Gregory Elacqua’s Post

Critical Review Of Educational Institutions **** The commercialization of education is a complex and multifaceted issue, and opinions on its impact vary. While it is true that education centers, particularly private ones, operate as businesses and aim to generate profits, it would be an oversimplification to say that their sole purpose is money-making. In many cases, private educational institutions need to generate revenue to cover their operating costs, including salaries for teachers and staff, facility maintenance, curriculum development, and other expenses. This financial sustainability allows them to provide educational services and resources to students. Additionally, private institutions often invest in infrastructure, technology, and specialized programs that may not be available in public schools, offering students more diverse educational opportunities. However, critics argue that the commercialization of education can lead to certain negative consequences. For example, some institutions may prioritize profit over educational quality, leading to a focus on maximizing enrollment and reducing costs at the expense of educational standards. There may also be concerns about the influence of corporate interests on curriculum design and teaching methods. It's important to note that not all educational institutions are driven solely by financial motives. Many educational organizations, both public and private, maintain a strong commitment to providing quality education and prioritizing the well-being and development of their students. Furthermore, public schools, which are funded by taxpayers and not driven by profit, play a significant role in providing accessible education to a wide range of students. Overall, the extent to which education centers are driven by profit depends on various factors, including the specific institution, its ownership structure, and the regulatory frameworks in place. While some commercialization exists within the education sector, it is not accurate to categorize all educational institutions solely as money-making enterprises. The bottom line is that educational institutions should prioritize quality over profits which requires a combination of policies, regulations and humanitarian wellbeing. #Educationalinstitutions #education #constructiveanalysis #educationalqaulity #wellbeing #studentrights #humanatarianwellbeing

The Educating Character Initiative (ECI) is accepting proposals for grants related to Building Capacity and Community at US Colleges and Universities. In 2025, ECI intends to award grants to both individuals and institutions, varying in scale, focus, and expected impact.    Teacher-Scholar Grants: up to $15,000 with applications due by January 3 Institutional Impact Grants: between $100,000 and $1 million with concept papers due by February 17 Capacity-Building Grants: up to $50,000 with applications due by March 17 Guidelines for grant proposals can be found here: https://lnkd.in/etvjbJ49    ECI is also hosting six one-hour webinars to give an overview and answer questions about the ECI grants:  -Wednesday, November 20, 11:00 a.m.–noon (ET) and noon–1:00 p.m. (ET)  -Thursday, December 12, 11:00 a.m.–noon (ET) and noon–1:00 p.m. (ET)  -Thursday, January 9, 11:00 a.m.–noon (ET) and noon–1:00 p.m. (ET) 

Ontario’s new education funding formula will now incLude ‘enveloped funding’ which means that funds must be spent where they have been allocated contrary to the previous formula where funding could be moved from one category to the other. More at https://ow.ly/o8PC50SijGA

Expanding GASTPE leverages existing private sector resources, allowing the government to maximize the impact of its education budget. The program’s track record shows that it is a prudent use of public funds, yielding significant returns in improved educational outcomes and reduced strain on the public school system. The Private Education Assistance Committee (PEAC), which administers the GASTPE program, has long advocated for this expansion. Their research suggests that nearly 900,000 additional students could be accommodated across both public and private schools if resources were reallocated and optimized. PEAC also recommends increasing the subsidy amounts for junior and senior high school students under GASTPE, as current levels do not fully cover the costs of private school tuition, especially in urban areas where education costs are higher. Expanding GASTPE to include Kinder to Grade 6 is a forward-thinking approach that addresses the immediate needs of the Philippine education system while laying the groundwork for long-term improvements. The program’s successful track record demonstrates that effective collaboration between the public and private sectors can profoundly benefit millions of students. As the country navigates the complexities of providing quality education to all citizens, legislators should prioritize increasing the budget allocation for GASTPE as a practical, cost-effective, and impactful solution that will benefit a broad nationwide constituency. https://lnkd.in/gsww437W

Hold That Mandate! In the ever-evolving landscape of education reform, policymakers often find themselves caught between the urgency for change and the complexity of change that is embraced by the field for lasting improvements. "Hold that Mandate: Alternative Policy Actions for Scaling Deeper Learning," a new C!E paper by Paul Leather, Gretchen Morgan, Jenny Poon, and Doannie Tran, titled offers a case for expanding the policy toolbox beyond the traditional reliance on mandates and compliance monitoring. Drawing from real-world examples like Colorado's graduation policy reform, the paper illustrates how well-intentioned mandates can sometimes lead to unintended consequences. When districts are pressured to comply without adequate support or resources, they may opt for quick fixes that fail to achieve the deeper learning outcomes policymakers envision. This mismatch between intentions and strategy highlights the need for a more nuanced approach to important changes in your district or state. Mandates are often seen as the most direct route to scale. But, a broader understanding of "scaling" that goes beyond mere spread is necessary to understand how new ideas take hold. Depth, sustainability, and local ownership are important dimensions of scale that can create lasting reforms, and the good news is policymakers have a variety of policy tools at their disposal (including inducements, capacity building, system changing, and persuasion) to impact sustainable scale. By expanding their policy repertoire and embracing more collaborative approaches, policymakers and education leaders can improve outcomes for students, make education relevant for their community, and create a lasting legacy for themselves based on inclusive policy design. Download the paper here: https://rebrand.ly/0ueic6o

