 215. Os resultados mostram que o lugar favorito mais freqüentemente mencionado foi a própria casa, indicado por 195 (35,3%) dos respondentes, seguido por Shopping (n = 108; 19,6%) e bar/boate/festa (n = 103; 18,7%). O lugar que obteve maior freqüência como não sendo preferido foi bar, boate, festa, indicado por 108 (21,3%) dos participantes, seguido por escola (n = 90; 17,7%) e lugares que provocam sentimentos ruins (n = 32; 6,3%). As diferenças encontradas são discutidas em termos de gênero, tipo de escola (pública ou privada) e tipo de moradia (casa o...

This study examines primary school choice in seven states in rural north India, using data from a survey of schools and 1586 households in 274 villages. The analysis emphasizes the role of choice sets faced by rural households, given uneven provision of primary education, and of the relative importance of voice versus exit in household decisions on school choice. The overarching findings suggest that parents value the facilities and functionality of the chosen school and are sensitive to the characteristics of the alternatives available, with possible differences based on the gender of the child. Significantly, the odds that the chosen school is privately managed are lower when variables denoting quality of the government schools in the village are higher. However, the presence of vehicles for parental representation denoting voice does not matter in expected ways. Overall, parents might be discerning with respect to individual school characteristics rather than merely sorting over ...

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Introduction: Growth in Private Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Approach to Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Characteristics of Private Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Characteristics of Private School Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Parental Reasons for Choosing Private Schools . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Private Schools as “Effective Schools” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....

This work is copyright. It may be reproduced in whole or in part for study or training purposes only with the written permission of the Australia Institute. Such use must not be for the purposes of sale or commercial exploitation. Subject to the Copyright Act 1968, reproduction, ...

Educational institutions developed in Tucson, Arizona in the last quarter of the nineteenth century, during a critical time in cultural and political shifts of power between Anglo and Mexican elites in Southwestern United States. My qualitative analysis reconstructs language policies in the incipient educational system in Territorial Tucson. This article examines official and unofficial language policies in both public and private schools in Tucson that reflected this accommodation of power and the negotiation of a new racial hierarchy in the context of westward expansion. I argue that the private schools Mexican elites founded in this period maintained bilingual instruction and promoted biliteracy as a means of racially and linguistically distancing themselves from Anglos, Indians and Mexicans from lower socioeconomic classes in public schools.

This paper uses a novel data set to quantify the difference in performance of public and private school students in an entrance test exam of the major public university in Brazilian Northeast (Universidade Federal de Pernambuco – UFPE). Although there are many public universities in Brazil, from our knowledge, there is no study that uses data on entrance test scores at such universities to evaluate the determinants of students’ performance and the barriers for public school students to get in the good universities. The data set has detailed information on individual and school characteristics, and family background. We found that test scores of public school students are on average about 4.2–17% lower than those taken by private school students, depending on the set of controls. This result is robust when we address problems related to attrition, omitted variables (e.g., cognitive ability), and unobservable selectivity. We also show that once students get into the university, those from public schools perform as well as those from private schools. In addition, the proportion of public school students that gets into the university is roughly the same as the proportion of students doing the entrance exam. However, there is a strong barrier for public school students to get into high competitive majors. The fraction of students from public schools that gets into high competitive majors such as law, medicine, and electronic engineering is almost null. Our findings provide quantitative evidence to the common view that the Brazilian elitist high education system is an important channel for inequality persistence.

The primary aim of this research was to identify the issues encountered by school administrators and teachers in implementing the voucher program. We identified administrative issues in terms of the release of vouchers or billing statements, providing resources, application, and processing of documents, and career guidance orientation. Meanwhile, we also investigated instructional issues to teach like strategies and techniques, student preparation, learning resources, curriculum enhancement, and teachers' preparation and readiness. The research method for this study was a qualitative phenomenological approach that focused on describing the lived experiences of people. This study involved six school administrators and six teachers that belonged to private senior high schools in a province in Central Luzon, Philippines, during the school year 2018-2019. The results showed that the issues associated with implementing voucher programs among school administrators are: (a) delays in a...

Maclean’s “Too Asian?” article revealed the extent to which issues of race inform the schooling choices of Canadian university students. Steeped in a discourse of privilege and entitlement, the Havergal College students quoted in the article discuss their desire to attend universities such as McGill, Queen’s, and Western. The students explain that at these universities white students do not have to “compete” with Asian students and can have more “fun.” In the article, the term “Asian” is not defined, but is used as a coded term for “high academic achievement.” It implies that we all know what the authors mean by their use of the term. The article uses words to essentialize an entire group of people even as it labels all members of that group with particular, fixed skills. That entire universities are labelled as “too Asian” is troubling because it speaks to the self-segregation of white university students. The authors explain that “Rachel” and “Alexandra” do not consider their preferences for universities where Asian student attendance is low to be racist.

This is the version submitted to Forum and published with revisions in Vol 61, Number 2, 2019. http://dx.doi.org/10.15730/forum.2019.61.2.175.

This is an argument for a new public education for England, but not for a new public school. The focus should be on aims, not structures. We should ensure that all schools (community schools, private schools, academies and religious schools) are working to realise the same nationally determined aims. The national set of aims should be determined not by ministers but by a Curriculum Commission. Its starting point should be the protection and nurturing of a liberal democratic community. This generates a number of major aims from which the Commission will also lay down more specific ones . Schools should be free to employ their own curricular vehicles (eg subjects, projects, whole school processes) and other policies in pursuing these aims.

