Archives for category: International

Bill Phillis, onetime state deputy superintendent of instruction in Ohio, now director of the Ohio Coalition for Equity and Adequacy, raises an important question: What becomes of the Gulen charter chain of about 150 charters if the U.S. State Department decides to extradite Imam Fethullah Gulen? The Turkish government blames Gulen’s followers for the coup that sought to overturn the government. The Turkish government now blames the U.S. for sheltering Gulen. Turkey has resumed an alliance with Russia because of our refusal to turn Gulen over.

The decision the White House makes on the request of the Turkish government to extradite Turkish Islamic cleric Fethullah Gulen (the U.S. charter school magnate) will likely affect the future of the 150 Gulen, tax-funded charter schools, 19 of which are in Ohio
The August 3 New York Times article-Turks can agree on one thing: U. S. was behind failed coup- indicates that pressure is mounting for the U.S. to send Gulen home to Turkey. Since the U.S. government has denied the extradition request multiple times, the Turks opine that the U.S. is supporting the coup attempt by the Gulenists in Turkey.

Disentanglement of the international politics associated with the recent coup attempt is beyond the scope of this post. But it is appropriate to ask a fundamental question to state officials and the sponsors of Gulen charters: Should a chain of charters, spawned and operated by members of the Gulen movement, continue to be supported by tax funds?

In dealing with this sensitive issue, the White House could send a clear message to Turkey by forbidding public funding of Gulen charters. Inasmuch as it has been substantiated that some of the funds paid to Gulen charters gravitates to the Gulen movement, state and federal officials should arrange for a complete investigation of the connection between the Gulen movement and the Gulen charters.

The question remains: Why are taxpayers allowing foreign nationals to take control of their neighborhood public schools?

The Ugandan Parliament ordered the for-profit corporation Bridge International Academies to close its schools for failing to meet the nation’s standards. The linked report comes from Education International, which represents teachers’ unions around the world. Teachers’ unions think that children should be instructed by qualified teachers. Most children in Uganda cannot afford to enroll in a fee-paying school.

The Ugandan teachers’ union elected a member to Parliament, who championed their case against the for-profit schools.

In the latest turn in the saga between the Ugandan government and Bridge International Academies the country’s parliament has instructed management to close the schools until further notice. Bridge currently has 80 pre-primary and primary schools in Uganda run by American founders Jay Kimmelman and Shannon May.

According to Uganda’s Minister of Education, Janet Museveni, Bridge has the opportunity to reopen should they meet necessary standards. However, despite the order to cease operations, Bridge says it is business as usual.

Bridge, operating what are known as ‘low-fee,’ for profit schools in Uganda, Kenya, and most recently Liberia, is financially supported by the likes of Facebook’s Mark Zuckerberg, the Bill and Melinda Gates Foundation and education conglomerate Pearson Ltd. It is also receives funding from the World Bank and DfID-UK. Bridge’s business model, which depends on public money to operate fee charging schools run by unqualified teachers, faces a continuous barrage of criticism.

Although the company promotes ‘affordable’ education to some of the world’s poorest children, Bridge forces families to pay for inadequate scripted lessons read from tablets. Many children are left to learn in questionable environments, such as classrooms lacking proper materials, including desks, chairs and in some cases, toilets.

This is the response from Bridge:

http://www.bridgeinternationalacademies.com

FOR IMMEDIATE RELEASE

Bridge International Academies statement on comments in Ugandan Parliament

Kampala, 9 August 2016: Bridge International Academies has expressed sincere concern over statements made in the Ugandan parliament this afternoon threatening to force 12,000 Bridge children out of school and 800 Ugandans out of work, by seeking the closure of Bridge International Academies. Bridge has been working in partnership with the Government of Uganda to ensure that all Ugandan children have access to a high quality education.

“We are waiting to receive the report referred to in Parliament and a copy of the Parliamentary Hansard to review the Ministry’s concerns”, says Michael Kaddu, Head of Corporate and Public Affairs for Bridge International Academies in Uganda. “We have been working closely with the Ministry to put the needs of the children first and come to a speedy resolution of any issues made known to us.”

“In the meantime, our academies are running as usual as we continue to work with the relevant educational authorities to uphold our commitment to our parents and communities to provide a world-class education to their children.”

