What happens if the goal of MOVING FORWARD ONE WORLD is to eliminate organized WESTERN RELIGIONS like Catholic Church----Episcopal Church----to become FAR-RIGHT WING AUTHORITARIAN GLOBAL CORPORATE MARXIST-----
What is being sold as SOCIAL BENEFIT------handing our US 99% of children to what are called 'RELIGIOUS SCHOOLS' at a time when our religions are being made criminal and corrupt----this was GEORGE BUSH era goal for ending US public school system.
'The whole issue about school merger and reclassification policy of the Osun State government has been diverted to religious debate no thanks to the media and the religious groups especially the Christian Association of Nigeria (CAN). This has thus blurred the real analysis of the policy, with religion being placed at the centre of the debate'.
NOTHING 'CHRISTIAN' IS HAPPENING WHEN NOSY NEIGHBOR AND THE GANG IS SATURATED IN EACH COMMUNITY OPEN-SECRET OF PSYCHO-SEXUAL STANFORD TOTAL PRISON MODEL IS SEEN AS A 'TOOL' AND NOT AS ORGANIZED CRIME.
Of course this article written by -------MARXIST working for WORLD BANK OLD WORLD KINGS
'Kola Ibrahim is State Secretary, Socialist Party of Nigeria (SPN), firstname.lastname@example.org'
“Religious Debate” and the “School Mergers”: Neo-Liberal Reform of Nigeria’s Educational System
Osun School Merger Policy: Beyond Religious Distraction
By Kola Ibrahim
Global Research, October 27, 2013
Region: sub-Saharan Africa
Theme: Poverty & Social Inequality, Religion
New Government’s method of reducing number of schools and replacing them with fewer mega-schools as a way of addressing rot in education is clearly unscientific and bogus. Osun State has an average school age population (those between ages 2 and 15) of 1, 600, 000. With over 2, 100 public primary and secondary schools, it means an average of 700 pupils are expected in each school, while at least 23 teachers are expected per school at the ratio of a teacher to 30 students/pupils, or 53, 000 teachers for all schools.
The whole issue about school merger and reclassification policy of the Osun State government has been diverted to religious debate no thanks to the media and the religious groups especially the Christian Association of Nigeria (CAN). This has thus blurred the real analysis of the policy, with religion being placed at the centre of the debate.
This tends to suggest that immediately the religious diversionary issue is resolved, the policy is ok. This is clearly far from the truth. Indeed, the intervention of CAN in the debate and analysis is a disservice to the interests of several thousands, if not millions of Osun indigenes who are affected by this policy.
However, CAN’s position taken on both its face value and long-term implication is retrogressive and neo-colonial. CAN has as its main demand the return of schools to former missionary owners. This simply interpreted will mean privatization of education, leading to exclusion of vast majority of the children of the lowly; and stratification associated with the colonial missionary heritage. Inasmuch as these schools are public properties, attempt of religious groups to claim control over or ownership of any of these schools, under any guise, is tantamount to rolling back the wheel of history. It will deny people of different faiths and cultures their right to education by limiting their choices. However, the religious digression to the issue is caused by the government’s divisive policy and undemocratic approach on not only the merger, but also on other issues. For instance, government has been unduly promoting religious identities. This has generated unwarranted division, which this school merger policy only exacerbates. Therefore, the religious diversion of the policy actually reflects the failure of the merger policy.
This policy of school merger is ill conceived and undemocratic. It is indeed a superficial solution, if at all a solution, to myriads of problems confronting education in the state. While government’s claim that education in the state is bedeviled with chronic lack of quality is right, the approach of government is undemocratic and neo-liberal. It is deplorable that a government will introduce such far-reaching policy of merging, over two thousand schools without democratic involvement of teachers, education sector workers, students, parents and communities. Yet, these are the people who will implement or be affected by this policy. Organizations like Campaign for democratic and Workers’ Rights (CDWR), that tried to organize public debates on the issue were hounded down by the state security agents with the approval of the Osun State government.
On the contrary, government went ahead to implement the policy without even addressing the concerns of and discomfort to the people, especially students and teachers alike, relying on its propaganda machine. Without being equivocal, genuine reform should start from not just stocktaking but also democratic debate among the people about the direction education should take. However, this presupposes that government does not have hidden agenda vis-à-vis award of bogus contracts, as this democratic approach will expose any corrupt tendency. Government of course claimed to have organized an Education Summit at the inception of its tenure, but this was nothing short of a jamboree, as invitees and speakers are big people with little or no connection with the real conditions of education in the state. Meanwhile, genuine stakeholders, including education workers and their unions, students and communities were sidelined from the whole process or made mere passive participants as listeners and side commentators. Yet the government claims to be implementing the outcome of this summit!
Church-run Schools in Israel Face ‘Death Sentence’
Government’s method of reducing number of schools and replacing them with fewer mega-schools as a way of addressing rot in education is clearly unscientific and bogus.
Osun State has an average school age population (those between ages 2 and 15) of 1, 600, 000. With over 2, 100 public primary and secondary schools, it means an average of 700 pupils are expected in each school, while at least 23 teachers are expected per school at the ratio of a teacher to 30 students/pupils, or 53, 000 teachers for all schools. Currently most of the schools have chronic shortage of teachers with the state having less than 12, 000 teachers. Most of the schools lack functional laboratories, libraries, computer facilities, not to mention nursery services. In fact, a survey of schools shows that most are unfenced, with no sanitary and first aid facilities.
