more than double in just two years” and how a survey of three quarters of local authorities in the UK has found that total amount they gave schools permission to borrow rose from stg£35.8m to “the stg£51.7m” in one year. Outcomes of schools’ and ‘charter ‘academies’ As stated above, the DES document appears to be considering the introduction of a model of school autonomy similar to in the UK. The research into has found them to be ‘academies’ ‘academies’ ineffective at best, despite the massive investment of additional funding in them. In the USA, a model similar to is in operation under the title of schools’. Singer (2014) points ‘academies’ ‘charter out that many American cities, the charter school movement is basically an alliance between national “In foundations antithetical to public education, local politicians who are building political machines, and business speculators. High quality education is at best an 115 than 20% of charter schools offered a better education than comparable local schools and “Less about half offered an equivalent education. However, in more than a third of charter schools, 37%, educational achievement was significantly worse than in public 119 New York Times article reported that students in high-tech schools did not perform better on “A standardised assessments than students in regular schools.” Pg 177 Curriculum and returns to Ireland Page nine of the DES document refers to a knowledge society” and junior and “building “reviewing senior cycle provision”. TUI respectfully seeks clarification as to what is meant by both. The education system is a vital supply side factor in any economy and further investment in education is essential. However, education must be about building a society/community and not just an economy. Educating children is complex and the psychological well-being of our students is often overlooked. Developing self-confidence involves various aspects of their lives. Involving children in extra-curricular activities is also overlooked in the design of our education system. Whilst a focus on Science, Technology, Engineering and Maths is understandable from a purely economic viewpoint it is not sufficient for the building of a community that has been much diminished by and era of cutbacks to public service.
more than double in just two years” and how a survey of three quarters of local authorities in the UK has found that “the total amount they gave schools permission to borrow rose from stg£35.8m to stg£51.7m” in one year. Outcomes of ‘charter schools’ and ‘academies’ As stated above, the DES document appears to be considering the introduction of a model of school autonomy similar to ‘academies’ in the UK. The research into ‘academies’ has found them to be ineffective at best, despite the massive investment of additional funding in them. In the USA, a model similar to ‘academies’ is in operation under the title of ‘charter schools’. Singer (2014) points out that “In many American cities, the charter school movement is basically an alliance between national foundations antithetical to public education, local politicians who are building political machines, and business speculators. High quality education is at best an 115 “Less than 20% of charter schools offered a better education than comparable local schools and about half offered an equivalent education. However, in more than a third of charter schools, 37%, educational achievement was significantly worse than in public 119 “A New York Times article reported that students in high-tech schools did not perform better on standardised assessments than students in regular schools.” Pg 177 Curriculum and returns to Ireland Page nine of the DES document refers to “building a knowledge society” and “reviewing junior and senior cycle provision”. TUI respectfully seeks clarification as to what is meant by both. The education system is a vital supply side factor in any economy and further investment in education is essential. However, education must be about building a society/community and not just an economy. Educating children is complex and the psychological well-being of our students is often overlooked. Developing self-confidence involves various aspects of their lives. Involving children in extra-curricular activities is also overlooked in the design of our education system. Whilst a focus on Science, Technology, Engineering and Maths is understandable from a purely economic viewpoint it is not sufficient for the building of a community that has been much diminished by and era of cutbacks to public service.
TUI%20submission%20on%20school%20autonomy.docx