“Bridge has been a great blessing to our community,” says Mrs Gertrude Kizza from the Nsumbi area of Nansana, the grandmother of two Bridge children and the LC1 of the Nsumbi community. “Prior to Bridge opening in Nsumbi, our children either had to travel a long distance to get to school or pay high fees for the local private schools. As a result, many children did not go to school. Since Bridge opened in February of this year, I have seen great changes in my grandchildren, who are now leaders in English and confidence.”
“As a Ugandan citizen I should have the right to give my grand-children a better future, which is why I sent them to Bridge”, says Mrs Kizza. “Now the government is taking away that right.”

Bridge now operates 63 nursery and primary schools across Uganda. Bridge teaches the Ugandan curriculum, using technology to prepare and support teachers, streamline administrative processes and monitor attendance and academic progress.

“I joined Bridge after teacher training college because I was excited by the idea of a school system were I would be prepared and supported to ensure children are learning”, says Patrick Mutegeki a teacher at Bridge International Academy in Nsumbi. “Working at Bridge has made me a better educator and has made me excited for the future of Ugandan children. Bridge pupils in Kenya had a 40% higher chance of passing the national primary exit exams than the national average, and have gone on to the best secondary schools in Kenya and the United States. I want those same opportunities for Ugandan children.”

Bridge International Academies is the 21st largest employer in Uganda, with close to 800 Ugandan employees and has already invested over UGX10bn in the Ugandan economy, with plans to invest another UGX25bn in the coming years.

The Harvard Business School reports a study from Britain that claims to explain how to turnaround a failing school.

https://hbr.org/2016/08/how-to-turn-around-a-failing-school

Americans, especially experienced educators, are likely to find their recommendations controversial.

The researchers say that reducing class size is not necessary. They say a class of 30 will do as well as a class of 15.

They say not to worry about teacher quality until you have the right leader and governance structure.

They say that the key to success is to exclude students with behavior problems. Pay another school to take them. Now there is a clever idea.

Their study was conducted using academies as their models. Academies are similar to our charter schools.

Imagine: as schools follow their advice, there will be a market for students who are behavior problems. Who will buy them?

Take it another step, and the school could sell students who don’t speak English and students with disabilities.

Now, that’s corporate reform using business thinking!

I was recently invited to write an article for U.S. News & World Report. I decided to write about the current trend in many nations to turn public schools over to the private sector. Readers of this blog may be familiar with the content and my concerns. But I wasn’t writing for those who are well-versed in these issues. I was writing for the public, which is unaware of the advances of privatization into the heart of public education.

The editors called it “Public education is up for sale.”

Michael Barber and Joel Klein have written a report for the World Economic Forum about how to achieve greatness in education. Their report is titled “Unleashing Greatness: Nine Plays to Spark Innovation in Education.”

Michael Barber is the chief education advisor for Pearson. Joel Klein is the ex-chancellor of the New York City public schools, former CEO of Rupert Murdoch’s Amplify (which lost $500 million and was sold off by Murdoch), and current chief policy and strategy officer to Oscar Health Insurance, which recently announced a radical downsizing.

The old ways no longer work, they say. What is needed for the future is “whole system reform,” which has happened or is happening (they say) in Madrid, Punjab, London, and New York City. Presumably, Barber takes credit for London and Klein takes credit for New York City. (I note, however, as a resident of New York City, that the schools continue to struggle with many problems, and no one refers to the “New York a City miracle” these days.)

Fortunately, Professor Stephen Dinham of the University of Melbourne in Australia took on the job of analyzing the Barber-Klein formula for greatness.

He sees the report as an illustration of what Pasi Sahlberg called the “Global Education Reform Movement” or GERM.

He writes:

“The terms ‘playbook’ and ‘unleash’ are loaded and instructive. A playbook, in sports, provides a list of strategies or moves for players and teams to follow. These are essentially step-by-step formulae intended to achieve success. In the case of this report, there are nine. Oh that education – and interrelated services such as health, employment and public infrastructure – could be reduced to such a simplistic list. The term unleash implies releasing from restriction and confinement, in this case, opening up education to ‘choice’ and the ‘free’ market. As I have noted, typically, ‘Choice, competition, privatization and the free market are [seen as] the answers to almost any question about education. (Dinham, 2015a: 3).

“Let’s now consider the latest simplistic recipe designed to address the ‘manufactured crisis’ in education (Berliner & Biddle, 1995; Berliner & Glass, 2015), a crisis that is in danger of becoming reality if we ignore the evidence and follow such ideologically and financially underpinned and driven prescriptions (Dinham, 2016).

