Yes Ravi sir. The same forces are supporting privatisation in India also. For example see the support for ppp everywhere. School choice, voucher system are other methods to privatise.
We need to resist privatisation and also promote government / public schools In bengaluru South3, ghs are preparing banners highlighting school infrastructure, strengths and achievements , so public is aware. Regards Guru On Jan 12, 2016 8:44 PM, "Ravikumar Ganiger" <[email protected]> wrote: > Sir, > > Very thought provoking. Do you feel such pro-privatisation lobbies really > are happening in India too? Thanks for sharing such an educative article. > > With regards, > > > Shri. RAVIKUMAR G. GANIGER. > Ass. Master (PCM Kannada) > Govt. High School MAIGUR(RC) > Tal- Jamkhandi, Dist- Bagalkot > Karnataka State, INDIA-587301. > Mobile - +91 98 45 978080. > > > > > On Tue, Jan 12, 2016 at 7:03 PM, Gurumurthy K <[email protected]> > wrote: > >> The article is about how the public (Govt) schools in America are being >> damaged by pro-privatisation lobbies. Some of this is already true in >> India. Teachers, teacher educators and education administrators and policy >> makers must read this article to understand the need for a public education >> system and the dangers of privatisation >> >> regards >> Guru >> >> Tuesday, 12 January 2016 / TRUTH-OUT.ORG >> A Primer on the Damaging Movement to Privatize Public Schools >> Friday, 08 January 2016 00:00 By Marion Brady, The Washington Post | Op-Ed >> >> When, about 30 years ago, corporate interests began their highly >> organized, well-funded effort to privatize public education, you wouldn't >> have read or heard about it. They didn't want to trigger the debate that >> such a radical change in an important institution warranted. >> >> If, like most pundits and politicians, you've supported that campaign, >> it's likely you've been snookered. Here's a quick overview of the >> snookering process. >> >> The Pitch >> >> Talking Points: (a) Standardized testing proves America's schools are >> poor. (b) Other countries are eating our lunch. (c) Teachers deserve most >> of the blame. (d) The lazy ones need to be forced out by performance >> evaluations. (e) The dumb ones need scripts to read or "canned standards" >> telling them exactly what to teach. (f) The experienced ones are too set in >> their ways to change and should be replaced by fresh Five-Week-Wonders from >> Teach for America. (Bonus: Replacing experienced teachers saves a ton of >> money.) (g) Public ("government") schools are a step down the slippery >> slope to socialism. >> >> Tactics >> >> Education establishment resistance to privatization is inevitable, so (a) >> avoid it as long as possible by blurring the lines between "public" and >> "private." (b) Push school choice, vouchers, tax write-offs, tax credits, >> school-business partnerships, profit-driven charter chains. (c) When >> resistance comes, crank up fear with the, "They're eating our lunch!" >> message. (d) Contribute generously to all potential resisters - academic >> publications, professional organizations, unions, and school support groups >> such as PTA. (e) Create fake "think tanks," give them impressive names, and >> have them do "research" supporting privatization. (f) Encourage investment >> in teacher-replacer technology - internet access, iPads, virtual schooling, >> MOOCS, etc. (e) Pressure state legislators to make life easier for >> profit-seeking charter chains by taking approval decisions away from local >> boards and giving them to easier-to-lobby state-level bureaucrats. (g) >> Elect the "right" people at all levels of government. (When they're >> campaigning, have them keep their privatizing agenda quiet.) >> >> Weapon >> >> If you'll read the fine-print disclaimers on high-stakes standardized >> tests, you'll see how grossly they're being misused, but they're the key to >> privatization. The general public, easily impressed by numbers and >> mathematical razzle-dazzle, believes competition is the key to quality, so >> want quality quantified even though it can't be done. Machine-scored tests >> don't measure quality. They rank. >> >> It's hard to rank unlike things so it's necessary to standardize. That's >> what the Common Core State Standards do. To get the job done quickly, Bill >> Gates picked up the tab, important politicians signed off on them, and >> teachers were handed them as a done deal. >> >> The standards make testing and ranking