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A few weeks ago, Ryan mentioned he the only male primary teacher in his school. My theory (in his comments section) was that in several countries (like in India) teacher pay is graded by class taught, with those teaching higher classes getting better pay. Moreover, teaching a higher class may have a longer, or more strenuous work-day. The two facts combined with the traditional role of the man as the primary bread earner results in men choosing to teach higher classes (or alternately, the long hours keep some women off this vocation).

 

Now it seems that part of the reason may be attributed to a selection bias. It seems that the stereotype of the male sexual offender is making men are less attractive to school Boards and Administrators an/or making teaching in elementary school less attractive to qualified male teachers.

A Wall Street Journal article has more:

Are we teaching children that men are out to hurt them? The answer, on many fronts, is yes. Child advocate John Walsh advises parents to never hire a male babysitter. Airlines are placing unaccompanied minors with female passengers rather than male passengers. Soccer leagues are telling male coaches not to touch players.

Child-welfare groups say these are necessary precautions, given that most predators are male. But fathers’ rights activists and educators now argue that an inflated predator panic is damaging men’s relationships with kids. Some men are opting not to get involved with children at all, which partly explains why many youth groups can’t find male leaders, and why just 9% of elementary-school teachers are male, down from 18% in 1981.

I’m not sure I agree with the reasoning here. I feel it may be a selection in favour of women not a selection against men that leads to the skewed percentage of male elementary-school teachers. You can however, read the entire story here.

Further Reading (click on numbers)

#1 Sex Offender Alert: Know when a Sex Offender moves into your area (Couldn’t help noticing that all the offenders profiled on this page were male!

#2: Men’s Awareness: A blog that showcases several examples to flout the male sex offender stereotype

YOUNG GIRL WITH VIOLIN

I took music lessons from age six to fourteen, but had no luck with my teachers, for whom music did not transcend mechanical practicing. I really began to learn after I had fallen in love with Mozart’s sonatas. The attempt to reproduce their singular grace compelled me to improve my technique. I believe, on the whole, that love is a better teacher than sense of duty.

- Albert Einstein

Image Courtesy: Bill Viccaro

This post will:

1. Briefly take you through the development of my relationship with Institutionalised Prayer

2. Offer a view of a remarkable factory-style temple operation

 

Since I was a child, I have lived in contradiction as far as my relationship with Religion and Puja (Hindi for Prayer) is concerned. I hated the idea of praying to God everyday- I would, as most kids are wont to, pray to him when I needed to. When I did pray, I would pray imagining myself to be the little cow-herd from the parable who forced the Lord to drink milk by by his earnest praying, crying and even begging.

 

I found visits to most temples hollow- I took an instant dislike to greedy priests, dirty corridors and the 5-second-blink-and-you-miss-God darshans before you were pushed along by the security-guard. I prayed best when I sat in silence, remembered my forefathers and God.

 

I was mesmerised by rituals- the sound of a smashing coconut (and the laughter when its watery contents emptied themselves onto my Father), the incantations (I memorised lots of the sanskrit shlokas) , the smell of camphor, the beautiful chunari my mother would wear and of course, the chum-chum or barfi that would come after.

 

Over the years, Visits to the Madurai Temple, Salasarji outside Jaipur, Tirupathi in the South, Sidhivinayak in Mumbai, Pushkarji (again outside Jaipur) and Dwarkaji near Mithapur in Gujarat confirmed my disenchantment with priests and their money-making ways. God is nobody’s pillion-rider. Prayer is not a covenant but a loving two-way relationship. I disavowed Puja and prayer for the new-fangled spirituality, good old personal prayer in new clothes.

 

But the contradiction still continues. I am still fond (not mesmerised any more) of rituals. I still like the camphor, flowers and festive atmosphere but have grown to detest the average pandit. What really binds me to rituals are the mantras, sutras and shlokas. I believe that the ancient texts (vedas and the upanishads) and rituals derived from these represent a body of experience and thought of the philosophers and prophets of the past essential for our continued survival. To ignore them would be conceit and to blindly take them on, foolishness. These texts are, even today, expressed in their own contextual syntax which is indecipherable to the average person and an ignorant or worse, a calculating pandit will misinform, misguide and confound him even further.