“The authors’ ‘plays’ are:

“Provide a compelling vision for the future

Set ambitious goals to force innovation

Create choice and competition

Pick many winners

Benchmark and track progress

Evaluate and share the success of new innovations

Combine greater accountability and autonomy

Invest in and empower agents of change

Reward successes (and productive failures).

“Detail on ‘how’ to achieve the above is lacking, although brief case studies where these have purportedly been successful are provided (e.g, New York, Chile). A common theme is the belief mentioned previously that deregulation, competition and choice will deliver an overall lift in educational performance. The evidence is however, either weak (e.g., on greater school autonomy) or contradictory (e.g., vouchers, charter schools, free schools, chains or academies) (Dinham, 2015a).”

Read both the report and the critique. Funny the authors don’t look at Chile and Sweden, two nations that took the path they recommend, with disastrous results.

William Doyle describes an emerging international consensus about the appropriate and limited use of technology in the classroom.

Doyle starts from the proposition that “Technology in the classroom has so far had little positive effect on childhood learning.”

That’s the stunning finding of the OECDs September 2015 report “Students, Computers and Learning: Making the Connection.” The report found that despite billions of dollars of frantic government spending, where ICTs [information and communications technologies] are used, their impact on student performance has been “mixed, at best,” in the words of the OECD’s Andreas Schleicher. “In most countries, the current use of technology is already past the point of optimal use in schools,” said Schleicher. “We’re at a point where computers are actually hurting learning.”

This supports a growing body of other research indicating that, with some exceptions like distance and special needs learning, there is little evidence that digital tools are inherently superior to analog tools in the hands of qualified teachers in teaching children the fundamentals of learning, especially in the early years.

For policy-makers, educators and parents, the implications of this research are enormous, and critical. The OECD report suggested that teachers need to be better trained in ICT. But it also found that children may learn best with analog tools first before later adding digital platforms, and that a few hours a week of classroom screen time may be optimal for children, beyond which learning benefits drop off to diminishing, or even negative, returns.

This argues not for the 100% screen-based classroom proposed by some enthusiasts, but for a far more strategic and cost-and-learning-effective model. In this vision of the “school of tomorrow,” teachers will use the analog and digital methods of their choice, including a few hours of student screen time per week – with a significant portion of school time being a “digital oasis,” where students learn through proven analog methods like paper, pencil, manipulatives and physical objects, crayons and paint, physical books, play, physical activity, nature, and face-to-face and over-the-shoulder interactions – not with digital simulations, but with the ultimate “personalized learning platform” – highly-qualified, flesh-and-blood teachers.

This kind of approach is already blossoming in many classrooms around the world, as teachers and students harness and control the power of technology, properly applied and integrated.

Hands-on learning and learning by play are staging a comeback:

In the global headquarters city of LEGO itself, inside the three-year-old International School of Billund in western Denmark, the concept of learning through play is being taken to the ultimate extreme. The LEGO Foundation-supported school offers children aged 3 to 16 an International Baccalaureate program through a curriculum based on creative play, delivered through a rich variety of analog and digital tools, including, naturally, LEGO education kits and programs.

“We want pupils to use their hands,” said the ISB’s head of school Camilla Uhre Fog to a journalist from the Times Educational Supplement. “We’re very hands-on. When hands are involved in learning, children really remember. If you’re in the middle of the creative process there is nothing worse than clearing up – if you cease the flow then you lose the dream, you lose everything.”

Last night we were treated to a diatribe about how awful American public schools are by a young man who never attended a public school: Donald Trump, Jr.

These days, those who know the least are likely to spout off the most.

Mr. Trump Jr. went to a fancy private school with a tuition that is about equal to the median American annual salary.

William Doyle watched the speech and dashed off a comment:

In his speech at the Republican convention last night, Donald J. Trump
Jr. managed to mix up the subject of education so badly that he stated
it completely backwards from the truth.

Trump said, “You know why other countries do better in K-through-12?
They let parents choose where to send their own children to school.
That’s called competition. It’s called the free market.”

In fact, the nations that have introduced measures of so-called
“free-market choice” in their education systems — notably Sweden,
Chile, and most recently the UK — have experienced no improvement in
overall results, and have instead seen quality and equity decline.