a cinch. They also make making >> billions a cinch. Manufacturers can use the same questions for every state >> that has adopted the standards or facsimiles thereof. >> >> If challenged, test fans often quote the late Dr. W. Edward Deming, the >> world-famous quality guru who showed Japanese companies how to build better >> stuff than anybody else. In his book, "The New Economics," Deming wrote, >> "If you can't measure it, you can't manage it." >> >> Here's the whole sentence as he wrote it: "It is wrong to suppose that if >> you can't measure it, you can't manage it - a costly myth." >> >> Operating the Weapon >> >> What's turned standardized testing into a privatizing juggernaut are >> pass-fail "cut scores" set by politicians. Saying kids need to be >> challenged, they set the cut score high enough to fail many (sometimes >> most) kids. When the scores are published, they point to the high failure >> rate to "prove" public schools can't do the job and should be closed or >> privatized. Clever, huh? >> >> The privatizing machinery is in place. Left alone, it'll gradually >> privatize most, but not all, public schools. Those that serve the poorest, >> the sickest, the disabled, the most troubled, the most expensive to educate >> - those will stay in what's left of the public schools. >> >> Weapon Malfunction >> >> Look at standardized tests from the kids' perspective. Test items (a) >> measure recall of secondhand, standardized, delivered information, or (b) >> require a skill to be demonstrated, or (c) reward an ability to >> second-guess whoever wrote the test item. Because kids didn't ask for the >> information, because the skill they're being asked to demonstrate rarely >> has immediate practical use, and because they don't give a tinker's dam >> what the test-item writer thinks, they have zero emotional investment in >> what's being tested. >> >> As every real teacher knows, no emotional involvement means no real >> learning. Period. What makes standardized tests look like they work is >> learner emotion, but it's emotion that doesn't have anything to do with >> learning. The ovals get penciled in to avoid trouble, to please somebody, >> to get a grade, or to jump through a bureaucratic hoop to be eligible to >> jump through another bureaucratic hoop. When the pencil is laid down, >> what's tested, having no perceived value, automatically erases from memory. >> >> Before You Write… >> >> If you want to avoid cranking out the usual amateurish drivel about >> standardized testing that appears in the op-eds, editorials, and syndicated >> columns of the mainstream media, ask yourself a few questions about the >> testing craze: (a) Should life-altering decisions hinge on the scores of >> commercially produced tests not open to public inspection? (b) How wise is >> it to only teach what machines can measure? (c) How fair is it to base any >> part of teacher pay on scores from tests that can't evaluate complex >> thought? (d) Are tests that have no "success in life" predictive power >> worth the damage they're doing? >> >> Here's a longer list of problems you should think about before you write. >> >> Perspective >> >> America's schools have always struggled - an inevitable consequence, >> first, of a decision in 1893 to narrow and standardize the high school >> curriculum and emphasize college prep; second, from a powerful strain of >> individualism in our national character that eats away support for public >> institutions; third, from a really sorry system of institutional >> organization. Politicians, not educators, make education policy, basing it >> on the simplistic conventional wisdom that educating means "delivering >> information." >> >> In fact, educating is the most complex and difficult of all professions. >> Done right, teaching is an attempt to help the young align their beliefs, >> values, and assumptions more closely with what's true and real, escape the >> bonds of ethnocentrism, explore the wonders and potential of humanness, and >> become skilled at using thought processes that make it possible to realize >> those aims. >> >> Historically, out of the institution's dysfunctional organizational >> design came schools with lots of problems, but with one redeeming virtue. >> They were "loose." Teachers had enough autonomy to do their thing. So they >> did, and the kids that some of them coached brought America far more than >> its share of patents, scholarly papers, scientific