What education need is not some 30 ‘mega’ schools which has taken the government three years to build, but holistic revamping of school infrastructures which will include expansion of physical facilities like well-stocked laboratories, libraries, workshops, sport and recreational facilities and adequate classrooms and staff rooms. It will more importantly involve massive staffing of schools with enough teaching and non-teaching workers, and continuous and systematic training of these staff. Government claims it plans to reduce number of public primary and secondary schools from current 2, 000 to 900 “mega-schools”. However, this, aside being bogus, sounds more like political propaganda than serious policy plan. If it takes three years to re-build 30 schools, how many years will it take it to build 900 schools? If in three years, the government could hardly employ more teachers into schools, how many years will it take it to employ at least an additional 15, 000 teachers to meet this population. The reclassification aspect of the policy is not only superficial but also farcical. Reclassifying decrepit schools is like painting a fracturing house.
Government did not even wait to build at least half of its projected 900 mega-schools before closing down and merging schools. This means that many students will be studying in worsening conditions, as the schools into which students and teachers were transferred are overcrowded and in rundown state. This is aside problems posed for students and pupils, many of whom will now have to travel longer distance to get to their ‘new’ schools. Yet, there is no government provision to ease students’ transport problem. In fact, the trauma of settling down will take toll on students’ ability to learn. It is a different matter entirely if the students are moving to better schools with improved facilities. In this case, it is the contrary. This situation is similar to the colonial era where students travelled several kilometers to get educated in other areas. This school merger policy, among others may throw back the education sector in the state and mushrooming of private schools and examination/coaching centres.
A practical and revolutionary approach should have been government’s commitment to improve massively the conditions of current schools. This has said earlier, will involve massive expansion of facilities in schools, coupled with employment and retraining of more teaching and non-teaching staff. Where some structures or even a whole school have to give way, this can be done with direct involvement of affected communities i.e. teachers, students, parents and the communities, and government representatives. Based on this approach, government will be able to have a long-term plan that will take cognizance of expected population growth for the next, say 10 to 20 years. Where there is need to build new schools and facilities such as nursery schools, more technical colleges, and special need schools – which are either non-existent or grossly inadequate – this will be done without destroying the whole education system. On this basis, it can be possible to attract pupils from private schools – majority of which are substandard – back into public schools, while giving free but quality education to children of the poor. Consequently, government will be able to have long term and holistic developmental education programme while reducing financial burdens on parents.
But genuine education reforms and programmes can only be carried out by a working people’s government with socialist orientation and programmes, committed to using huge public resources for public needs such as education, health, housing, jobs, water, industry, etc. This can be done through a democratic involvement of affected stakeholders and relevant professionals that will undertake public discussions, planning, executing and monitoring of these projects. For instance, over N15 billion to be expended on computer tablets for a small fraction of students (when even tertiary institutions do not have functional ICT facilities) can foot significant part of the bill of expanding facilities including functional computer facilities. Furthermore, by equipping public works department, huge cost of private contracting can be drastically reduced. Only democratic committees can genuinely plan and direct focus on priorities.
A capitalist government that wants to compensate political cum business friends and patrons with bogus contracts and projects can never resolve education problems on a long-term basis.
This is clearly visible in the government merger policy in which schools such as Fakunle high School, are being closed down and demolished to provide space for elitist facilities like shopping mall, privatized parking space and shopping complex!
Conclusively, the labour movement’s silence over the issue again shows the crisis of leadership in the labour movement, both in Osun State and nationally. Despite the serious implications the school merger will have on working conditions of teachers (which may include retrenchment), not to mention the effects on students and education as a whole, the teachers’ union, NUT and labour movement in the state simply maintained a suspicious silence. This questionable silence has given space to religious diversion of the debate over the ill-conceived policy. This again underscores the need for rank-and-file workers to get more interested in their unions, and take steps to rebuild their unions on democratic, principled and fighting basis.
Kola Ibrahim is State Secretary, Socialist Party of Nigeria (SPN), email@example.com
This really is NOT a question of one WESTERN RELIGION winning over another-----JEWISH TORAH-------MUSLIM KORAN------as CHRISTIAN BIBLE do not exist in MOVING FORWARD 3000BC HINDI-BRAHMIN.
Nations being Arabic and Muslim are seeing global NEO-LIBERAL CORPORATE EDUCATION killing those religious institutions ------as too ISRAEL and its JUDAIC schools.
ONE WORLD ONE COMMONER CORE ONLINE EDUCATION as we say often will not have a BOYS LATIN/GILMAN SCHOOL/CALVERT SCHOOL/ or WILKES SCHOOL as here in Baltimore-----these private school structures are simply being used to TEMPORARILY make a 5% freemason/Greek player feel they are WINNERS just before being THROWN UNDER THE BUS.
3000BC HINDI-BRAHMIN is about re-writing the CREATION MYTH of WESTERN RELIGIONS------back to ADAM AND EVE----so, no OLD TESTAMENT TORAH------
Church-run Schools in Israel Face ‘Death Sentence’
By Jonathan Cook
Global Research, June 30, 2015
Jonathan Cook: the View from Nazareth 29 June 2015
Community leaders fear that Netanyahu’s party is seeking to curb educational opportunities for the Palestinian minority
Israel is seeking to bring dozens of church-run schools under government control, a move that community leaders have warned will curb the last vestiges of educational freedom for the country’s large Palestinian minority.
Most of the 47 schools, which are among the highest-achieving in Israel, were established by Christian orders more than 100 years ago, before Israel’s creation in 1948.
Today, they are among the few independent schools catering to Israel’s community of 1.5 million Palestinian citizens, who make up one-fifth of the population. The schools are attended by about 33,000 children – some 5 percent of the Palestinian school-age population – and employ 3,000 teachers.
