Tooley, James Education Without the State

ISBN 13: 9780255366410

Education Without the State

3,33 valoración promedio
( 3 valoraciones por GoodReads )
 
9780255366410: Education Without the State
Reseña del editor:

Functional illiteracy, youth delinquency and lack of technological innovation all point to the failures of state schooling. They raise the question of why governments should be involved in education at all. One justification for state intervention in education is that, without it, there would not be educational opportunities for all. However, the great majority of people would not need state intervention for funding or provision of educational opportunities. Intervention would at most be required for a minority in need of financial support. This conclusion is supported by historical evidence from Victorian England and Wales, and from more recent experience around the world, of educational entrepreneurs stepping in to provide desired opportunities where state education is failing. A second justification offered is that equality of opportunity requires state intervention in education. When the record is examined, it is not clear that states anywhere have been able to provide equality. Strong theoretical arguments undermine the suggestion that they ever would. Moreover, arguments against 'markets' in schooling which purport to show how they increase inequality actually point to problems not with markets, but with state regulation and provision themselves. Many influential philosophers and economists agree that justice or fairness requires that everyone has adequate opportunities. But markets - with a funding safety-net - could provide adequate opportunities for all, and more effectively than further state intervention. A final justification is that state regulation of, inter alia, the curriculum is required. Lessons from the recent history of the national curriculum illustrate the general undesirability of government intervention in the curriculum. The problems of 'competing visions' and the 'knowledge problem' and considerations of the nature of education point to the folly of not leaving decisions to parents and young people themselves. If state intervention in education is not justified, except for a funding safety-net, how can we move towards markets in education? A simple proposal is put forward, linked to recent discussion of the learning society and lifelong learning accounts. Lowering the school leaving age to 14, and simultaneously giving young people two years' state funding for them to use in a Lifelong Individual Fund for Education (LIFE) would help liberate the educational demand side which, coupled with liberation of the supply side, would lead to an enlivening and nurturing of the enterprise of education.

"Sobre este título" puede pertenecer a otra edición de este libro.

Comprar nuevo Ver libro

Gastos de envío: GRATIS
De Reino Unido a Estados Unidos de America

Destinos, gastos y plazos de envío

Añadir al carrito

Los mejores resultados en AbeBooks

1.

James Tooley
Editorial: Institute of Economic Affairs, United Kingdom (2010)
ISBN 10: 0255366418 ISBN 13: 9780255366410
Nuevos Tapa dura Cantidad: 10
Librería
The Book Depository
(London, Reino Unido)
Valoración
[?]

Descripción Institute of Economic Affairs, United Kingdom, 2010. Hardback. Estado de conservación: New. 215 x 140 mm. Language: English . Brand New Book. Functional illiteracy, youth delinquency and lack of technological innovation all point to the failures of state schooling. They raise the question of why governments should be involved in education at all. One justification for state intervention in education is that, without it, there would not be educational opportunities for all. However, the great majority of people would not need state intervention for funding or provision of educational opportunities. Intervention would at most be required for a minority in need of financial support. This conclusion is supported by historical evidence from Victorian England and Wales, and from more recent experience around the world, of educational entrepreneurs stepping in to provide desired opportunities where state education is failing. A second justification offered is that equality of opportunity requires state intervention in education. When the record is examined, it is not clear that states anywhere have been able to provide equality. Strong theoretical arguments undermine the suggestion that they ever would. Moreover, arguments against markets in schooling which purport to show how they increase inequality actually point to problems not with markets, but with state regulation and provision themselves. Many influential philosophers and economists agree that justice or fairness requires that everyone has adequate opportunities. But markets - with a funding safety-net - could provide adequate opportunities for all, and more effectively than further state intervention. A final justification is that state regulation of, inter alia, the curriculum is required. Lessons from the recent history of the national curriculum illustrate the general undesirability of government intervention in the curriculum. The problems of competing visions and the knowledge problem and considerations of the nature of education point to the folly of not leaving decisions to parents and young people themselves. If state intervention in education is not justified, except for a funding safety-net, how can we move towards markets in education? A simple proposal is put forward, linked to recent discussion of the learning society and lifelong learning accounts. Lowering the school leaving age to 14, and simultaneously giving young people two years state funding for them to use in a Lifelong Individual Fund for Education (LIFE) would help liberate the educational demand side which, coupled with liberation of the supply side, would lead to an enlivening and nurturing of the enterprise of education. Nº de ref. de la librería AAR9780255366410

Más información sobre esta librería | Hacer una pregunta a la librería

Comprar nuevo
EUR 11,46
Convertir moneda

Añadir al carrito

Gastos de envío: GRATIS
De Reino Unido a Estados Unidos de America
Destinos, gastos y plazos de envío

2.