 

I like to embrace these texts with intuition, intellect and a good dictionary as guides.

 

It was with trepidation then that I visited the Trimbukeshwar Temple, fours hours from Mumbai, this morning to perform a 4-hour Puja ceremony. I hoped that it would be devoid of squabbling about money (just eight weeks ago when at Haridwar I had come face-to-face with an ugly display of naked greed by the priest performing Granny’s last rites) and be personal, a little one-on-one with God.

 

 

(Above: The main temple at Trimbukeshwar. Image courtesy Dharmesh)

Reaching Trimbukeshwar at 5 a.m. we were accosted by a drunk man en route to the sanctum sanctorium and even at that early hour had but a fleeting glance of the Idol. This was followed by a 2 hour wait for the priest who was to do our Puja, a period that saw the devotees standing in wait swell to the hundreds.

 

When we actually got to the Puja, I realised that this was going to be a community affair. The devotees were segregated by language ability into different lines and led to one of several large halls where all the ingredients and paraphernalia of the puja had already been placed by the team of coordinating pandits.

 

A senior Pujari led the proceedings in every hall, taking rows of gathered devotees through a series of synchronised actions and rituals, culminating in the final havan (sacrificial fire) in each devotees’ personal, portable kund (vessel).

 

At first, this batch processing of the devotees interfered with my conception of what pujas should be like. But as the puja went on, I saw that this factory manner was a very effective and efficient way to run the process.

(Above: Devotees wait before the start of the Puja. This picture represents a fourth of the hall. There are several halls of this size with pujas happening simultaneously)

1. The dakshina or fees for the Puja were spelt upfront- all ingredients for the Puja were included, no extra was asked for and there were no hidden costs.

 

2. The pandits had organised every conceivable item to be used in the Puja before-hand. All one had to do was sit down and start the puja. This ensured that no time was lost due to the devotees getting different (or incorrect) ingredients and misplacing or mishandling them.

(Above: flowers, milk, curd and various other items to be used in prayer)

 

(Above: Representations of a selection of the pantheon of Hindu Gods through nuts and wheat)

3. The pandits did their best to explain the rituals – as well as one could expect a hall full of devotees to be talked to anyway. If you wanted to understand the rituals in detail there was a provision to visit the temple the day earlier and speak to a member of the coordinating team in advance. It was perfect- they had discriminated between those who wanted information and those who did not- to the convenience and satisfaction of both.

 

4. There was no distinction based on class or income, everyone was treated in exactly the same way. This was a welcome change from temples where there are VIP or Express queues for those willing to make a payment for quick access to God.

 

5. The rather teacher-like Pujaris ensured silence and were quick to admonish any errant behaviour. This ensured that one got time for a little quiet one-to-one with God before, during and after the Puja.

 

6. From a demand-supply point of view, the small number of designated Pujaris managed to mediate the Puja for several devotees in a small amount of time. If this same Puja were to happen for each devotee individually, it would place an enormous strain on time and resources of the temple management.

 

(Above: The Puja in Progress at Trimbukeshwar)

 

7. Throughout you dealt with one main organiser so you didn’t have to take the trouble of finding the right person to answer any questions. As for the rituals- the Pujaris were available after the Puja to answer any questions and queries and to offer advice.

 

Most devotees gathered there after the Puja left satisfied. They had completed the Puja they had come for, been given all details upfront, avoided greedy pandits and ignorant ones and returned home in quick time.

 

It was simple. It was standard. It was quick. It got the job done. Ray Kroc would have probably nodded in approval.

As for me, the fascination with rituals continues.