Israel segregates the country’s education system based on ethnicity.
Palestinian leaders say the church-run schools, which educate Christians and Muslims, are the only hope for most families trying to escape dire conditions in the government-run Arab education system.
Yousef Jabareen, an Arab member of the Knesset, said that unlike the state schools, the church schools had been relatively free of governmental interference that was designed to create “an atmosphere of intimidation and fear”.
“In the Arab state schools, Jewish officials appoint the principals, vet the teachers and dictate the curriculum,” he said. “Christian schools have the flexibility to choose their staff, and teach pupils about their national identity, Palestinian culture and history, and their rights as citizens. All that is under threat now.”
Jabareen added that the new development indicated Prime Minister Benjamin Netanyahu’s new right-wing coalition was seeking to strengthen its political control over the Palestinian minority.
Naftali Bennett, leader of the settler party Jewish Home, was recently appointed education minister.
Fahim Abdelmasih, principal of the Terra Santa school in Ramle and spokesman for the church-run schools, said the 47 schools faced a “death sentence” after the education ministry announced last year that it had slashed their long-standing subsidies.
Negotiations with the government recently broke down after education officials suggested that the schools come under government control as a solution.
Traditionally, Israel has funded between 60 and 75 percent of the costs of approved independent schools, with parental contributions and fundraising filling the gap.
However, the church schools now receive no more than 45 percent of their running costs, Abdelmasih said.
“The schools just can’t survive after those kinds of cuts,” he said.
Education officials have also capped payments from parents whose children attend the schools, effectively barring them from making up the shortfall.
The schools’ officials have accused the government of discrimination, pointing out that in May Netanyahu agreed to cover in full the budget of two networks of independent schools for ultra-Orthodox Jews, in return for their parties joining his coalition.
With Schools Starved of Funds, Christians Question Their Future in Israel
Many of the church schools have a matriculation rate of 95 percent, better than most of Israel’s top Jewish schools.
Yet, with Palestinian families three and a half times more likely to be below the poverty line than Jewish families, parents are already struggling to pay existing fees, according to the schools.
The alternative for these families is to take their children to state-run Arab schools, where the dropout rate is 17 percent, and barely more than a quarter of students matriculate.
Decades of discrimination
Nabila Espanioly, director of the Tafula child development centre in Nazareth, said the poor performance of Arab state schools could be explained by decades of severe discrimination.
Studies by the Follow-Up Committee for Arab Education show that Jewish pupils receive at least five times more funding than Arab pupils – $1,100 each compared to $192.
The Arab sector suffers from a shortage of more than 6,000 classrooms and 4,000 teachers.
Jewish schools have twice as many computers relative to their student body than Arab schools.
In addition, Palestinian leaders have long complained of interference by the Shin Bet, Israel’s internal security agency, in the appointment and promotion of teachers in the Arab state system, undermining educational values and the professionalism of its staff.
“Parents want quality education for their children but the reality is that the only good choice for most of them is one of these church schools,” Espanioly said.
Many of the community’s leaders – academics, professionals, and Knesset members – were educated in such schools, observed Oudeh Bisharat in a recent column for the Haaretz daily.
Israel now appeared “determined to crush” the system because of its very success, he added.
Boutros Mansour, principal of the Baptist school in Nazareth, said the church-run schools expected the same treatment as the large number of independent schools for some 200,000 Jewish children from the religious ultra-Orthodox community, known as Haredim. They are fully funded by the government.
“The ridiculous thing is that the schools for the Haredim break the law by refusing to teach the core curriculum, including subjects like maths, English and science, and they get 100 percent funding,” he said.
“We, on the other hand, teach more than the core curriculum and have some of the best results in the country, and yet we are being starved of funds and are in danger of closure,” he added.
The education ministry was unavailable for comment. But in a statement last month to Haaretz, it said the church schools had rejected all of its proposals.
It suggested that they “join the public education system, which would mean a budget allocation of 100 percent while preserving the schools’ special characteristics”.
Mansour, however, said the schools’ academic achievements and special character, including its Christian ethos, would be impossible to maintain if they came under government control.
Appeal to Pope Francis
Some rights groups vowed to take action. Adalah, a legal centre for the Palestinian minority, said it was preparing to challenge funding cuts in the courts. The policy, said Adalah lawyer Sawsan Zaher, contravened the 1961 UN convention against discrimination in education, which Israel has signed, as the government was fully funding independent Jewish schools.
Israel also had an obligation under international law to recognise the protected status of schools that existed before Israel’s creation and served a “homeland minority”, said Zaher.
Abdelmasih said that if the education ministry refused to reconsider its cuts, Christian leaders in Israel would appeal to Pope Francis to exert pressure on Israel.
The threat to the church schools comes as Israel’s small community of Christian Palestinians – about two percent of Israel’s population – says it feels increasingly under attack after a string of hate crimes against Christian and Muslim sites were committed by Jewish groups closely associated with settlements.
Other Palestinian Christians complain of feeling pressured by the government to serve in the army, worrying that military service would put them on a collision course with Israel’s Muslim population.
Mansour said such pressures have led many Palestinian Christians to consider emigrating. “Our schools are important in keeping the connection between Christians and this land. We tell our pupils about their Palestinian Arab identity and heritage – that this is their country.”
Jabareen, the Arab Knesset member, submitted a bill this month that would require the education ministry to promote educational and cultural values suitable for the Palestinian minority.
