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Posts Tagged ‘education entrepreneurs’

The issue is simple. If there is a public school of excellence and free in every neighborhood, installing a private school is simply not good business, much subsidy is provided on demand. Knows that everyone and especially private education entrepreneurs.

Unlike the case of private schools with a particular orientation, for example, religious, philosophical, cultural, colonial, social, and so on. Such establishments have always existed and will exist with or without subsidies, no one objects to receive them if they are good.

The problem of education, therefore, has never been freedom of education or public support for private education projects. At that point everyone agrees. The problem has been a scheme that has tried to replace the system of public education by private companies for profit, which obviously is only possible as long to dismantle the first to make room for the second. That was precisely the essence of the LOCE and all its related mechanisms, the decentralization, financing through vouchers equal, matching grants and so on. The new rare entities that the government proposes to take over schools are more than just that.

For this reason, precisely, is that there is so stubborn resistance to the requirements of the overwhelming majority of the country: the rebuilding of a national public education, modern, centralized and decentralized at the same time, which soon installs a public school Free of excellence in every neighborhood in every city and town in Chile. As we did during the twentieth century.

Before the advance of this simple idea, promoted by the more massive student movement in history, rising voices announcing the end of the world if you end profit education, which is another way of expressing the idea recently exposed. That will be one million students without school! That will threaten thousands of small entrepreneurs in education, most teachers! Whenever the conservatives say the state of affairs cannot be changed. When the People’s Government proposed to give half of milk dormouse all Chilean children, the right asked if there were so many cows in Chile. Now with one voice screaming cannot end the profit in education!

Nothing more false. You can rebuild the national system of free public education in a short time without a significant increase in public spending, without leaving a single child without school and scrupulously respecting the rights of entrepreneurs who believed in the above scheme and invested in education, even, they can open up business opportunities. Additionally, of course, a huge advance in the working conditions of most maligned profession of Chile, which has tried to carry all the problems of a failed privatization scheme: the noble and devoted teachers Chilean constituted over two thirds parties for women.

A simple way that can make the transition is that the state assumes direct management of all teachers who already pay, in both the municipal and the private subsidized. As you know, grant the latter assumes that teachers are paid a salary equal to the city, which certainly does not. In other words, moving all teachers of municipal schools and subsidized private schools to be officials of the new national public education service for the latter represents a special benefit for the state and represents no additional cost since it is already doing this outlay!

This is done simply by decree, as in Spain some years ago. This consists basically stay the new service of public education, that is, with all his teachers and distributed in the territory, even with their respective students, which is essential. From the standpoint of the latter there is no change as they continue with their same teachers, just that these new service now depend on public education.

Additionally, proceed to establish the structures of supervision and direction of the new service teachers at all levels, ensuring the proper involvement of local authorities and school communities in their management. In this structure has indeed accommodated all current supervisors, principals, etc… Working in the subsidized private sector, which also are paid by the State and can go directly depend on the new service?

The main thing in this case is that the new teaching structure of the new service is defined by educators and education by economists who have no idea and have already done enough damage to the sector.

Then you need to resolve the issue of ancillary services relating to education, such as buildings, computers, cleaning, school meals, libraries, etc… All this can be resolved with the participation of the private sector. It’s the only good thing about the attempted forced privatization and the last thirty years has developed a private industry that can provide these services.

Starting with the buildings, although they have been funded by the state through generous subsidies, are now privately owned so-called “supporters” who happily unfashionable termination is only a bad memory. However, they have contractual obligation to allocate these buildings for educational purposes for a period of time, thirty years or so. The new service can proceed to lease the buildings at a rate that ensures a reasonable return to its owner’s own investments in them, discounting of course the tax subsidy provided. That will give today’s “supporters” a rather interesting entry for many years and then remain as owners of land and building and without obligation. It does not seem bad deal for most.

Additionally, many supporters are actually teachers, who can be as school principals or other charges in the new service, hired as civil servants, which for many can be a good arrangement, especially for children. Additionally, there will have to hire other related services, some of whom can provide perhaps the same supporters. In fact, this market can expand the existing municipal schools, which opens to the private sector a large area of ??legitimate profit in the educational system to Pastry pie!

Notwithstanding the foregoing, the passage of existing charter schools to the new public system should be on a strictly voluntary basis. In other words, those who wish to continue operating in the same current conditions should do so. Certainly, this alternative would opt for all schools funded nonprofit, such as those belonging to churches and others. Possibly, some charter schools for profit – less likely – feel that they can continue to function even in the new conditions which must compete with a free public school of excellence in their neighborhood. In any case, it seems appropriate to encourage the decision to continue or not as funded private school under the new conditions involving the whole school community and not just the “holder.”