 

Just before I started this post, I paid my regular visit to Charu’s blog and came across her nice post on rituals, inspired by Krish’s Priestly Matters, his account of his tryst with a Priest and Rituals at his Wedding. You must read both.

 

carnival of education

Welcome to the Carnival !

I am honoured to host the Carnival of Education, now in its 133rd avatar. Thanks Ed! It’s been quite an exercise, but I’ve tried my best to make it fun by including everything that was submitted to me and organising it into categories.

 

Thanks to all those who contributed and took the time to fill up the survey questionnaire I sent out. I am including the results at the end of the post post.

 

Next week’s carnival will be hosted by Matt Tabor. Mail him at mktabor@gmail.com by 11pm EST on Tuesday, August 29, 2007 or else use this handy submission form. Thanks to Lennie for last week’s carnival.

Hang on now for Here we Go!

 

Leading Schools

The first chapter of Freakonomics, a huge bestseller (read a superintendent’s post on it here) talks about how incentive govern economics. Incentives are it says, simple means to urge people to do more of a good thing and less of a bad one, they are bullets, levers and keys: tiny objects with astonishing power to change a situation. Dave Johnston brings Economics into school with a post on why School Districts Need the Right Incentives.

Teacher Salaries have always been a huge source of debate. Paying his employees well is a must for every Leader. IB a Math Teacher presents a comparison between US and Finnish (the country consistently ranked #1 in OECD surveys on student achievement) teacher salaries. After you read this, you may be surprised to find out that several Indian teachers are paid between 20-25% of what teachers in the US are (adjusted for exchange rates and purchasing power).

In an article that will shock every school leader, I was surprised to learn that 1 out of 8 children in US schools are on retalin, a drug that impacts behavior, cognition, appetite, and stress and can have negative impact on the brain major impact in adulthood. Lennie contends that Ritalin is used in Government Schools to modify the behavior of students to make them fit into the one-size-fits all systems that these schools employ.

This post was not written for teachers or administrators in school, but can help all of us. Phil presents 13 Steps to be Productive saying”Ever wonder why some people are so productive all of the time while other people never accomplish anything?” I’m sure Christian over at Think: Lab was reading- I wonder how he finds the time to write several quality posts a day!

 

Oh My God, This Cannot be Happening

Is that a Bird? Superman? No its an Elementary School Principal! Jo Scott-Coe introduces us to a Principal who thinks that spending a day on the roof may encourage teachers to get better ‘fodder for lessons’ Head over to School Performance Anxiety–No More Gimmicks! for some Laughs!

I’m putting this post right under the one about our Fiddler-on-the-Roof Principal above, because it talks about a stand taken by the British Univeristy and College Union that’s equally stupid and egregious (or both). Read Darren’s post about the boycott of Israeli Universities here.

 

In the Classroom

Here is one thing that you would not believe closes achievement gaps. Getting children to Chew Gum in Class! A teacher was persuaded to do this even when when the policy strictly prohibits it because it (brace yourselves) helps the children think. I’d have put it in the ‘crazies’ section above if it weren’t for the teacher’s concern for her student’s achievement that made her break the rules and try it.

Asking questions is at the heart of a learning organisation and learning classrooms. Joanne Jacobs suggests that it might be the best way to go when teaching History (which she says is way better as a theatre for the higher reaches Bloom’s Taxonomy than Social Studies).

Several kids trip on word problems because they can’t translate the question being asked into a mathematiucal equation. What does it mean to find two-thirds of six they ask? If your kids are have trouble with this and more, read Denise’s post on Pre-algebra problem solving tools. The comment on the post (and maths problem) with the 3 salesman is worth a read too: its a variant of a classic problem that foxes most at first go.

A teacher’s influence can last a life time. Sometimes it is due to a negative incident that leaves a lasting impression. That’s what Ms.Teacher wrote when she submitted her post to the carnival. Check out her very readable reflections over in her post, The Influence of Teachers

Giftedness is a concept and term that most Educators love to use. Jeremy. in his excellent Conceptions of Giftedness, in light of DVD finding informs us that unfortunately, most of these educators may not agree or know what giftedness means. He presents an overview of scholarly definitions and a series of links to a recent finding that instructional videos aren’t effective in teaching language skills to infants.