“At the moment, the education system strongly advances Zionist values of Israel as a Jewish and democratic state, and Jewish culture and heritage,” he said.
“It entirely ignores the identity and culture of 20 percent of the population, and that has to change,” he added.
Whether our US 99% WE THE PEOPLE black, white, and brown are being made NOSY NEIGHBOR AND THE GANG----SEX WORKERS TIED TO BLACK MARKET-----or forced to work for these criminal corrupt CHARTER SCHOOLS being called TEACHERS------
The degradation of all our US institutions now especially our US K-12 is devastating for our US CIVIL SOCIETY. This is US FAILED STATES-------MOVING FORWARD to US FOREIGN ECONOMIC ZONES having no connection to our 300 years of US SOVEREIGNTY.
When a nation does not have a sovereign education system and is tied to RACE TO TOP COMMONER CORE-----where everything offered as information is MYTH-MAKING AND PROPAGANDA-----
our US families are easily captured to FALSE PROPHET religious communities created just to STEAL WEALTH and ENABLE SEXUAL PREDATORS.
Why are our US 99% WE THE PEOPLE working for these global banking FAILED STATE education structures? Trying to escape being made NOSY NEIGHBOR AND THE GANG SEX WORKERS?
'A former teacher at the Ivy Academies stored her classroom supplies in the trunk of her car. Every morning, she’d wait for a phone call to find out where classes would be held that day'.
So, all that privatizing of K-12 with CHARTERS having only the goal of dismantling our US public school system deliberately allowed to be filled with criminality-----now being replaced by FALSE PROPHET FAKE religious schools-----with goals of making our US 99% WE THE PEOPLE think RELIGION is CORRUPT.
NOW WE ARE EXPOSED TO CRIMINAL AND CORRUPT RELIGIOUS INSTITUTIONS AND SCHOOLS THAT EMBRACE NOSY NEIGHBOR AND THE GANG AS STANFORD TOTAL PRISON MODEL.
STANFORD TOTAL PRISON MODEL ADVANCING CHINESE-ASIAN STYLE GLOBAL NEO-LIBERAL CORPORATE SCHOOLS
Global banking CLINTON/BUSH/OBAMA killing our US public school structure---killing our trust and belief in our US Western religious institutions and schools------well, what's left? ONE WORLD ONE GLOBAL NEO-LIBERAL CORPORATE SCHOOL structure------global corporate campus MARXISM.
These Charter Schools Tried to Turn Public Education Into Big Business. They Failed.
By Jessica Huseman
Dec 17, 20152:03 PM
It takes time, and nearly infinite patience, to build academically strong networks of schools from scratch. Investors aren’t used to waiting, though.
Illustrations by Shutterstock
More and more these days, Americans think about schools using the language of business. Superintendents are “CEOs.” Districts manage “portfolios” of schools. And pundits talk obsessively about American schools’ “competitiveness.”
But we don’t always like them to act like businesses, particularly when it comes to having an overt profit motive. Partly as a result, for-profit public charter schools—at least the brick-and-mortar variety—are slowly dying in some states. Once touted as a model that would reduce inefficiencies in public education and achieve economies of scales by operating schools in multiple states, for-profit charters have fallen out of fashion. Charter schools in general are becoming more popular across the country, but since the early 2000s, for-profit charter operators have lost ground to their nonprofit peers. And their failure, in large part, has been the result of bad business plans—something the companies themselves freely admit.
Edison Schools—once the biggest name in the for-profit charter industry—partnered with 130 schools (some noncharter) in the early 2000s and fully managed 80. It now manages only five. In 2000, Advantage Schools, another for-profit chain, enrolled more than 10,000 children across the country. Today it enrolls zero. New Orleans hired several for-profit companies to manage some new charter schools after Hurricane Katrina. But by 2013 all of them had disappeared, their schools taken over by nonprofit operators. In recent years, lawmakers in Mississippi, Ohio, and Tennessee have all taken steps to curb the growth of for-profit charters or ban them outright.
Nationally, in 2007 for-profit management companies ran almost half of charter schools that are part of chains or larger networks of schools. By 2010, the most recent year the figures were compiled, the number had dropped to 37 percent, according to the National Alliance for Public Charter Schools. Gary Miron, a professor of educational leadership at Western Michigan University, says for-profit brick-and-mortar charter schools are by no means gone yet—and their online counterparts, which run degree-awarding charter schools on the Web, in particular, continue to flourish. But large for-profit operators with aspirations of operating scores of brick-and-mortar charter schools nationally have become something of an anomaly.
Their downfall has much to teach us not only about for-profit charters but about American educational values more generally, including a preference for locally run schools.
Charter schools began to take off nationally in the mid-1990s. The idea of independent organizations or individuals running public schools with public dollars was attractive for those who thought government-run education had steered itself into a rut. In this vein, for-profit charter management organizations became popular as an antidote to what critics considered mismanaged, inefficient public school systems. Most of the largest chains targeted low-income students in cities under the theory they could trim the fat out of public education and thereby turn a profit while improving services for kids. Investors liked the idea, and for-profit charters expanded quickly.
But the schools struggled to make money and offer a quality “product.”
“You can’t make a profit and get good results,” says James Merriman, the CEO of the New York City Charter School Center, an advocacy organization that seeks to promote charters in the city. He noted “any dollar converted from being used inefficiently in an inner-city charter school is needed in the school.”
The for-profit founders made an assumption that it turns out doesn’t fly in the complicated realm of American schooling: They presumed that struggling schools flounder and fail mostly, if not only, because of inefficiency.
