The governance of equity funding schemes for disadvantaged schools: lessons from national case studies.

Equity funding (sometimes also labelled as compensation funding, educational priority funding or needs-based school funding) relates to additional funding (per student) which is provided to schools with an above-average representation of students from disadvantaged (mainly low-SES and immigrant) backgrounds. This report examines to what extent improved governance of equity funding schemes can contribute to better resultsstatus: publishe

Vision, norm, and openness: some themes in Heidegger, Murdoch, and Aristotle

Wittgenstein’s discussion of ‘seeing-as’ makes vivid that, when we encounter the world around us in all its concretion, that encounter is also saturated-or penetrated-by conceptual norms: when we see, we see-as. This is a realization that can provoke philosophical disquiet. It can suggest that the ways in which we deal with the world have been-in some way-already settled or prescribed. This, in turn, can provoke a sense of detachment from the world, a sense that we are not truly open to it, but only to a ‘pre-processed’, idealized version of it. A sense of its concretion as a kind of alienness-in its heterogeneous and as-yet-unanticipated ways-dawns in a recognition of what then seems to be a refusal to acknowledge that alienness: we have in some way abdicated a proper responsiveness to that world and, hence, a kind of responsibility for our actions in that world, by letting our responsiveness-and through it, our actions-be governed by norms, at whose credentials we now look askance. Do they merely represent the ways that my society, period, class, and so on understand the world? Is there some kind of unavoidable myopia imposed on us by the very need to think conceptually, to always see-as?</p

Toekomstverkenningen arbeidsmarkt en onderwijs 2050 - Rapportage interviews

status: publishe