James Tooley
Editorial: Institute of Economic Affairs, United Kingdom (2010)
ISBN 10: 0255366418 ISBN 13: 9780255366410
Nuevos Tapa dura Cantidad: 10
Librería
The Book Depository US
(London, Reino Unido)
Valoración
[?]

Descripción Institute of Economic Affairs, United Kingdom, 2010. Hardback. Estado de conservación: New. 215 x 140 mm. Language: English . Brand New Book. Functional illiteracy, youth delinquency and lack of technological innovation all point to the failures of state schooling. They raise the question of why governments should be involved in education at all. One justification for state intervention in education is that, without it, there would not be educational opportunities for all. However, the great majority of people would not need state intervention for funding or provision of educational opportunities. Intervention would at most be required for a minority in need of financial support. This conclusion is supported by historical evidence from Victorian England and Wales, and from more recent experience around the world, of educational entrepreneurs stepping in to provide desired opportunities where state education is failing. A second justification offered is that equality of opportunity requires state intervention in education. When the record is examined, it is not clear that states anywhere have been able to provide equality. Strong theoretical arguments undermine the suggestion that they ever would. Moreover, arguments against markets in schooling which purport to show how they increase inequality actually point to problems not with markets, but with state regulation and provision themselves. Many influential philosophers and economists agree that justice or fairness requires that everyone has adequate opportunities. But markets - with a funding safety-net - could provide adequate opportunities for all, and more effectively than further state intervention. A final justification is that state regulation of, inter alia, the curriculum is required. Lessons from the recent history of the national curriculum illustrate the general undesirability of government intervention in the curriculum. The problems of competing visions and the knowledge problem and considerations of the nature of education point to the folly of not leaving decisions to parents and young people themselves. If state intervention in education is not justified, except for a funding safety-net, how can we move towards markets in education? A simple proposal is put forward, linked to recent discussion of the learning society and lifelong learning accounts. Lowering the school leaving age to 14, and simultaneously giving young people two years state funding for them to use in a Lifelong Individual Fund for Education (LIFE) would help liberate the educational demand side which, coupled with liberation of the supply side, would lead to an enlivening and nurturing of the enterprise of education. Nº de ref. de la librería AAR9780255366410

Más información sobre esta librería | Hacer una pregunta a la librería

Comprar nuevo
EUR 12,83
Convertir moneda

Añadir al carrito

Gastos de envío: GRATIS
De Reino Unido a Estados Unidos de America
Destinos, gastos y plazos de envío

3.

Tooley, James
ISBN 10: 0255366418 ISBN 13: 9780255366410
Nuevos Cantidad: 10
Librería
BWB
(Valley Stream, NY, Estados Unidos de America)
Valoración
[?]

Descripción Estado de conservación: New. Depending on your location, this item may ship from the US or UK. Nº de ref. de la librería 97802553664100000000

Más información sobre esta librería | Hacer una pregunta a la librería

Comprar nuevo
EUR 12,84
Convertir moneda

Añadir al carrito

Gastos de envío: GRATIS
A Estados Unidos de America
Destinos, gastos y plazos de envío

4.

James Tooley
Editorial: Institute of Economic Affairs
ISBN 10: 0255366418 ISBN 13: 9780255366410
Nuevos Tapa dura Cantidad: 5
Librería
THE SAINT BOOKSTORE
(Southport, Reino Unido)
Valoración
[?]

Descripción Institute of Economic Affairs. Hardback. Estado de conservación: new. BRAND NEW, Education without the State, James Tooley, Functional illiteracy, youth delinquency and lack of technological innovation all point to the failures of state schooling. They raise the question of why governments should be involved in education at all. One justification for state intervention in education is that, without it, there would not be educational opportunities for all. However, the great majority of people would not need state intervention for funding or provision of educational opportunities. Intervention would at most be required for a minority in need of financial support. This conclusion is supported by historical evidence from Victorian England and Wales, and from more recent experience around the world, of educational entrepreneurs stepping in to provide desired opportunities where state education is failing. A second justification offered is that equality of opportunity requires state intervention in education. When the record is examined, it is not clear that states anywhere have been able to provide equality. Strong theoretical arguments undermine the suggestion that they ever would. Moreover, arguments against 'markets' in schooling which purport to show how they increase inequality actually point to problems not with markets, but with state regulation and provision themselves. Many influential philosophers and economists agree that justice or fairness requires that everyone has adequate opportunities. But markets - with a funding safety-net - could provide adequate opportunities for all, and more effectively than further state intervention. A final justification is that state regulation of, inter alia, the curriculum is required. Lessons from the recent history of the national curriculum illustrate the general undesirability of government intervention in the curriculum. The problems of 'competing visions' and the 'knowledge problem' and considerations of the nature of education point to the folly of not leaving decisions to parents and young people themselves. If state intervention in education is not justified, except for a funding safety-net, how can we move towards markets in education? A simple proposal is put forward, linked to recent discussion of the learning society and lifelong learning accounts. Lowering the school leaving age to 14, and simultaneously giving young people two years' state funding for them to use in a Lifelong Individual Fund for Education (LIFE) would help liberate the educational demand side which, coupled with liberation of the supply side, would lead to an enlivening and nurturing of the enterprise of education. Nº de ref. de la librería B9780255366410