Ever wonder why teachers in NYC are so psychotic? (!??!) Head over and check with Dr. Homeslice who’s surprised by the keywords that have driven traffic to his site.

 

Back to School after the summer?

Summer means Teacher Development. Carnival newbie Jennie, who’s just endured this version of Teacher Hell and is probably happy to get back to school, wonders why so many seminars are scheduled when Conferences are what really get the teachers going.

Joel, who’s become a bit of a 10-Tips and 7-Ways-To-Do-Things Guru, presents The Twelve Days of Teaching – a series of articles that may be be interesting to read before you start teaching again.

You may also want to consider visiting a wiki set up by Dan Myer to help you get prepared for a new term of teaching (this is not a carnival contribution, I’ve added it).

If you are a new teacher or are advising one this year, it would be helpful to read Graycie’s e-mail exchange with a New Teacher that has some excellent tips and the Right Wing Professor low-down on getting it right the first time around.

Ms. T talks about engaging lower-income and minority families in the school this year, using her dismay over the poor-attendance at her school’s recent back-to-school Open House as a context.

Former Wilmington Mayor Jim Sills shares her concern as he claims that “absence of parental participation plans (meaning budgeted finances and assigned personnel) has contributed to African-American and low-income parents (a) not feeling any “significant sense of ownership” of public schools, and (b) having low levels of parental participation in Parent Teacher Association (PTA) meetings. Unfortunately, we are left with a very large contingent of low-income parents, who feel ill equipped to give their children sufficient personal support in school settings.” Hube thinks that Sill’s enthusiasm may be misplaced and presents his own view on the subject in Once again: Teachers “not doing enough.

Best of luck to all of you starting the new school year! As you do so, read California Teacher Guy’s rather humorous poem on what he didn’t do last summer and Why He Is Rested and Ready to Go.

 

Grading

The best thing about blogs is sometimes the open-source stuff that gets shared- the Science Goddess has put out a draft of her standards-based grading policy on her blog. She’d like your comments! Go have a look- its definitely worth a read as is the discussion developing on the post and this wiki set up by Eric, Repairman, Miss Profe, Exhausted Intern and others on Grading.

A few weeks ago, there was a debate about Austin Lampros and his resignation from a Manhattan School that was activated by a ruling that no student should be given less than 45% marks, irrespective of performance. Now, R.Pettinger, an economist from across the Atlantic presents Are British A Levels Getting Easier? where he examines how lowered standards have doubled the percentage of students getting an A on their national exams.

 

Achievement Gaps and Standardised Testing

Here’s a Quiz for you- the winner gets a Testing for Dummies Handbook. What could the passage below be referring to?

We implemented a national literacy strategy in primary schools, followed quite rapidly by numeracy using the same model: Large-scale reform driven from the top down; designing all the materials at the national level and training everybody in a cascade out; using the accountability system to publish results and school inspection to check that people were adopting better practices.”

NCLB did you say? Nope, it’s the British version that now been imported to the US Shores in Ohio. Read more about it at Middle Shool World

What causes achievement gaps? Race? Parental Income? IQ? Expectation? Parental Pressure? Chanman’s got the lowdown on his post Quotable Crap about the “Achievement Gap”

One person who doesn’t need to read Chanman’s post is Margaret Spellings who seems to have got it all figured out. In a recent statement she asked, “How do we close the achievement gap and prepare all children to succeed in the global economy? To me, the answer is clear—the reauthorization of No Child Left Behind (NCLB). Building on the success of this landmark law will help ensure we keep our promise to have every child learning on grade level by 2014.” Read all about it over on EduWonk’s post The Spellings Report: Margaret Heads South!