Objective The present study aims at recognizing the social influence, study habits and health factors affecting scholastic performances of adolescents and to compare these factors among the adolescents between two categories of school. Methods A total of 1230 ...

Whether preparing for a future position as a principal or presently beginning to navigate the complexities of school administration, readers will find Public and Private School Administration: An Overview in Christian Perspective to be a resourceful tool. It speaks to the practical-mindedness of administrators while also grounding best practices in theory, research, and Biblical principles. Contributing authors share the rich diversity of their experiences from public, charter, magnet, alternative, secular private, church-sponsored, and independent Christian schools. For readers who view school administration not only as service to students, parents, and faculty but also as service to God, this book will serve to affirm their calling. It provides an overview of both public and private school administration in Christian perspective that also aligns with the Interstate School Leaders Licensure Consortium (ISLLC) standards. The conversation is organized around four themes: • Vision: The Driving Force • Instructional Leadership • Organizational Management • Advocacy, Negotiation, and Partnerships

This study examined school type differences in fifth-grade students’ fractional knowledge with data from a university-school partnership. Students (n = 203) from a public school and a private school willing to collaborate in University within School Project participated. Results revealed that there were significant school type differences in fractional knowledge favoring private school students. Since school type differences have important impacts on the quality and equity of mathematical outcomes, we need to strongly consider the implications of these school type-related differences and pay attention particularly to the structure of schooling in public schools and the student performance in private schools.

Hidden curriculum exists in private schools as a means to compel students to adopt certain values to ensure academic success. Films depict private schools as institutions that mold and prepare students for college as well as the outside world. Students need only to conform to the school’s principles within the hidden curriculum to meet the high expectations and receive social acceptance. Those unable to meet the standards or attempt to refuse them are treated with contempt by their peers for disrupting the order and social norm. Because private schools attempt to replicate the college experience students of private schools are expected to think and act like adults who work to maintain the collective group. The ultimate consequence of such, however, is the loss of individualism which causes students to crack under all the pressure due to the inability to express their own personal interests. In light of this, private schools spend little time bestowing practical knowledge onto students, and instead insist on teaching subjects that require a more sophisticated and developed mind. Students who can withstand such a system go on to be successful and accomplished in life, while those incapable of doing so are alienated and considered total failures.

There has been a proliferation of research in recent years on education reform in the UAE, particularly teacher education in government schools. However, scant attention has been paid to reform in private schools, which, contrary to received opinion, are not only for international students, but also provide education to a growing number of Emirati students. This study examines apparent deficiencies in an American curriculum private school in Dubai: the mismatch between policy and practice. On the whole, both teachers and students, although a little unsure as to how to proceed, are enthusiastic proponents of reform, if correctly planned for. The paper concludes that a fundamental change in the quality of education in private schools needs to be urgently addressed, so that private schools may keep pace with education reform in the country as a whole.

School uniforms offer great benefits beyond answering the question, “What do I wear to school today?” Research conducted over the past twenty years confirms that increased safety and self-esteem are two of the several benefits obtained when students wear school uniforms.

John White’s new interdisciplinary study of private schools in Britain asks if there are good reasons for their continued existence. Drawing on philosophical, historical and recent policy data, it questions well-known objections to them. Its central concern is the danger they pose to a democratic society: their traditional dominion over leadership positions in sphere after sphere still continues. In recent years they have benefited from a deliberate blurring of the divide between the concepts of private and public education – most notably via the academies programme in England. Their growing strength has to be seen against the wider background of a single hierarchical system. Private schools and top state schools are at the apex of a new pyramid created by examination-focused curricula, league tables and parent choice.The book ends with proposals for abolishing private schools or curbing their power.

Since early 1990s, Budget Private Schools (BPS) have changed the education landscape of India in terms of access, quality and equity. Edupreneurs who set up these schools are often from the same neighbourhood, as rarely anyone from outside goes to poor neighbourhoods to set up schools. In many ways, BPS are closer to the idea of common schools; they are genuinely community schools.
Over the last two decades BPS have attracted steady influx of children from communities that until recently were completely dependent on government schools. As various authors point out in this Report, BPS have infused private education sector with the hope of affordable and quality education of choice for poor households.
The BPS are critical in improving education quality and access at affordable cost, especially for children from lower and middle income families in India. Need of the hour is to engage with all stakeholders to leverage upon the vast pool of social capital created by BPS, as we progress toward realising the long-cherished dream of universal, high quality education for all. CCS took a step in this direction through the formation of National Independent Schools Alliance (NISA) in 2011. Our efforts since then have been two-fold: creation of an enabling regulatory ecosystem for independent schools through policy advocacy and research, and promotion of sectoral reforms that will enhance accountability and quality of education being imparted in BPS. We are hopeful that this Report will serve toward driving advocates, sympathisers and critics of private schooling to recognise the unique value created by BPS. For regulatory purposes, it is time to treat BPS as a separate sub- sector within the unaided private schools segment.
First edition of this Report aims to create a platform for informed interactions about the sector. Our aim in the years
to come is to transform the nature of discourse on BPS from opinion-driven to evidence-based. We are committed to
make this Report accessible to parents and experts alike. The various aspects of the BPS sector are presented through essays, interviews, case studies and info-graphics. It was a conscious decision of the editorial team to ensure that the Report is read by all individuals interested in school education in India. It is with the same objective that we are converting this Report into a micro-site to keep the discussion alive in the months to come.

Private schools in the Philippines are substantially more effec-tive than their public counterparts in teaching language skills, marginally less effective in teaching mathematics skills, and much less costly per pupil than public schools. ... A key consideration in the policy debate on the