Más información sobre esta librería | Hacer una pregunta a la librería

Comprar nuevo
EUR 8,03
Convertir moneda

Añadir al carrito

Gastos de envío: EUR 6,85
De Reino Unido a Estados Unidos de America
Destinos, gastos y plazos de envío

5.

Tooley, James
Editorial: Gazelle Distribution
ISBN 10: 0255366418 ISBN 13: 9780255366410
Nuevos Tapa dura Cantidad: 1
Librería
Revaluation Books
(Exeter, Reino Unido)
Valoración
[?]

Descripción Gazelle Distribution. Hardcover. Estado de conservación: Brand New. In Stock. Nº de ref. de la librería __0255366418

Más información sobre esta librería | Hacer una pregunta a la librería

Comprar nuevo
EUR 12,78
Convertir moneda

Añadir al carrito

Gastos de envío: EUR 6,92
De Reino Unido a Estados Unidos de America
Destinos, gastos y plazos de envío

6.

James Tooley
Editorial: Institute of Economic Affairs (2009)
ISBN 10: 0255366418 ISBN 13: 9780255366410
Nuevos Cantidad: 10
Librería
Books2Anywhere
(Fairford, GLOS, Reino Unido)
Valoración
[?]

Descripción Institute of Economic Affairs, 2009. HRD. Estado de conservación: New. New Book. Shipped from UK in 4 to 14 days. Established seller since 2000. Nº de ref. de la librería CW-9780255366410

Más información sobre esta librería | Hacer una pregunta a la librería

Comprar nuevo
EUR 9,53
Convertir moneda

Añadir al carrito

Gastos de envío: EUR 10,38
De Reino Unido a Estados Unidos de America
Destinos, gastos y plazos de envío

7.

Tooley, James
Editorial: Gardners Books (2010)
ISBN 10: 0255366418 ISBN 13: 9780255366410
Nuevos Tapa dura Cantidad: 1
Librería
Irish Booksellers
(Rumford, ME, Estados Unidos de America)
Valoración
[?]

Descripción Gardners Books, 2010. Hardcover. Estado de conservación: New. book. Nº de ref. de la librería 0255366418

Más información sobre esta librería | Hacer una pregunta a la librería

Comprar nuevo
EUR 22,17
Convertir moneda

Añadir al carrito

Gastos de envío: GRATIS
A Estados Unidos de America
Destinos, gastos y plazos de envío

8.

Tooley, James
Editorial: Gardners Books (2010)
ISBN 10: 0255366418 ISBN 13: 9780255366410
Nuevos Tapa dura Cantidad: 1
Librería
Ergodebooks
(RICHMOND, TX, Estados Unidos de America)
Valoración
[?]

Descripción Gardners Books, 2010. Hardcover. Estado de conservación: New. Nº de ref. de la librería DADAX0255366418

Más información sobre esta librería | Hacer una pregunta a la librería

Comprar nuevo
EUR 20,98
Convertir moneda

Añadir al carrito

Gastos de envío: EUR 3,68
A Estados Unidos de America
Destinos, gastos y plazos de envío

9.

Tooley, James
Editorial: Gardners Books (2010)
ISBN 10: 0255366418 ISBN 13: 9780255366410
Nuevos Tapa dura Cantidad: 1
Librería
Booked Again
(Summit, NJ, Estados Unidos de America)
Valoración
[?]

Descripción Gardners Books, 2010. Hardcover. Estado de conservación: New. New item. Nº de ref. de la librería QX-262-81-6710206

Más información sobre esta librería | Hacer una pregunta a la librería

Comprar nuevo
EUR 43,06
Convertir moneda

Añadir al carrito

Gastos de envío: EUR 9,22
A Estados Unidos de America
Destinos, gastos y plazos de envío