Submitted by admin on Tue, 03/11/2014 - 15:51
For entrepreneurs to succeed, they need space to innovate that is sufficiently free of regulatory constraints, buyers who are receptive to their breakthroughs and uninhibited in their procurement decision-making and a competitive market environment in which efficacy and efficiency are the overriding priorities.
Submitted by Gabriel H. Sahlgren on Mon, 02/10/2014 - 00:00
When analysing the effects of education reforms, researchers tend to restrict themselves to traditional outcomes, such as pupil achievement and attainment. There are exceptions, but they are still relatively few.
Submitted by Alexander Blackburn on Thu, 10/31/2013 - 12:17
Britain’s place as a world-leader in education may be consigned to the past, after repeated headlines regarding Britain’s slide down education league tables. Last month, the OECD found that the knowledge and skills of our adults are worse than those of Latvia, Lithuania and Slovakia, among others.
Submitted by Gabriel H. Sahlgren on Wed, 10/16/2013 - 11:48
In a recent blog post, Sam Freedman, former advisor to Education Secretary Michael Gove, announced that he has changed his mind about the viability of for-profit schools. He no longer believes such schools can ‘improve the current education system as it is’. This is for three reasons: 1.
Submitted by Gabriel H. Sahlgren on Thu, 08/08/2013 - 07:03
This blog is part two of a response to James Park's article on markets in education at the progress@HSE blog. The examples Park gives are far from mechanistic.