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What is the role of politics in education
Problem of education in high school
What is the role of politics in education
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Introduction
The issue selected by my group revolves around the broad debate faced in Ontario high schools regarding the overall educational benefits of Academic versus Applied courses. The basis of our research will look into why applied high school courses are considered substandard in comparison to Academic courses. In regards to my contribution, the first part looked into whether there were any political influences behind the creation and continued status of applied and academic courses. How far the reach of the political power is, whether or not they are a dominant factor behind the issue and what possible gain they may have. Secondly, based on our topic we proposed possible barriers we may face should we come up with opinions or suggestions to improve the ‘stigma’ of applied programs. The overall plan of this paper is to outline the various power holders within government and how they along with other factors may create problems with our efforts to eliminate and improve the perception of applied courses.
Political Influence behind High School Courses
Research done by Zegarac and Franz (2007) about “Secondary School Reform,” gives a brief layout into who controls the secondary school curriculum. They state that the Ontario education system “is organized on three levels, within which the Ministry of Education, school boards, and schools, form the nucleus of the system” (Zegarac and Franz, 2007). The Ontario Ministry of Education website offers a brief breakdown of the various members and groups involved within the system.
The first level involves the “Ontario Government and the Education Act” as an “education is a provincial government responsibility in Canada” (Ontario Ministry of Education, 2009). Those with...
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...w.peopleforeducation.ca/wp-content/uploads/2013/04/trouble-with-course-choices-in-high-school-2013.pdf
Rushowy, K., & R. J. (2013, April, 23). Limestone school board experiments with academic- only math course. The Star. Retrieved Mon February 10, 2014. http://www.thestar.com/news/gta/2013/04/29/limestone_school_board_experiments_with_academiconly_math_course.html Rushowy, K. 2013. Low-income ‘streaming’ in Ontario high schools alive and well, report says. http://www.thestar.com/news/gta/2013/04/29/lowincome_streaming_in_ontario_high_schools_alive_and_well_report_says.html
Wright, Judith. 2014. Judith Wright – Canada|LinkedIn. http://ca.linkedin.com/pub/judith-wright/78/0/265 Zegarac, G. and Franz, R. 2007. Secondary School Reform in Ontario and the Role of
Research, Evaluation and Indictor Data.
http://www.edu.gov.on.ca/eng/research/ssreform.pdf
Bill 160 was written to allow the Ministry and Cabinet to intervene and control every aspect of the school boards. It also enables the suspension of trustees who do not support their commands. This bill creates centralized power and decentralized blame. Some people see it as an unprecedented power grab. The school boards and trustees are still accountable, but their ability to take action on issues has been completely taken away. Whenever changes are needed, the Ministry can make them through regulation. No legislations will be needed; therefore no consultations of any kind are required. Neither the public nor the members of Provincial Parliament have any say in what goes on. Bill 160 makes school councils mandatory, but provides them with no effective role or support. As a former student representative in the Roman Catholic school board, I felt our influence on our own education would be diminished. If there were any issues that arose with the curriculum, students would have to go to Toronto to complain. We would no longer be able to go to the local school board, which was amalgamated because of Bill 160. With the passing of the bill, seventy new school boards to be created, including one massive school board covering all of Metropolitan Toronto.
To begin, Mary Sherry discusses the corrupt school system that lingers. In her article, we obtain insight on how schools
That broader conception of school allowed those schools to better support the students and address social issues that prevent students from accessing their full potential. This conceptual shift can only be spurred by a clear vision of “good education”—which then caused an improvement in their community’s education
In the text, The Death and Life of the Great American School System, author Diane Ravitch explores her ideological shift on school reform and the empirical evidence that caused this shift. Once a proponent and contributor of testing, accountability, choice, and market reforms, Ravitch’s support began to diminish as she realized that these current reforms were not viable options. She came to realize that the new school reforms focused entirely on structural and managerial adjustments and that no focus was given to actual learning.
In the past several years, there has been a growing trend in the number of college-bound individuals getting two-year degrees from community colleges or earning certification for their desired career field at vocational schools. Such schools certainly seem to have some valuable qualities: all boast of having lower costs than other colleges, of their absence of student loans, of allowing people to make more money quicker, of being narrowly focused so students don’t have to take classes they don’t need. They attempt to point out apparent weaknesses in liberal arts colleges as well, claiming that such an education is unnecessary in today’s world. However, for every reason to go to a community or two-year college, a vocational track, or an apprenticeship, there is another, stronger reason for going to a traditional, four-year college, and the liberal arts degree gained at four year colleges far outstrips the degree gained at a two year school or through a vocational track.