Steve Wilson, the former CEO of Advantage and current president of Ascend Learning, a nonprofit charter chain in Brooklyn, says running schools was a far more complicated affair than most people in the for-profit industry anticipated.
While researching his book Learning on the Job: When Business Takes On Public Schools, Wilson examined the records of dozens of for-profit education companies. Most tell a similar story (one that won’t come as news to most educators): Building a good school is about much more than building a good business.
“It’s bad curriculum, it’s weak teaching, it’s poor pedagogy,” he says. “All of those things have to be fixed and changed—and we knew very little about that then.”
The decline of for-profit charters underscores another fundamental, and probably immutable, fact about American education: It’s a local, not national enterprise; states pride themselves on the distinctness of their laws and educational approach. Charter school laws and business regulations vary across states so drastically that a single management company usually cannot run the same kind of operation in multiple states, which makes economies of scale impossible to achieve. For instance, some states offer charters blanket waivers from most traditional public school requirements while others require them to follow many or most of the rules that apply to public schools.
This regulatory boondoggle was part of what brought down Edison Schools, once the largest for-profit charter manager. In the early 2000s, Edison’s 130 schools were scattered across 22 states. At one time, the company managed more than 80 district offices to accommodate them—far more than anyone had planned for.
Michael Serpe is the director of communications for EdisonLearning—the new name for Edison Schools. He says school management is no longer its focus. (It’s now shifting toward online curricula and providing specific services to schools instead of full management.) He says opening schools across multiple states ruined Edison’s intended business model, which was predicated on the economies of scale that only multistate operations could bring.
“The original concept was that we could be efficient by sheer volume,” Serpe says. Edison planned to centralize the operations side, including payroll and some parts of hiring.
That never materialized. Efficiency, Serpe says, was “completely undercut” by local variances. Edison had to hire dozens of people simply to ensure they complied with the sometimes wildly different regulations.
“We were working in schools across so many states that the economy of scale was just never built,” he says.
* * *
One of the biggest lessons from for-profit charters’ struggles? It takes time, and nearly infinite patience, to build academically strong networks of schools from scratch.
Investors aren’t used to waiting, though. Wilson says Advantage’s investors balked at sitting around while school operators sifted through state regulations and tried to build strong educational programs. Instead, they maintained tunnel vision about hyperfast growth—and hyperfast revenue.
“You’d have to say, we have $5 million in revenue now, but we’ll have $10 million next year and 15 after that,” Wilson says. “If you didn’t, why would they invest in you and not the website down the street?”
This encouraged dangerously fast growth. And because the vast majority of states would only grant charters to one or two schools for each company, they had to cross state lines to open more schools. By 2000, Advantage had schools in Massachusetts, Texas, Illinois, Michigan, New Jersey, Pennsylvania, and the District of Columbia.
Because schools couldn’t move this fast, investment dried up. Thomas Toch, an education-policy expert at Georgetown University’s McCourt School of Public Policy, says that without the huge amount of capital necessary to start and run a school, large for-profit management companies stopped opening schools and new organizations found it difficult to get started.
Without this need to attract and please investors, schools managed by nonprofits can move much more slowly and deliberately—mastering their model before opening more doors. Wilson says this is why schools managed by nonprofit charter management organizations—like Success Academy, KIPP, and Uncommon Schools—have been much more successful than their for-profit counterparts.
Now that Wilson runs a small nonprofit charter chain that operates nine schools in Brooklyn, he can clearly see the differences. Nonprofits, he says, are started by “great educators” who are often happy to open just one, or a handful, of schools, and stop.
“We are now thinking about improving teaching. That’s what 99 percent of the conversation is about,” Wilson says, “and that’s what the passion is here.”
* * *
The struggles of for-profits helped reveal one final truth about American education: Even though companies and individuals make loads of money off of education every day (just think about the publishing giant Pearson), American politicians and citizens are hesitant to support schools looking to cash in.
This negative perception led to a series of laws that made it more difficult to open and operate charter schools run by for-profit managers in several states—something Toch says is becoming increasingly common. In 2010, New York banned new charter schools from using for-profit managers—a demand championed by the state’s teachers union. Mississippi, Washington, Tennessee, New Mexico, and Rhode Island have similar bans.
Other states, like Massachusetts, have such high standards for for-profit management companies that they tend not to open. Only one for-profit management company operates in the state, and it only manages three schools.
Merriman says one question always loomed over the for-profit charter school movement: Why should investors be getting money that could go toward students? “You can see emotionally … that’s a hard story to sell,” he says.
Teachers unions often championed the regulation changes. Schools with a profit motive were unlikely to allow their teachers collective bargaining rights, which Toch said made them a “natural enemy” of the unions. They were able to use the public’s already-existing skepticism of companies that sought to profit off of education to make it more difficult for them to open.
Serpe says this skepticism affected all charters managed by for-profits, regardless of whether they were successful. “It was a pox on all your houses,” he says.
* * *
For-profit schooling continues to thrive in a less temporal realm.
A recent report by Gary Miron found that many former management companies have shifted into the online space, which industry experts say is more cost-efficient than physical schools.
Virtual schools have not been immune from the controversy of their brick-and-mortar equivalents. Recent studies have found poor academic growth in online charters—run by for-profit and nonprofit management companies, though the largest operators of virtual charter schools are for profit. The California attorney general is now investigating the for-profit company K12, the country’s largest online charter manager.
Todd Ziebarth, the senior vice president for state advocacy and support for the National Alliance for Public Charter Schools, says he expects that investigations like this to continue, given the poor performance of virtual schools, and that states will begin changing their policies as a result.
