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DN Debate. The government grant for the equivalency of the school is used for other things

a Lack of equivalence is a hackneyed expression, but the fact is that it increasingly determines how the pupil copes with school, family background and zip code. In the municipal-funded school is the socio-economic factors rarely determines how much it spent and how resources are allocated. For example, the bet Lessebo about as much money on school as Danderyd, despite the very large differences in london.

Skolkommissionen that was set up after the OECD review of the Swedish school system, highlighted this issue and argued that there were two alternative paths to choose in order to increase the equivalence and raise the results.

The first option went out on a limited grants based on the students ' socio-economic conditions based on an index developed by statistics SWEDEN. The other option was to investigate a sectoral contributions, where the state is entirely responsible for the funding of teaching and pupil welfare, also based in london.

the Grant is conditional on the principal, after consulting the trade union organisations ' views shall establish a plan for how the grant is to be used. The principal may not at the same time cutting down their own costs for teaching and pupil welfare.

Several of the municipalities respond that the money will go to other things than to the things that can enhance the equivalence and to improve the results.

But even before the entire program has been rolled out, we know that these extremely important resources, goes straight into the municipal system for savings and ”efficiency”, something the Teachers's latest survey clearly shows.

Only half of these municipalities has the principal been in contact with the Teachers ' association, which means that they are already in breach of the regulation governing aid. Only 46% of the kommunombuden respond explicitly that they believe that state money will really go to the purpose. Several replies instead that money will go to other things than to the things that can enhance the equivalence and to improve the results. To finance rektorstjänster and stop in the state his earnings in various efficiency improvement can hardly be an aim of this government grant. What is really bad is that over 7 out of 10 agents said that the municipality will make cuts at the school during the current year, that is to say, straight out of the break against the terms of the government grant.

There is only one conclusion to draw of it all: it took only a year for local governments to break down the whole set-up. Right now risk six billion to go to the lappande and's cabin in the municipal budgets in place to enhance the teaching.

A nationalization of the school, will be investigated according to the januariavtalet. It can be done in stages, and it would therefore be advisable to start with the one that will play the greatest role in all of the schools, financing, and resource allocation.

A state funding requires probably regional state skolkontor. An investigation of such already exist, and should be promptly picked up from the dresser drawer. Similarly, there are statistics SWEDEN's index of socio-economic factors on the school level. Another component is glesbygdsfaktorn (population density). Available in today's kommunalekonomiska equalisation system that the state is in charge of. The components required to build an effective and sustainable long-term funding is already.

as regards secondary schools, it is computer software, and school diploma, who in a greater extent, to control the resources.

For the primary part, it's all for the first to ensure that all schools in Sweden have adequate resources for teaching. Secondly, some resources are weighted based on the london school. A problem today is the lack of a clear connection between the money that goes to teaching and students ' varied background. Thus, it is reasonable that a school in a utanförskapsområde get more money than a school with a educational more favorable pupil composition.

the high school part is the scheme of things another. There are big differences in how much different programs cost, a vocational programme can be twice as expensive to operate than a college preparatory program. This will be the so-called riksprislistan that the agency annually develop normative. When it comes to the prerequisites for a pupil pass the high school and takes the exam within three years, grades from compulsory school is a very good indicator. School diploma, statistics SWEDEN's index of socio-economic factors and riksprislistan together provide a very good guide for how much a student should get in the practice.

. It is high time to ensure that resources to schools are allocated in a way that ensures a larger equivalence.

The new policy the quartet has in januariavtalet promised a decision-making basis for the state authority for the school. It does not need to be drawn into a political out. Already during this parliamentary term, the government can take over the finansieringsansvaret. Now we expect political action. Sweden's pupils and teachers deserve a change after 30 years of unsuccessful municipal experimentation.

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