By contrast, the superstars of global education, including Finland,
Canada, Japan, Singapore and South Korea, have largely single-model
national delivery systems of education that stress teacher
professionalism and autonomy, equity for all students, and the regular
testing and assessment of students by experienced teachers, not by bad
data created by wasteful and low-quality standardized tests.

If we want to Make America Great Again in education, we should be
inspired by their example.

—William Doyle is a Fulbright Scholar who lectures on global education
at the University of Eastern Finland, and spends several months a year
as a public school father of an 8-year old in Finland.

This reader is living in Germany, where his son is in elementary school. He made a surprising discovery: the German system emphasizes hand mastery. This reminds me slightly of the “maker movement” in our country, which is trying to revive the practices of making, tinkering, and doing. Some maker activities rely on technology in in genius ways. The common thread is to allow students to use their hands and brains at the same time to create.

“USE OF FOUNTAIN PENS BY ELEMENTARY STUDENTS

“I am a public education administrator in the United States – New Jersey – and the father of an 8 year old. Presently I am in Germany and my son attends a German elementary school. I see great merit in using fountain pens for students. In my opinion, one of the reasons Germany produces some of the greatest products in the world is the emphasis the German school system places on “Basteln” or tinkering and other traditional activities that require care, like the use of a fountain pen. To many Americans this may seem quaint – but there is a rock solid place for “the quaint” in the earliest grades – again, in my opinion. Forming letters with a traditional tool like a fountain pen will give the young individual an intimate experience with reality – one which requires precision and care – much more than with a swipe or a push of a button.

“I strongly feel that this (and other “quaint” experiences had by students in German elementary schools translates into a more thoroughly educated student – one that will be much more creative as technology is introduced. I think American education needs to re-evaluate how we educate our youngest and see the merit in what many Americans and American educators may perceive as impractical. In Germany, I once thought it totally impractical to take 7 minutes to draw a “Pils” beer – until I tasted how delicious it was From then on I saw the wisdom in what may be seen as impractical or quaint – and saw how rich with tradition and innovation German society is – and American educators would be well advised to take a good look.”

David Di Gregorio, Father of an 8 year old

Supervisor of Library Media Services

Investigative journalist George Joseph assesses the alarming transformation of Teach for America into Teach for All. The Ugly American has arrived to disrupt teaching and education, to provide jobs for young college graduates, and to put poorly trained “teachers” in front of kids who need good teachers.

He writes:

Since 2007, adaptations of Teach for America’s controversial model have been implemented in 40 countries, on every continent except Antarctica, thanks to Kopp’s Teach for All network. Though the organizations are financed through varying mixes of corporate, foundation, and state funding, there’s a remarkable continuity in the network’s so-called “Theory of Change,” regardless of national differences in teacher training, student enrollment, and infrastructure quality. Given the burgeoning presence of Teach for India in the nation’s troubled school system, the project of exporting the Teach for America model is being put to a high-profile test. If deemed successful, this model will be poised to deliver large portions of India’s education system—and, indeed, others all over the world—into the control of the private sector on a for-profit basis.

Joseph goes into detail about the workings of Teach for All in India (Teach for India), where the effort is led by an Indian woman who sounds very much like Wendy Kopp: privileged, smart, and alert to a great opportunity.

TFI, according to its official account, sprang to life after Shaheen Mistri, a prominent nonprofit leader in Mumbai, walked into the Manhattan office of Teach for America founder Wendy Kopp in 2007 and declared, “We have to start Teach for India, and I need your help!” Teach for America has become famous for tackling inequality in education by training young graduates from elite schools to teach in public schools for two years and then become advocates for “education reform”—a contested agenda that includes increasing the number of privately operated charter schools and limiting the power of teachers’ unions. TFA’s critics say that inexperienced teachers make educational inequality worse, and that the organization has become a Trojan horse for the private takeover of public-sector resources. And TFA’s recruiting numbers have dropped in recent years, as skepticism of the once-lauded organization grows.

In India, meanwhile, the education system is rife with problems even more daunting than in the United States. In 1966, during the country’s post- partition development period, the Kothari Commission declared that India needed to spend at least 6 percent of its GDP on education. Like most South Asian countries, it failed to come close to this figure. In recent years, despite India’s incredible economic growth, the most it has ever spent on education was 4.4 percent of its GDP, in 2000.

