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Schools in sentence

1903 examples of Schools in a sentence

Given low world oil prices, now is the ideal time for more countries to follow suit, using the extra revenues to build schools, hire and train more teachers, and improve learning for all.
Yet, instead of urging schools and teachers to compete with each other on behalf of students (tomorrow’s workers), many insist on defending teachers’ monopoly over access to education – that is, access to investments in income-boosting human capital.
Of course, merely loosening unions’ grip on policy, and finding ways for teachers and schools to compete over who can provide the best education, will not deliver the knowledge and skills that modern workers need.
Reformers will also need to keep experimenting to find the right way to measure standards – to make sure that teachers are competing on the correct dimensions – and to provide the many other kinds of organizational innovations and support that schools, teachers, and students need.
While publicly proclaiming their patriotism, other members of China’s ruling elites are stashing their ill-gotten wealth abroad and sending their children to elite Western schools and universities.
While there are serious concerns about the quality and accessibility of schools, the fact is that those entering the labor market are increasingly educated, with women having caught up to and even surpassed men in many countries.
Even with more available toilets, it takes time for people to adopt new sanitation habits, which is why nongovernmental organizations such as WaterAid have called for more education – in schools and in the media – to explain the health, safety, and economic benefits of better hygiene.
So the challenges are enormous: children, from families too poor to think about education, beyond the reach of schooling and too malnourished to study; and too few schools, classrooms, teaching resources, and adequately trained teachers.
One case concerns 18 Roma children from the northeastern city of Ostrava in the Czech Republic who were placed in “special” schools for those deemed mentally deficient, where they receive a markedly inferior education.
The children argue that such schools are a barrier to social and economic progress.
Many Roma are sent to special schools even though they show no sign of mental disability.
Evidence before the Court indicates that, in some Czech communities, Roma children are 27 times more likely to be sent to special schools than non-Roma children.
Markets and School QualitySANTIAGO – Around the world, private schools are booming, especially in developing countries.
The Economist reports that in 2010, there were an estimated one million private schools in the developing world, and the figure has since risen quickly.
From Latin America to Africa and South Asia, private schools have been moving into communities – mostly poor – where the state has been slow to provide services.
So for-profit schools may deliver low teacher effort and insufficient quality.
Much research has gone into measuring how serious these problems are in practice, and therefore whether private schools perform better or worse than public schools.
There are abundant examples, in rich and poor countries alike, of fly-by-night for-profit schools that dupe parents and neglect students (Donald Trump’s sham Trump University being a case in point).
But such research is inconclusive for several reasons, not least that public schools face incentive problems of their own, leading to low effort, absenteeism, and frequent strikes.
If motivated families choose private schools, for example, their kids will perform better, but not for any reason having to do with private schooling.
Parents in poor countries, who have been flocking to private schools, may beg to differ.
In Chile today, 53% of all children attend voucher-financed private schools (many of them until recently run for profit), despite the top-up fees they often charge.
Parents are willing to make the extra effort simply because the local public schools are not good enough.
Private (sometimes for-profit) clinics are common worldwide, yet do not confront the opposition that for-profit schools elicit.
A 2012 paper examined what happens when students are allowed to choose (presumably better) schools after winning a lottery.
Contrary to what zealots in either camp claim, neither public nor private schools perform better than the alternative at all times.
Finally, despite legitimate concerns about “teaching to the test,” there is evidence that properly designed teacher evaluations can improve incentives and performance in public and private schools alike.
More broadly, recent research makes clear that many factors affecting education outcomes have nothing to do with whether schools are public or private.
This means developing differentiated education systems, ranging from vocational schools to doctoral programs, and giving students access to international experience, which can expose them to opportunities beyond national frontiers.
Some of these skills can be learned only in universities; others can (and should) be mastered in primary and secondary schools.
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