In the education sector, we've made significant strides, but the evidence base for education leaders remains fragmented and challenging to navigate. In 2023, a group was formed to expand and democratize the evidence available to decision-makers by incorporating a wider range of sources beyond academic channels. So much valuable, on-ground information, including from local-government does not get included in the base of evidence. Our goals include improving the identification of, and access to, this "grey" literature, and establishing rigorous methods for appraising unpublished or informally published evidence. We held an initial convening in Nairobi in June 2023 that brought together a diverse group of stakeholders, including researchers, policymakers, practitioners, and funders. Together we discussed strategies to enhance the accessibility and usability of grey literature in decision-making. Since then, we have collectively developed an initial draft of guidance for widening the evidence base in education decision-making. In 2024, this guidance has been discussed and workshopped at conferences and trialled in both Sierra Leone and Kenya for further refinement. 📅 Latest Learning Roundtable: In June 2024, we held an incredibly rich Learning Roundtable to discuss: 1. Lessons learned from the Kenya and Sierra Leone country trial teams. 2. How members can use the guidance to promote broader change. 3. Group discussions around improving the appraisal guidance and making the guidance more user-friendly. We are so grateful to all who participated and attended the event as well as the founding members who have been instrumental in making this a reality. The collaborative effort is a step forward in creating an inclusive and comprehensive evidence ecosystem! Please watch our highlights reel and get in touch with us if you want to know more. This is still just the beginning! John Mugo Jonathan Kay Suzanne Grant Lewis Donika Dimovska Evelyn Jepkemei, PhD, M.Ed Daniel Wesonga Deng Deng Hoc Yai Moses Ngware Erin Sorensen, PhD Giulia Di Filippantonio

To overcome #grant #funding barriers and develop more competitive proposals, institutions must first develop a robust campus grant seeking culture. Start unlocking grantseeking success with our latest blog post. https://hubs.ly/Q02JqNpJ0

📚 Evidence Use in Education: Six Key Reflections from OTT Projects 📚 In the fast-evolving landscape of education, evidence use is gaining momentum: The new Evidence for Education Network, the What Works Hub for Global Education, the Africa Evidence Network’s youth league and Global Partnership for Education (KIX) (among others). Our recent work at On Think Tanks with partners such as Jacobs Foundation Echidna Giving Teach For All Building Evidence in Education (BE²) Oak Foundation and others has provided invaluable insights into this critical area. Here are six key reflections shared by my colleagues Emily Hayter Marcela Morales Hidalgo Racheal Makokha and Emma Broadbent: 1️⃣ Growing Interest Among Funders: Funders are increasingly prioritising evidence use, exploring diverse approaches to enhance it, and emphasising cross-party collaboration. 2️⃣ Multiplicity of Initiatives: The plethora of initiatives can be overwhelming. It’s essential to draw on existing evidence and foster knowledge-sharing platforms to avoid fragmented efforts. 3️⃣ Localisation: Grounding evidence use in the local context is crucial. Understanding political and knowledge systems helps tailor effective interventions. 4️⃣ Political Economy Understanding: There’s a notable gap in political economy studies on evidence use in education. We need in-depth explorations to leverage politics as a catalyst for change. Don't just buy everything you are told about edlabs and evidence informed reform. 5️⃣ Influence on Policy: There are opportunities to align education research with national development priorities. Strengthening local research funding is vital. 6️⃣ Practitioners as Evidence Users: Teachers and school leaders are key players in the evidence ecosystem. Engaging them deeply can enhance evidence-informed practices. We’re eager to delve deeper into these areas and welcome collaborations. Let’s drive impactful change together! Contact us if you would like to know more! #Education #EvidenceUse #Research #Policy #OTTInsights

"Revamping the Education Funding System: A comprehensive study by the American Institutes for Research (AIR) offers valuable insights and recommendations for improving Delaware's education funding policies. The focus? Ensuring equity and transparency in the distribution of resources. #EducationReform #FundingEquity"

Recent paper from the team at C!E. We are a lot of things at C!E, and no matter how unpopular it makes us at dinner parties, we cannot deny we are policy nerds. Read on if you also privately enjoy getting nerdy about policy, public will and systems change.