 

What Schools can Learn from Businesses and Funding in Schools

At a (private) school I worked at, parents were customers and so were students. Fees were income. Annual Days were Marketing promotions and Parent Relations was under a Public Relations Department. I hated the terms but liked the premise. Nancy Flanagan gets into the details on what schools can learn from big business in Business as Usual while Jose Vilson says that “much of the relationships we have in the educational setting have scary similarities to politics, corporate or otherwise” in his review of the book 48 Laws of Power.

Bill Ferriter, who writes for the same network that Nancy does, also handles a similar issue- the question of Funding, Accountability and Donor Relations in Schools- all things we can learn from business about. His post, Just What is a Republic Anyway?, is in response toone on the DeHavilland Blog titled The Upside of Less Education Funding.

I humbly present another post on state funding for education, arguing that higher-ed subsidies that are keeping large numbers out of primary-school should be re-evaluated and maybe, done away with.

Staying with funding and money; Norm Scott presents Oh man, did your readers leave stuff out! that tells you where dues money goes in the largest local teacher union in the nation

 

Essential conversations with our children

What should we tell our children and what should we not? Presenting three articles that touch different angles on this- NYC Educator talks about discussions with children on homesexuality and sex. I present a post on the death of Adnan Patrawala a 16-year old student in Mumbai who’s death may have been abetted by Orkut, an incident that calls for a more careful exposure to social networking sites. To round up is Jeff’s post Putting them in a Bubble (this is not a carnival contribution, I’ve added it).

In India, several schools are attempting to bring in grandparents into schools- acknowledging that the contribution of these elders in the children’s education can be significant and that in Inidan families where generation stay together it’s important that the Elders are on board with the school their grandchild goes to. Dana talks about a British example where elders are encouraged to come to school and share experiences with kids and adds that this may be an implicit vote for homeschooling. Read about it on her post – Bringing intergenerational experiences to the schools.

Emilie Buchwald once said, “Children are made readers on the laps of their parents.” If you want to know what she meant or how to get there read 30+ Teacher’s post on Eleven Ways to Help Your Child Read Well.

WordMama writes a straight-from-the-heart letter to parents who may discover their child needs Special Education.

 

College

Got students or children going to college? Judy’s got some Health Tips, Pinyo talks about the 7 mistakes he made when he went to college, Robert provides you 5 tips on how to get that Calculator to function like a dream while Zantor provides tips on working smarter. If they still haven’t got the financing tied up, look at Robert has got tips on Scott’s post on 32 Weird Scholarships Almost Anyone Can Get.

 

Blogging about Teaching and Education

If you were inspired by Karl’s “Did you Know” Film and want the inside scoop on how Friedman’s World is Flat, Dan Pink’s A new Kind of Mind and speakers the NECC Conference collaborated to kickstart it in his head- go on over to Dr. Jan’s Blog to read The History of “Did You Know” with Karl Fisch and to listen to her podcast interview with him.

Almost 3 weeks after Scott McLeod posted his research on the Top EduBlogs, debate on its methodology and veracity rages on. I am enjoying the debate! You can too by reading Scott’s riposte to the suggestions, comments and questions raised.

We all know teaching can be tough and writing in the little time it leave you with can be tougher. So, when one shares experiences about it through writing on blogs, its frustrating when it gets you pilloried. Andrew, over in Britian, talks about his teaching and experience with blog critics at Just For The Record, I Don’t Hate The Kids

In a related post, Isabella Mori, a counsellor over in Vancouver, talks about her experiences with blogging about Education and Psychology as she debates the difference between blogging and research.

To round up the Carnival, Mister Teacher suggests that I should thank you all for reading and also Thank the custodians who make our teaching duties a lot easier and happier.

One last thing before we go. If, like me, you too wonder who contributes to the Carnival- you have your answers here. Of the 50 contributors to this Carnival, 30 returned my small survey form- I have included the analysis below.

