Suchergebnisse

Paper presenterat vid Europena Group for Public Administration (EGPA) konferens i Milano

"Part 4 Chapter 1 of the Education and Skills Act 2008 requires all independent schools to be registered with the Department for Education. This Guide is intended to set out for proprietors* [def. in doc.] the requirements of the legislation and to help those intending to apply for registration to submit the necessary documentation. It attempts to offer advice on those points most commonly raised by independent schools." - Pages 1-2

This article examines two recent policy initiatives in Singapore: the independent schools scheme and the autonomous schools scheme. The Singapore government has claimed that these reform initiatives, both of which are aimed at promoting greater school operating autonomy, will help attain greater choice and diversity for parents and students as well as promote excellence in education. The author examines the operating framework of both schemes and concludes that even while these schemes purport to offer school heads increased autonomy, the government continues to exert a great deal of influence over all schools. In addition, the author is critical of the extent to which the policy objectives of these two schemes will be attained. (DIPF/Orig.)

Interest in independent schools has been growing in Canada, partly as a result of some parental dissatisfaction with public schools. The Canadian province of Alberta has legislation in place that permits development of independent schools while simultaneously imposing controls on their operations. A recent study used interviews, observations, and documents to examine the perceptions of principals in eight accredited, funded, independent schools in Alberta about the major factors that affected their leadership role. They especially identified philosophical congruence enhanced by respect and trust, as well as personal relationships, school culture, symbolism, and support from staff of the government's regional offices. ; Au Canada, on manifeste de plus en plus d'intérêt dans les écoles indépendantes; il s'agit d'un phénomène qui est en partie dû à la l'insatisfaction que certains parents ressentent vis-à-vis des écoles publiques. Dans la province de l'Alberta (Canada), la législation actuelle permet l'établissement d'écoles indépendantes tout en imposant certains contrôles quant à leur fonctionnement. Les auteurs ont voulu identifier les perceptions de huit directeurs d'écoles indépendantes, reconnues et financées en Alberta quant aux principaux facteurs qui influaient sur leur rôle de leadership. Pour ce faire, ils ont eu recours aux entrevues, aux observations et à l'étude de documents. Les directeurs ont surtout évoqué la conformité philosophique assurée par le respect et la confiance, ainsi que les relations personnelles, la culture scolaire, le symbolisme et l'appui de la part du personnel des bureaux régionaux du gouvernement.

Independent schools in New Zealand accommodate over 30,000 pupils across 91 schools. At the same time, the national school roll is increasing, and capacity pressures are growing for state schools in key urban areas where there is limited space to expand. While funding for the state school network is growing, funding for independent schools has been capped since 2009.