Miron is quick to note that for-profit brick-and-mortar charters still exist, and some are thriving. But most of the biggest players today operate in single states or regions, often targeting particular student populations. Michigan’s National Heritage Academies, for instance, manages 81 schools across nine states, but more than half are located in Michigan. Many of the schools promote conservative values, and they tend to attract students who are wealthier and whiter than your average charter school.
And many of the large for-profit companies that once ran dozens of schools still exist; they’ve just, like Edison, shifted their business model. So perhaps there is one final lesson to be learned: It’s far easier to keep an education company alive than it is to build a high-quality network of schools.
Killing our US BRICK AND MORTAR PUBLIC SCHOOLS with runaway criminality in PRIVATE CHARTERS called 'public schools' of course leads to the goals of ONE WORLD ONE ONLINE COMMONER CORE------
Now, our US 99% WE THE PARENTS are being told that in order for a child to get any semblance of an EDUCATION -----they need to tie to VIRTUAL K-12 where supposedly PROFITABILITY will bring quality to education.
'Virtual schools have not been immune from the controversy of their brick-and-mortar equivalents. Recent studies have found poor academic growth in online charters—run by for-profit and nonprofit management companies, though the largest operators of virtual charter schools are for profit'.
VIRTUAL SCHOOLS WILL BE GLOBAL ONLINE CORPORATE NEO-LIBERAL SCHOOLS.
REAL left social progressives have known this goal from 1990s CLINTON ERA------as technology was gearing up to take all that is public and private ONLINE.
Is there a BOYS LATIN----GILMAN-----BRYN MAWR---CALVERT or WILKES in the midst of total VIRTUAL SCHOOLS? Of course not.
Global Virtual Schools Market Trends, Analysis Research and Projections For 2019
-2028Published: Jan 17, 2019 4:31 a.m. ET
Jan 17, 2019 (WiredRelease via COMTEX)
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The scope of this Virtual Schools Report
The global virtual schools market covers product and scope summary to specify the product types and will be offering step by step information regarding market dynamics. That is followed closely investigates and with the perspective and the virtual schools report is composed of those truths and attributes of this market concerning revenue and volume, earnings and its growth speed.
By type, the market is segmented into For-profit EMO, Non-profit EMO . By application, the market is divided into ElementaryA Schools, MiddleA Schools, HighA Schools, AdultA Education. Based on geography, a market is analyzed across North America, Europe, Asia-Pacific, Latin America and Middle East and Africa. Major players profiled in the report include K12 Inc, Connections Academy, Mosaica Education, Pansophic Learning, Florida Virtual School (FLVS), Charter Schools USA, Lincoln Learning Solutions, Inspire Charter Schools, Abbotsford Virtual School, Alaska Virtual School, Basehor-Linwood Virtual School,.
One of the many vital aspects in virtual schools report would be competitive analysis. The analysis covers market plans of the players and global virtual schools market share, sales development and research, all of the parameters like product creation, and promote expert perspectives.
Based on of this product types mainly split into
By Application mainly split into
Latin America and Middle East and Africa
The virtual schools market evaluating the industry status, highlighting changes, hazard analysis, and leveraged with all tactical decision service. The industry research is placing a great deal of focus on regulatory problems, macroeconomic impacting aspects, key virtual schools market size, and growth drivers which are altering the industry dynamics. In accession for the detailed quantitative analysis of economic growth elements and dangers, chances within virtual schools challenges and industry are covered at the outline section. As a way to find a deeper perspective of economy Size, the competitive landscape is given, i.e. revenue (Mn/Bn USD) by virtual schools players (2019-2028), revenue market share (percent) by participants (2019-2028) and a qualitative investigation is made towards economy immersion virtual schools growth, product/service differences, and new entrants along with the technical trends.
Browse Full Virtual Schools Research Report with Complete TOC at https://market.us/report/virtual-schools-market/
Major Key Manufacturers of Virtual Schools:
Florida Virtual School (FLVS)
Charter Schools USA
Lincoln Learning Solutions
Inspire Charter Schools
Abbotsford Virtual School
Alaska Virtual School
Basehor-Linwood Virtual School,
Other attributes covered in the virtual schools market accounts are:
1. Economy virtual schools information: volume and value information with expansion evaluation for 2019-2028;
2. Evaluation: Significance and growing evaluation to the international Virtual Schools market with inputs within a single section reveal inside every class and their shift on the market share throughout the forecast period for 2019-2028;
3. Virtual Schools Market Supply data: Amount of earnings within every segment through supply stations;
4. Market Players: share and size of virtual schools market of private labels and brands;
Major Important Features of International Virtual Schools Economy:
* International virtual schools market crucial producers with product information, company information, contact info, and manufacturing details;
* Virtual Schools report additionally simplifies traders/distributors, market influence variable evaluation and investigation of the plan;
* Virtual Schools analysis of the downstream sector, business series construction and upstream sector;
* Intro of global virtual schools market with prospective growth and standing;
* Analysis of virtual schools market, price, and gain, ability, and creation of this market;
* Economy prediction of with import and export, demand and distribution, global virtual schools market shares, profit, and price;
* The industrial tech of virtual schools report with opportunities and tendencies;
* Virtual Schools market analysis together with market rivalry and standing by nations and businesses;
* Trending factors impacting the market shares of their virtual schools in Europe, Asia-Pacific, North America, Latin America and Middle East and Africa;
What is today's POSTER CHILD for VIRTUAL SCHOOLS? The structures tied to TOTAL PUBLIC SURVEILLANCE with THE NETWORK filled with BLACK MARKET activities like NOSY NEIGHBOR AND THE GANG----illegal surveillance inside houses and apartments used to EDUCATE our US 99% of WE THE PEOPLE that this is no longer a US SOVEREIGN NATION but a ONE WORLD STANFORD TOTAL PRISON model -----global corporate campus MARXISM-----
WE ARE BEING TAKEN TO 'SCHOOL' BY VIRTUAL REALITY NOSY NEIGHBOR AND THE GANG--------
"Most individuals are appreciative of the surveillance as it does not seem to have an effect on their daily lives," Powers says. "Again, there is no expectation of privacy in public, so public surveillance is a good thing. ... It leads to solved cases and bringing the offenders to justice."