The results have been predictably appalling. According to the Right to Education Forum, in the 2013–14 school year, India had 568,000 teaching positions vacant, and only 22 percent of working teachers had ever received in- service training. This massive shortage means that as of 2015, more than half of Indian public schools were unable to comply with the 2009 Right to Education Act’s mandatory class-size ratios (no more than 30 students to one teacher in elementary schools and 35 in secondary schools). Further, a whopping 91,018 Indian public schools function with just one teacher. Also, more than 50 percent of Indian public schools lack handwashing facilities; 15 percent lack girls’ toilets; and nearly 25 percent don’t have libraries. As in many developing countries, these failures fuel the problem of teacher absenteeism in India.

Like TFA founder Kopp, a Princeton graduate who realized that a career in finance was not for her, Mistri began her forays into educational reform from the outside looking in. Every bit the “global citizen,” Mistri describes her privileged upbringing, including traveling first class from “sandy coves on Greek islands” to “the Austrian countryside,” in her book on TFI’s founding. After a year at Tufts University, she experienced her epiphany while sitting in a taxicab on a family vacation in Mumbai. “Three children ran up to my window, smiling and begging, and in that moment I had a flash of introspection,” Mistri writes. “I suddenly knew that my life would have more meaning if I stayed in India. I saw potential in that fleeting moment—in the children at my open window and in myself.”

Will Teach for India solve the massive problems of Indian education? Or will they relieve the government of any need to encourage a teaching profession that is committed to careers in teaching?

The Charlotte Observer in North Carolina reports that Chinese investors put up $3 million to start up a new charter school, which is now struggling for survival.

Is a foreign-financed charter school a public school?

They did it in exchange for green cards,

Chinese investors provided $3 million in startup money for Thunderbird Preparatory Academy, a Cornelius charter school that’s fighting for survival.

That’s one of the insights that emerged from last week’s state review of the school’s finances, governance and facilities.

Thunderbird’s network of investors and lenders left Charter School Advisory Board members shaking their heads and palming their faces. “A spider web,” one member dubbed it. “Exceedingly messy and complex,” said board Chair Alex Quigley.

But as North Carolina has opened itself to rapid charter school expansion, a growing number of startup schools are turning to charter-school finance companies to pay for facilities. Some also tap a network of companies and consultants to help them run the schools. That means tax money from North Carolina is flowing across the country and around the globe to repay debts and cover outsourced services.

Lee Teague, executive director of the N.C. Charter Schools Association, said he had never heard of the Chinese investment in charter schools. But because charter schools don’t get public money for facilities – and because schools must begin paying bills before the first state check arrives – it’s common to see new schools taking out loans, he said.

Thunderbird, which opened in 2014, got its $3 million through the EB-5 program, which provides green cards to foreign investors who create U.S. jobs. Although charter school salaries are paid with public money, an Arizona-based company called Education Fund of America offers the opportunity to invest in charter schools, claim the job-creation visa benefit and rely on government support of such schools to secure the investment.

Parents at the Thunderbird Charter School are angry, and they have called for the removal of the principal and the chair of the charter board. The school opened in 2014 and has struggled with staff, rodents, finances, and academics.


After probing topics ranging from rodent infestation to high-interest loans, a state charter panel Thursday backed away from a call to close Thunderbird Preparatory Academy in Cornelius.

But the Charter School Advisory Board voted unanimously to demand intense scrutiny in the coming year.

“I think you have a very short period of time to right this ship,” board Chairman Alex Quigley told school leaders.

The advisory board called Thursday’s special meeting after voting June 14 to recommend closing the school when Thunderbird leaders missed a regular meeting where they had been summoned to discuss financial, academic and health/safety concerns.

Thunderbird board Chair Peter Mojica said Thursday that bad publicity has damaged recruitment for the coming year, with enrollment dropping from 500 at the start of last year to 432 enrolled for 2016-17. The school has also lost 11 of the 23 teachers it had last year.

But Mojica said the board and the school’s recently hired principal are committed to fixing problems and reviving the school.

“We have a great school that is not absent of its problems,” he said. “We are well aware of them and are trying to address them.”

Thunderbird, which opened in 2014, has struggled to find and pay for a building, establish leadership and show academic gains – challenges that face many new charter schools. The problems have been compounded by spring flooding and a bitter rift dividing board members, faculty and families.

The school has had three principals in three years. Some parents vow to return to the public schools. Others say they are satisfied. The state has gotten more complaints about this charter than any other.

The Chinese investors have their green cards, so they are not complaining.

Read more here: http://www.charlotteobserver.com/news/local/education/article87268177.html#storylink=cpy

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