Although similar, there can be important distinctions between the two. Equity[ edit ] Equity recognizes that some are at a larger disadvantage than others and aims at compensating for these peoples misfortunes and disabilities to ensure that everyone can attain the same type of healthy lifestyle.
Classical times[ edit ] Plato believed that children would never learn unless they wanted to learn. In The Republiche said, " The question concerned the educational value of pre-Christian classical thought: Education reforms did not become widespread until after organized schooling was sufficiently systematized to be 'reformed.
Modern education reforms are increasingly driven by a growing understanding of what works in education and how to go about successfully improving teaching and learning in schools. Classical education is most concerned with answering the who, what, where, and when?
Unless carefully taught, group instruction Adequacy and funding in education neglects the theoretical "why" and "which" questions that strongly concern fewer students. Classical education in this period also did not teach local vernacular languages and cultures. Instead it taught high-status ancient languages Greek and Latin and their cultures.
This produced odd social effects in which an intellectual class might be more loyal to ancient cultures and institutions than to their native vernacular languages and their actual governing authorities.
England in the 19th century[ edit ] Before there were government-funded public schools, education of the lower classes was by the charity school, pioneered in the 19th century by Protestant organizations and adapted by the Roman Catholic Church and governments.
Because these schools operated on very small budgets and attempted to serve as many needy children as possible, they were designed to be inexpensive.
The basic program was to develop "grammar" schools. These taught only grammar and bookkeeping. This program permitted people to start businesses to make money, and gave them the skills to continue their education inexpensively from books.
Joseph Lancaster The ultimate development of the grammar school was by Joseph Lancaster and Andrew Bell who developed the monitorial system. Lancaster started as a poor Quaker in early 19th century London.
Bell started the Madras School of India. The monitorial system uses slightly more-advanced students to teach less-advanced students, achieving student-teacher ratios as small as 2, while educating more than a thousand students per adult. Lancaster promoted his system in a piece called Improvements in Education that spread widely throughout the English-speaking world.
Discipline and labor in a Lancaster school were provided by an economic system. Scrip, a form of money meaningless outside the school, was created at a fixed exchange rate from a student's tuition. Every job of the school was bid-for by students in scrip, with the largest bid winning.
However, any student tutor could auction positions in his or her classes.
Besides tutoring, students could use scrip to buy food, school supplies, books, and childish luxuries in a school store. The adult supervisors were paid from the bids on jobs.
The students were very clever at reducing their costs, and once invented, improvements were widely adopted in a school. For example, Lancaster students, motivated to save scrip, ultimately rented individual pages of textbooks from the school library, and read them in groups around music stands to reduce textbook costs.
Students commonly exchanged tutoring, and paid for items and services with receipts from "down tutoring. As a result, the older children acting as disciplinary monitors tended to become brutal task masters. Also, the schools did not teach submission to orthodox Christian beliefs or government authorities.
As a result, most English-speaking countries developed mandatory publicly paid education explicitly to keep public education in "responsible" hands.
These elites said that Lancaster schools might become dishonest, provide poor education and were not accountable to established authorities. Lancaster's supporters responded that any schoolchild could avoid cheats, given the opportunity, and that the government was not paying for the education, and thus deserved no say in their composition.
Lancaster, though motivated by charity, claimed in his pamphlets to be surprised to find that he lived well on the income of his school, even while the low costs made it available to the poorest street-children.
Ironically, Lancaster lived on the charity of friends in his later life. Child-study[ edit ] Jean-Jacques Rousseau Jean-Jacques Rousseau has been called the father of the child-study movement. It has been said that Rousseau "discovered" the child as an object of study. Rousseau's principal work on education is Emile:JSTOR is a digital library of academic journals, books, and primary sources.
The Zanzibar Education Development Plan II /–/ is the second comprehensive sector-wide strategy. It aims to contribute to the development of skills and knowledge of children and youth, allowing them to realize their full potential and contribute to the development of Zanzibar.
This Facts At A Glance is designed to demystify the Chapter 70 formula for distributing education aid to local and regional school districts, so that people can become better engaged in school finance discussions in Massachusetts. While understanding the formula may seem daunting, its basic structure is actually quite simple, as demonstrated by the four steps outlined below.
Will our new governor and General Assembly turn a deaf ear to our at-risk students? [Read Full Article] Education justice is in the hands of the General Assembly [Read Full Article].
Adopted by the NAIC Health Insurance and Managed Care (B) Committee on June 27, Intended for Use by the States as Guidance Only. Educational equity, also referred to as equity in education, is a measure of achievement, fairness, and opportunity in caninariojana.com study of education equity is often linked with the study of excellence and equity..
Educational equity depends on two main factors. The first is fairness, which implies that factors specific to one's personal conditions should not interfere with the potential of.