As mentioned throughout this analysis, Sanford J. Ungar’s main purpose of his essay, “7 Misperceptions About the Liberal Arts” is to inform Americans that liberal arts education is not an unpopular decision to make. Although The Chronicle of Higher Education published this article in 2010, it is still very relevant today. I believe Ungar has accomplished his purpose by adequately refuting each misperception in his essay. By using the three appeals of reason, emotion and ethics equally, Ungar leaves no doubt that liberal arts is an education that should not be sought after.
The 1944 Act abolished the Board of Education replacing it with a central authority with its own Ministry of Education. The independence of Local Education Authorities (LEAs) was therefore under the control and direction of the Minister, as "the central government decided national policy while LEAs were to provide the schools" (Gosden, 1983:3). As a result of these changes, "there was more unity and standardisation in the national education service" (Dunford and Sharp, 1990:18). Changes in local administration were also made in the 1944 Act, and as a result, all secondary schools were required to have governing bodies a...
In my view, system-wide, large-scale reform is needed to achieve the goal of "getting all young people as close as possible to their upper limits of learning potentialities" (Perrone, p. 15, 1991). This is crucial to ensure change because "trying to transform schools within the existing structure is a contradictory process" (Murphy, p. 38, 1991). The first step is to involve the traditionally voiceless at all decision-making levels to best determine what the needs of the least privileged are, if we are truly committed to providing opportunities that respond to children's needs. I specify, "opportunities" through funding based on my assumption and belief that money can improve education through attracting and keeping good teachers, reducing class sizes, establishing programs to respond to different needs, and maintaining healthy facilities and quality resources. Equitable funding, where all children have the chance to receive a high-quality education, is the first step towards education acting as the great equalizer in a country where oppression limits, dehumanizes, and disempowers in virtually every other life realm.
Studying a university degree is one of the biggest achievements of many individuals around the world. But, according to Mark Edmunson, a diploma in America does not mean necessarily studying and working hard. Getting a diploma in the United States implies managing with external factors that go in the opposite direction with the real purpose of education. The welcome speech that most of us listen to when we started college, is the initial prank used by the author to state the American education system is not converging in a well-shaped society. Relating events in a sarcastic way is the tone that the author uses to explain many of his arguments. Mark Edmunson uses emotional appeals to deliver an essay to the people that have attended College any time in their life or those who have been involved with the American education system.
the schools in that particular state, decides from where the school’s will get their money, regulates the licensing of teachers, and also decides on a minimum required amount of days that children need to be in school. Each school district also has a school board, who helps with all the major decisions within the school district. The members of these boards are elected in, and usually serve for a few years.
Critics contend that the influx of nontraditionals into the college student market has accelerated a trend toward the “massification” of collegiate education – that is, that it has led to a watered down pedagogy that is far below the goals and expectation of the elite colleges. Nonetheless, the improvements in education oriented toward accommodation of the nontraditional student have had the practical effect of making college more affordable and accessible to all classes of people.
...ch AMATYC Algebra Curriculum Reform.” 24 Jan. 2010 < http://www.amatc.org/ publications/Electronic-proceedings/LongBeach22/Steinfort.pdf> Rimer, Sara. “First Woman Takes Reins at Harvard.” The New York Times. 13 Oct. 2007. 23 Jan. 2010 “Secretary of Education Richard Riley addresses Mathematicians.” American Mathematical Society. 8 Jan. 1998. 24 Jan. 2010 Williams, Mara Rose. “What’s A Degree Really Worth?” NorthJersery.com. 24 Jan. 2010. 24 Jan. 2010 Zernike, Kate. “Making College ‘Relevant’.” The New York Times. 29 Dec. 2009. 24 Jan. 2010 < http://www.nytimes.com/2010/01/03/education/edlife/03careerism-t.html>
Cochran, Clarke, Lawrence Mayer, T.R. Carr, Joseph Cayer, Mark McKenzie, and Laura Peck. "Education: Conflict in Policy Direction." American Public Policy: An Introduction. Boston: Wadsworth, 2012. 334-335. Print.
Ministerial Order 90. (2011). [e-book] Education and Care Services National Law,. http://www.education.vic.gov.au [Accessed: 19 Mar 2014].
In Finland,the education system is decentralized. (Moore, 2008). According to (Moore, 2008) the responsibility of the Ministry of Education is to prepare and implement education policy. He stated that the education system and its policy is administered by the Ministry of education and The Finnish National board of education. In Finland, there is a national core curriculum and it is the responsibility of Finnish National Board of Education. However, Moore(2008) pointed out that local authorities has a primary role in the education. Kupianien,Hutamaki, Kajalainen(2008) also mentioned that local authorities is the education providers that organise and provide education in Finland because the municipal curriculum can be regulated by the local authorities based on the national core curriculum. Namely, the local authorities can form their own curriculum according to this cur...