 

 

USA Bloggers Dominate the Carnival of Education

50% are Teachers

50% have been blogging under a year

Blogging in Class is Alive and Well

 

All Contributors were also asked to send in the names of 2 blogs they read daily. Of the responses we received, Joanne Jacobs had the highest Readership (8 votes). Her blog was followed by The Education Wonks and EduWonk (Education Sector Blog) with 4 votes. California Teacher Guy, Weblogg-ed, Edspresso, Right on the Left Coast all got 2 votes each while Education Intelligence Agency, April May, College and Finance, NYC Educator, Principled Mom, NYC Public School Parents, AcademHack, EdWeek, Ms Whatsit, The Thinking Stick, Second Hand Thoughts, Eduholic (Teacher Magazine Blog), It Shouldn’t Happen to a Teacher, Homeschool Buzz, Why Homeschool, Tutor 2u, MathNotations, JD2718, Sicheii Yazhi, Repairkit, What It’s Like on the Inside and The Red Pencil got 1 vote each.

Hope you enjoyed the Carnival. You can access an archive of the previous carnivals here. Thank you all for reading!

adnan patrawala

 

16-year-old Adnan Patrawala, who had been missing for 2 days, has been found lifeless near Panvel, just outside Mumbai city. Reports claim that Adnan may have been strangled to death by kidnappers who had earlier demanded 2 crore as ransom.

Now it seems that Orkut may have been used to lure Adnan.

It seems that the kidnappers may have used the moniker *Angel* to communicate with Adnan, befriend him, exchange phone numbers and entice him with the possibility of a ‘real-life’ meeting.

I was stunned by this, especially just a few days ago I had read on Boing Boing (via David’s excellent blog) about a National School Boards Association report that the internet was safe and that we should use it more. The NSBA had determined that the much-touted risk of online stalkers and predators was basically nonexistant.

Adnan who (in his profile on Orkut) called himself a party-animal and who wanted to be a pilot, is being mourned by the Orkut Community. His profile has received almost 2000 scraps in the last four hours.

Information from the press that he “loved to spend money on his friends”, drove a Skoda car, love to party (the most syndicated picture shows him with a Bacardi Breezer) may point to indulgent parenting and adolescent precociousness but also to unbridled use of the collaborative web. As I write this, for the first time, the ‘web’ seems more like a metaphor for a spider’s net than for a mesh.

This incident sure to cause a reverberation in the online community. As teachers and educators we have a responsibility to help protect our students again such act. The correct response would not be a blanket ban on sites like Orkut and Facebook in schools, I can see this as a very likely knee-jerk response to this event.

A better approach would be continuing education about the possible consequences of undiscretionary online behaviour, much like the talk students get (or should get) today about sex education. Students have to be told, with examples like this unfortunate incident involving Adnan, that dangers exist and like one would not share personal information with a stranger or accept food from someone you didn’t know similar behaviours were inappropriate even when the other were a virtual entity at a computer screen miles from home.

A good article on what students should be exposed (or not) to is Putting Them in a Bubble, over on Jeff’s Blog

Till students become more adept at using collaborative/discussion tools on the internet, web monitors and net nannies are a good way to go.

I wonder what you all think about this. I await your response.

Rest in Peace, Adnan.

 

Further Reading (click on numbers to open links)

#1: Rediff article that talks of the Orkut Connection to Adna’s murde

#2: An article that claims that over a thousand sex offenders may be on MySpace. It also profiles Pancake26, a predator who uses simple code to lure children and young adults

#3: Indiscreet posting costs students University Seats, Jobs and more.

#4: Link to download the entire NSBA report cited above.

#5: An article that talks of the irreversibly of internet postings; how we ourselves are invading our privacy.

#6: MSNBC Dateline article on Why Parents must Monitor Internet Usage and MySpace

I came across this in the Economic Times this morning:

 

The government has been asked by a parliamentary panel to consider the possibility of levying an ‘exit tax’ on graduates from the “premier institutions which are run on massive state subsidies”

The panel is of the view that money spent on those who work outside the country doesn’t benefit India. Hence they should be taxed for the same.