Of course SOUTH UNIVERSITY which wrote this article saying all this super-duper DEEP, DEEP REALLY DEEP STATE is going to bring social justice--------is PENTECOSTAL------FAKE religion freemasonry........Dream Center Education Holdings.
'South University is a non-profit institution offering degree programs at the doctoral, master's, bachelor's, and associate level. The schools were previously owned by for-profit college chain Education Management Corporation and more recently Dream Center Education Holdings (DCEH), part of a Pentecostal non-profit organization facing extreme financial difficulties'.
STARRING IN FILMS------like global banking black market illegal surveillance video and PORNOGRAPHY ------says SOUTH UNIVERSITY!
How Many Eyes are Watching? Video Surveillance and Privacy
by Jared Newnam
April 8, 2010
More and more Americans are on the verge of starring in films thanks to a proliferation of surveillance cameras used in law enforcement. But unlike actors on the silver screen, these film stars are not going to be winning Oscars any time soon.
In New York, the number of cameras being operated in Greenwich Village and Soho jumped from 142 to 2,227 during an eight-year period ending in 2005, according to a report published by the New York Civil Liberties Union.
In Chicago, an undisclosed number of cameras have been linked together in what is being called "Operation Virtual Shield." A recent Wall Street Journal article about the program explained that police surveillance is now being aided by cameras operated by other government agencies, and even privately owned cameras.
It's happening outside big cities, too. A November report from National Public Radio described the case of the tiny town of Tiburon, California, where the council decided to install a handful of cameras on the two roads that lead into and out of town, so the city can monitor traffic.
Law enforcement officials see the cameras as a boon since they help with identifying criminals and solving crimes. Critics question the cost and effectiveness of the cameras, and lament the paranoia and distrust that they say comes with constantly being watched.
Denny Powers, Criminal Justice Program Director at South University, is a proponent of surveillance cameras. Once someone sets foot into the public sphere, "there is no expectation of privacy and the Fourth Amendment does not apply," he says. "The police or whomever may film in public as long as they have a legal right to be in the place from which the film is being made."
In order to obtain video footage in a criminal case, investigators don't have to do all of the leg work that's required to obtain a wire tap, Powers points out. Often all that's required to access soundless video footage is a simple subpoena. He points to a November 2009 report in the FBI Law Enforcement Bulletin that explains legal findings regarding surveillance cameras inserted on the top of utility poles. In one case, the California Supreme Court decided that it was perfectly legal for police to use a flyover to observe an individual's fenced-in back yard because there was reasonable suspicion that this individual was growing marijuana. The court found that it was not unlawful for the police to investigate in this manner since "one who grows illicit drugs in his backyard is [not] ‘entitled to assume' his unlawful conduct will not be observed by a passing aircraft or by a power company repair mechanic on a pole overlooking the yard."
The use of strategically placed cameras can aid in investigations because of their inconspicuous nature. If a police officer has the right to be where a video camera can be installed, proponents argue, then it's not an invasion of privacy to insert a camera in that space.
But Jay Stanley, Public Education Director of the ACLU's Technology and Liberty Program, has a different take on the trend. He says there are two levels of risk with the rise in ubiquitous surveillance. The first issue is that footage could be misused, he says, noting the case of a suicide that a surveillance camera recorded in the lobby of a public housing facility in New York. The video made its way onto the internet.
The second issue, Stanley says, is that the widespread use of video surveillance "will really have an effect on our public spaces. Most people act differently when they're being watched by the authorities. And when you're being videotaped, you lose control of who your audience is."
Privacy advocates argue that there is little oversight regarding who can get access to video footage. And Stanley questions whether the technology is cost-effective, noting debate about an initiative in England to spend more than $800 million to install one million cameras throughout London. A 2009 study reported in The Independent newspaper suggests that only one crime has been solved for every 1,000 cameras in use. Studies run in this country have also raised questions about how well cameras act as a crime deterrent. Researchers at New York University, for example, found "no persuasive evidence" that surveillance cameras installed at one housing complex in Manhattan significantly reduced crime, according to a 2009 write up of the research in a blog published by the New York Times. The researchers also looked at the impact of cameras at a second complex and found stronger evidence of an impact on minor crime, but not major crime.
"Americans have always been a freewheeling people, and it would be a pity if we can't conserve the freedom that we've always had," Stanley says. "In many ways, privacy is a conservative issue. It's about conserving the expectations of privacy that Americans have always enjoyed."
Powers, however, remains a supporter of the trend.
"Most individuals are appreciative of the surveillance as it does not seem to have an effect on their daily lives," Powers says. "Again, there is no expectation of privacy in public, so public surveillance is a good thing. ... It leads to solved cases and bringing the offenders to justice."
