Overblik over valgmulighederne for børn, der skal gå fra
primary til secondary ved 10-11 års alderen:
“SCHOOLS EXPLAINED What’s the
difference between grammar, private and state schooling and what is Theresa
May’s free school expansion?
If you're thinking ahead to your
child's secondary school place - these are the options which might be available
to you”
Fokus på højere uddannelse: De store studieafgifter
skaber problemer
Artikel i The Guardian
11.07.2017 hvor der både gives et
historisk rids over hvordan studieafgifter har udviklet sig, og der
argumenteres for at status quo er fuldstændig uholdbar.
Citat: "And three months
ago the government made fees even more egregious by imposing a
whopping 6.1% interest charge on student debt. Debt levels for new
graduates are now so high that the Institute for Fiscal Studies estimates that
three-quarters of graduates will never pay it all back."
Kilde:
artikel I th Guardian
"I put up tuition fees. It’s now clear they have to be
scrapped | Andrew Adonis | Opinion | "
Klik
Artikel
om konsekvenserne af studerendes gældsætning
“Poorer
students aren’t applying to university because of fears of high debts”
June 6, 2017 1.18pm BST
Link
Siden Margareth Thatchers tid som
premierminister har der i hver eneste regerings tid været adskillige reformer.
Her er der et indlæg om …
Had
kan man lære af studieafgifter i England?
I 1998 blev den fri adgang til universiteterne afskaffet og alle
studerende blev pålagt en studieafgift.
I rapporten "Lessons from the end of free college in
England" fra april 2017 vurderer 3
forskere fra det amerikanske konservative
Brookings Institute hvordan det er gået.
Hovedkonklusionerne er
at det ikke har forværret den sociale skævhed ret meget selvom det var
frygtet ( sen sociale skævhed i højere uddannelse har altid været stor i UK, og
reformen har altså heller ikke heller
ikke gjort den mindre)
At ressourcerne til undervisning er blevet forøget ( manglen på
ressourcer var et stort problem indtil 1998 i en tid hvor tilgangen af
studerende voksede stærkt).
At måden studieafgiften afkræves har formindsket den
"afskrækkende" virkning på de studerende: betaling af studieafgifter
udskydes indtil efter den endelige eksamen, mulighederne for lån er større end
før, og det har øget de studerendes muligheder for at dække leveomkostningerne.
Desuden tilmeldes alle nye kandidater automatisk til et indkomst-betinget
låneafdragssystem, der minimerer både papirarbejde og risikoen for
misligholdelse
Forskernes hensigt er at problematisere bl.a staten New Yorks
hensigt om at gøre adgang til college frit (college er institutionsbenævnelsen
for den 4-årige amerikanske bachelor-uddannelse). Her er rapportens egen
opsummering:
De britiske erfaringer "... tyder på, at at det at gøre college
helt gratis er næppe den eneste vej til at øge kvantitet, kvalitet og
egenkapital i videregående uddannelse. Faktisk viser historien, vi fortæller
her, hvordan et frit system undertiden kan arbejde imod disse mål."
Fra et dansk perspektiv lyder det dog afskrækkende at bachelorer på
offentlige universiteter i
Storbritannien nu afslutter deres uddannelse med en gennemsnitlig gæld på
£44,000 (ca $54,918)!
Og dette beløb er altså kun et gennemsnit!
Udgangspunktet for disse forskere er åbenbart at set er godt not hvis
ikke den sociale slagside bliver forværret (selvom slagsiden er markant).
Det man kan lære af indførelsen af studieafgifter i England er for det
første at måden man organiserer tilbagebetalingen på, og måden man skaber et
vist sikkerhedsnet for studerende, der ikke bliver i stand til at betale
tilbage, er meget vigtig, og der er gode eksempler på, hvordan det kan gøres.
Men rapporten kan ikke bruges til at overveje hvordan national
uddannelsespolitik kan øge universitetsuddannelses betydning som social
elevator fordi det er ikke dens sigte.
Her følger rapportens "Executive Summary”
“Earlier this month, New York became the first U.S. state to offer all but its
wealthiest residents free tuition not only at its public community colleges,
but also at public four-year institutions in the state. The new program, called
the Excelsior Scholarship, doesn’t make college completely free, nor is it
without significant restrictions.1 Still, the passage of this legislation demonstrates
the growing strength of the free college movement in the United States.
The free college movement in the U.S. is
typically associated with liberal and progressive politics and motivated by
concerns about rising inequality and declining investments in public goods like
education. Americans are thus sometimes surprised to hear the story of the end
of free college in England, in which progressives built upon very similar
motivations to move policy in the complete opposite direction.
Until 1998, full-time students in England
could attend public universities completely free of charge. But concerns about
declining quality at public institutions, government mandated caps on
enrollment, and sharply rising inequality in college attainment led to a
package of reforms which began in 1998, including the introduction of a modest
tuition fee. Two decades later, most public universities in England now charge
£9,250—equivalent to about $11,380, or 18 percent more than the average sticker
price of a U.S. public four-year institution.2 The typical English bachelor’s
degree recipient is now expected to graduate with around £44,000 (approximately
$54,918) in student loan debt, more than twice the average for graduates who
borrow at U.S. four year institutions.3
Has this restructuring of higher
education nance over the last 20 years
led the English system backwards or forwards in terms of improving quality,
quantity, and equity in higher education? In this report, Evidence Speaks contributor
Judith Scott-Clayton teams up with two experts on British higher
education—Richard Murphy and Gillian Wyness—to examine the consequences of
ending free college in England, and consider what lessons may be drawn for the
U.S. policy conversation.
Though it is impossible to know how trends would
have evolved absent the 1998 reforms, we show that at
a minimum, ending free college in England has
not stood in the way of rising enrollments, and institutional resources per
student (one measure of quality) have increased substantially since 1998.
Moreover, after many years of widening inequality, socioeconomic gaps in
college attainment appear to have stabilized or slightly declined.
The English experience thus suggests that
making college free is hardly the only way to increase quantity, quality, and
equity in higher education. Indeed, the story we tell here shows how a free
system can eventually stand in the way of these goals. Rather than looking to
emulate the English model of the 1990s, the U.S. might instead consider
emulating some key features of the modern English system that have helped
moderate the impact of rising tuition, such as deferring all tuition fees until
after graduation, increasing liquidity available to students to cover living
expenses, and automatically enrolling all graduates in an income-contingent
loan repayment system that minimizes both paperwork hassle and the risk of
default."
Link til den 10 sider lange rapport
Evidence Speaks Reports, Vol 2, #13 April 27,
2017
Lessons
from the end of free college in England
af Richard Murphy, Judith Scott-Clayton, and
Gillian Wyness
Kortere artikel om rapportens indhold: https://www.brookings.edu/research/lessons-from-the-end-of-free-college-in-england/?utm_campaign=Brookings%20Brief&utm_source=hs_email&utm_medium=email&utm_content=51396395
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Dette blogindlæg supplerer afsnittet ”Anden uddybning: kampen for at få alle med”
i mit kapitel Hedegaard, E. (2017): "Uddannelsespolitik og globalisering - uddannelsesreformer i en usikker tidsalder"
i bogen P. Ø Andersen & Tomas Ellegaard : "Klassisk og moderne pædagogisk teori". København: Hans Reitzels Forlag.
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