 

The report states that experts who appeared before the committee felt that when Indian students go overseas to work after receiving education at leading institutes, which are subsidised by the exchequer, the country gets no return for the expenditure incurred on these students. “The committee is of the view that students passing out from premier government institutions get the best education on payment of nominal fees. In the event of their leaving the country for good, imposition of exit tax on them must be considered,” it said.

But how will they impose this tax? If I am working in the UK and paying tax there, the government would find it difficult to get me to repatriate tax back to India unless it worked out a policy with other countries- a sticky proposition. An alternative method It could to tax my employer at the time of hiring (the employer may in turn deduct it from my salary) or make all entrants to institutes sign bonds that should they get a dollar job, they would repay their fees (with interest?) over time.

 

I want to take this argument further and argue that the government should consider removing subsidies from higher education.

 

The government in India today subsidises university education to a great extent. I remember paying Rs. 1500 (under $40) a year in annual fees at college- I spent more commuting to and fro from college to home.

 

During my MBA at an Indian Institute of Management (IIM), I paid Rs. 1,20,000 ($3,000) in annual fees when the actual spend for the government may have been higher by a factor of three of four.

 

The average salary for a graduate from an IIM is over Rs. 7,00,000 (nearly 6 times the annual fees paid by him for his degree). Similar proportions may be appropriate for colleges across the country.

 

Reading Atanu’s blog a few months ago, I learnt about 3 kinds of losses relevant to this scenario:

 

When an educated person leaves India, there is a first-order loss to the economy if the education was publicly funded. There is no comparable first-order loss if private resources were involved in the training. But in either case, the economy loses the life-time stream of economic contributions that the migrant would have made. This is a second-order loss. There is what can be considered a third-order loss that is harder to estimate but whose impact may be the most damaging in the long run. This arises from publicly subsidizing higher education at the expense of primary education.

Think of it. For every student subsidised at an IIM (a subsidy of 4-5 lakhs a year) over 25 -50 students can be comfortably educated in a government primary school. These students may not be able to pay the few hundred rupees as fees every month and in absence of government funding, may never go to primary school.

 

The Higher-education student, on the other hand can pay for himself. The most efficient way to make him do so is:

 

1. Give him a government loan to study at University

 

2. Upon Graduation and employment, tax him at a higher rate depending on salary and area of work. So, an Individual employed in a private sector firm earning in the top quartile of country’s income may be taxed at the prevailing tax rate + 5%. Another individual who earns the median wage may be taxed at base rate + 2%. These taxes hold till the student pay off the government loan + accrued interest. The idea behind the higher slabs for higher earners is improving the cash-flow of the government higher education subsidy kitty. A student employed in the civil services, government organisations, non-profit or development sector organisations may receive a fee-waiver.

 

In this manner student who have the capability to pay do so while government expenditure becomes more equitable and efficient. Incidentally, s similar taxation scheme is prevalent in Australia and a similar loan programme can be availed at leading US universities, most notably at Stanford.

Last week, Judy over at Consent over the Governed talked about Arizona beginning a program that would pay students to stay in school.

Seems like their friends over in Chicago were listening. This week they mooted a proposal to keep substitute teachers in school with incentives.

Dave Kuschel, spokesman for the Maplewood (Mo.) Richmond Heights School District near St. Louis said. “We’re locked by four or five school districts around us and subs have a choice of where to go.” In his district, subs get a free movie pass after 15 days of work, a $20 book store gift certificate after 20 days and a $100 bonus after 50 days. That’s on top of a daily rate of $80 to $147, depending on experience. “We hope that incentives will steer them in our direction,” Kuschel added.

It seems that over 5 million children are taught by subs every school day, yet 73% of US districts have a desperate need for more. In the next ten years as the pay-scales in jobs change, this need will rise to crisis proportions.

Read the entire story over at USA Today

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