advances, international >> awards, and honors. >> >> Notwithstanding their serious problems, America's public schools were >> once the envy of the world. Now, educators around that world shake their >> heads in disbelief (or maybe cheer?) as we spend billions of dollars to >> standardize what once made America great - un-standardized thought. >> >> A salvage operation is still (barely) possible, but not if politicians, >> prodded by pundits, continue to do what they've thus far steadfastly >> refused to do - listen to people who've actually worked with real students >> in real classrooms, and did so long enough and thoughtfully enough to know >> something about teaching. >> This piece was reprinted by Truthout with permission or license. It may >> not be reproduced in any form without permission or license from the source. >> >> Marion Brady >> >> Marion Brady is a longtime teacher; school administrator; nationally >> distributed newspaper columnist; consultant to states, foundations and >> publishers; contributor to academic journals; and author of courses of >> study, textbooks and professional books. His most recent is What's Worth >> Learning? published by Information Age Publishing. His website is >> www.MarionBrady.com. >> >> >> IT for Change, Bengaluru >> www.ITforChange.net >> >> -- >> 1. If a teacher wants to join STF, visit >> http://karnatakaeducation.org.in/KOER/en/index.php/Become_a_STF_groups_member >> 2. For STF training, visit KOER - >> http://karnatakaeducation.org.in/KOER/en/index.php >> 4. For Ubuntu 14.04 installation, visit >> http://karnatakaeducation.org.in/KOER/en/index.php/Kalpavriksha >> 4. For doubts on Ubuntu, public software, visit >> http://karnatakaeducation.org.in/KOER/en/index.php/Frequently_Asked_Questions >> 5. Are you using pirated software? Use Sarvajanika Tantramsha, see >> http://karnatakaeducation.org.in/KOER/en/index.php/Why_public_software >> ಸಾರ್ವಜನಿಕ ಇಲಾಖೆಗೆ ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ >> --- >> You received this message because you are subscribed to the Google Groups >> "Maths & Science STF" group. >> To unsubscribe from this group and stop receiving emails from it, send an >> email to [email protected]. >> To post to this group, send email to [email protected]. >> Visit this group at https://groups.google.com/group/mathssciencestf. >> For more options, visit https://groups.google.com/d/optout. >> > > -- > 1. If a teacher wants to join STF, visit > http://karnatakaeducation.org.in/KOER/en/index.php/Become_a_STF_groups_member > 2. For STF training, visit KOER - > http://karnatakaeducation.org.in/KOER/en/index.php > 4. For Ubuntu 14.04 installation, visit > http://karnatakaeducation.org.in/KOER/en/index.php/Kalpavriksha > 4. For doubts on Ubuntu, public software, visit > http://karnatakaeducation.org.in/KOER/en/index.php/Frequently_Asked_Questions > 5. Are you using pirated software? Use Sarvajanika Tantramsha, see > http://karnatakaeducation.org.in/KOER/en/index.php/Why_public_software > ಸಾರ್ವಜನಿಕ ಇಲಾಖೆಗೆ ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ > --- > You received this message because you are subscribed to the Google Groups > "Maths & Science STF" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to [email protected]. > To post to this group, send email to [email protected]. > Visit this group at https://groups.google.com/group/mathssciencestf. > For more options, visit https://groups.google.com/d/optout. > -- 1. If a teacher wants to join STF, visit http://karnatakaeducation.org.in/KOER/en/index.php/Become_a_STF_groups_member 2. For STF training, visit KOER - http://karnatakaeducation.org.in/KOER/en/index.php 4. For Ubuntu 14.04 installation, visit http://karnatakaeducation.org.in/KOER/en/index.php/Kalpavriksha 4. For doubts on Ubuntu, public software, visit http://karnatakaeducation.org.in/KOER/en/index.php/Frequently_Asked_Questions 5. Are you using pirated software? Use Sarvajanika Tantramsha, see http://karnatakaeducation.org.in/KOER/en/index.php/Why_public_software ಸಾರ್ವಜನಿಕ ಇಲಾಖೆಗೆ ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ --- You received this message because you are subscribed to the Google Groups "Maths & Science STF" group. To unsubscribe from this group and stop receiving emails from it, send an email to [email protected]. To post to this group, send an email to [email protected]. Visit this group at https://groups.google.com/group/mathssciencestf. For more options, visit https://groups.google.com/d/optout.