When I discuss in my case of NOSY NEIGHBOR AND THE GANG------illegal surveillance inside people's living space operating on THE NETWORK-------open secret illegal PORN and SEX TRADE discussions ------THE NETWORK being an extension of HOMELAND SECURITY-------- all creating an environment of 99% WE THE PEOPLE walking along a street or sidewalk with FEEDBACK VOICES coming from these public surveillance devices------
THIS IS IT.--------VIRTUAL SHIELD.
In Chicago, an undisclosed number of cameras have been linked together in what is being called "Operation Virtual Shield."
This is what has been installed throughout CLINTON/BUSH/OBAMA and those tied to these TOTAL PUBLIC SURVEILLANCE structures are as with all our US industries these few decades being allowed to operate CRIMINAL BLACK MARKET ECONOMIES within THE NETWORK.
When we hear on THE NETWORK ----public surveillance FEEDBACK saying-------
MAN, SHE WORKS FOR ME-------WE HIT HER-------WE PROTECT HER BECAUSE WE OWN HER------
All this I hear while waiting for a bus ----the talk directed at a YOUNG LATINO WOMAN living in an apartment in my community. If I were to ask that LATINO WOMAN if she works as a SEX SLAVE for those NOSY NEIGHBORS----she would have no idea she is being illegal surveilled in her apartment and those images sold as PORN. So, this person is being advertised as BEING OWNED-----as a SEX SLAVE warning other NOSY NEIGHBORS to keep their hands off of this NEW STUFF.
All of these FEEDBACK discussions coming off of these VIRTUAL SHIELD public surveillance structures being part of STANFORD TOTAL PRISON model of intimidation, fearfulness, total loss of privacy.
The saturation of our US FOREIGN ECONOMIC ZONE public spaces has been moved INSIDE via NOSY NEIGHBORS AND THE GANG----to be replaced by SMART HOMES/APARTMENTS.
Operation Virtual Shieldschedule Jan 1, 2008
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IBM has announced a new project with the City of Chicago Office of Emergency Management and Communications (OEMC) to implement one of the most advanced city-wide intelligent video security systems. The project is a part of Chicago's Operation Virtual Shield.
In collaboration with its business partners, Firetide and Genetec, IBM has successfully deployed the infrastructure build-out for Operation Virtual Shield with plans to expand the network throughout the city. In the first phase, IBM helped city experts and network engineers to design and implement a surveillance strategy infrastructure to capture, monitor and fully index video for real-time and forensic-related safety applications. This entailed building a unified fiber network throughout the downtown Chicago area, deploying a critical wireless infrastructure to offer flexibility as required, installing hundreds of new surveillance cameras, linking thousands of preexisting cameras to the network, and creating a fully redundant backend system to monitor the video, store the images and allow for business continuity and disaster recovery applications.
The Chicago OEMC and IBM also are working to expand the surveillance system and to add analytics that provide license plate recognition, trending projections and intelligent search capabilities to the existing infrastructure. Chicago's security solution is designed to provide several benefits to both city officials and citizens including: real-time video surveillance intelligence for proactive homeland security monitoring; faster response time to emergencies; more effective deployment of emergency responders; and increased travel efficiency through traffic congestion tracking.
NOSY NEIGHBORS are today's MAE WEST-------SEX WORKERS----------they illegally surveille innocent people just to make MONEY-------those innocent victims of black market PORN and SEX TRADE via NOSY NEIGHBORS are not the DISGRACE------these NOSY NEIGHBORS as SEX WORKERS need to get out of our US communities-----
When my case of NOSY NEIGHBORS AND THE GANG make reference to BOSTON COLLEGE as a place for teaching------tenure -----while being raging STANFORD TOTAL PRISON criminal surveillance and PORN------
We are seeing a TOTAL CORRUPTION of both our Western religions and our US public and private education structures.......
SMALL PRIVATE WILL BE KILLED ALONG WITH PUBLIC SCHOOLS.
MY FRIEND on Eastern Shore of VA----really has that SEXUAL PREDATOR being a MAE-WEST-sex worker performing to show what we hear is A BIG UNIT all courtesy of Baltimore's THE NETWORK -------PORN SITE.
DEMASCULATION ---------DEFEMINIZATION of US 99% WE THE PEOPLE black, white, and brown citizens-----a NATIONAL DISGRACE.
DEFINITELY A GLOBAL ONLINE EDUCATION EXPERIENCE
'Boston College’s commitment to global engagement lies at the core of its educational mission. The Jesuit, Catholic liberal arts tradition, fostered through the links between Jesuit scholars across the world since the sixteenth century, is in its essence international. Our path for the future is expressed in the university’s Strategic Plan:
"Boston College commits itself to increasing its presence and impact through increased outreach to international students, recruitment of faculty with international backgrounds, and the development of programs that promote global cooperation.”
After twelve months of systematic work, the Boston College Global Engagement Committee— consisting of faculty, students, and administrators—completed the BC Global Report (2018), which recommends a set of strategies and initiatives to increase the university's presence and impact in the global arena'.
Sturgis humiliating women because SHE DONE HIM WRONG-----oh, really?????? We are sure it is only for the MONEY.
- Learning how to DODGE AND DUCK illegal streaming surveillance PORN in Baltimore-------no consent needed.....NOSY NEIGHBORS I, 2, 3----MAE-WEST sex workers!
- Being 'HIT' is being SCHOOLED
PLEASE do not allow what is DEPRAVITY be used as political fodder
Mae West: "Come up and see me sometime!"
The most famous "one-liner" Mae West has ever created easily turned into her signature song: Come Up And See Me Sometime! - With clips from the 1934…
'Yeah and we have Gillibrand here on LI running for president.
NXIVM donated to her campaign and her daddy was involved in it'.