Shanghai Education: Building Long Private Schools - Private Education - Education Industry

Establish pension system, the implementation of legal property rights ... ... Shanghai has introduced nine initiatives, building Private Education The development of long-term mechanism behind these initiatives, reflecting the development of private education in Shanghai What mind? Reporter Interview The Shanghai Education Commission Deputy Director of Private Education Management Wei Li.



Reporter: Why is the establishment of private schools to support teaching and administrative staff into the government pension system one of the conditions?



Li Wei: This is mainly to stabilize the private school teachers, faculty gradually improve their treatment after retirement. According to research in the private schools under the existing legal framework, corporate property is private non-enterprise units, rather than institutions, teachers hardly cause of the preparation. The establishment is entitled to various benefits, the private school teachers have not prepared, in the job classification, seniority calculations, retirement pension, medical insurance with the Public school teachers are different, difficult and Public School teachers have full equal treatment and legal status .



Currently, the legal property of private schools is still not resolved the fundamental premise for the stability of private school teachers, we encourage the establishment of private schools teaching staff pension system for private school teachers to purchase additional pension insurance, in order to improve their retirement treatment. Therefore, the Municipal Board of Education issued a circular calling for private schools participating countries in accordance with the law of statutory basic pension insurance and to fulfill payment obligations based on the affordability of private schools to establish a voluntary supplementary pension insurance system. This put this policy into government support funds were one of the conditions is that the private schools to further promote this work.



Reporter: Why strengthen the management of private schools in financial norms, the private schools into the government financial management practices to support one of the conditions?



Li Wei: This is mainly the Government's public financial investment in order to ensure the safety and effectiveness. According to research, Shanghai, the financial management of private schools there are some problems: First, large differences between the financial accounting system, financial accounting, accounting system has used private non-enterprise, business, institutions, and other stock of the accounting system, accounting wide variety of subjects setting, financial Software Different forms of accounting report can not reflect the actual operating conditions in schools. The second is between private schools and organized structure of property rights is not clear, particularly in private schools do not implement the legal property rights, no real sense of the independent legal status. Third, private schools arbitrariness strong fund management, mainly tuition income and government funding of public financial support, lack of special regulation. Fourth, the private school's performance evaluation system has not been established, the Government has no way to obtain information on private schools, school costs, the quality of their school, no way to evaluate school effectiveness, which continued to increase government support for public finances, evaluate benefits and challenges of using funds .



This, combined with Shanghai characteristics of private schools, we study the development of a private school financial management and accounting methods, and on January 1, 2009 start. This private school in the strengthen financial management practices and improve the quality of accounting to achieve good results, achieving a Private University's budget, special, accounting, reporting, unified management, cost accounting private schools colleges and universities and the government to provide funding for monitoring the Technology Protection.



Reporter: Why seven departments in Shanghai jointly develop "Private colleges and universities in Shanghai to promote the implementation of measures to implement Property Rights"?



Li Wei: This is mainly to protect the private colleges as a separate corporate entity shall have the basic conditions for running. Currently, most private colleges not yet been implemented Shanghai corporate property rights, First, some private colleges in the start-up that is in the name of project organizers, and access to land began this school, and when the approval of the establishment of private universities failed to land school premises and other assets, and timely transfer to the school name. Second, the organizers will generally not be fully funded school, is the name of the land, premises or have been pledged, the school has more difficult access to credit, so the organizers can not be released from the transfer of assets pledged to the school's name . Third, the organizers have not yet been clear statement of the "reasonable return" there is hope, and fear not protected the interests of investors. For various complicated reasons, the implementation of private colleges Shanghai Property Rights has now become the bottleneck restricting their development.

Education

Education has over the years been highly acknowledged for its vital role in the human society. Many scholars and personalities have demonstrated the worth of education in the various sectors of human society including economics, culture, religion, and politics. Both developed and developing nations have shown a high regard on the worth of education, thus investing numerous societies. The 20th and 21st centuries have been outstanding in the numerous developments and revolutions in education. This has been evident in the sophisticated methodologies and structures set up for facilitating education. Technology on the other hand has also been highly incorporated in the education system thus making it more worthwhile. Despite these developments in education, optimum efficiency in the education system has not been realized thus calling for increased commitment from the different stakeholders. As a result, the role of the community engagement in schools has received significant attention in recent days. This phenomenon has drawn substantial attention concerning its influence in success and efficiency in the education system. This research paper will provide an in-depth analysis and discussion on community engagement in school.

According to Gelsthorpe and West-Burnham (2003), community engagement is the involvement of community members in school planning, decision making, communication, activities, visioning among other school related activities. The concept has been in place for quite some time, whereby various communities have adequately adopted it. Both developed and developing nations have shown an increased adoption of community engagement in school affairs. From another perspective, community engagement is also referred to as community involvement, collaboration or public engagement. All the concepts have the same or similar meaning in that they entail the engagement of the entire community or public in the running of the school (Gelsthorpe and West-Burnham, 2003).

Chadwick (2004) postulated that the concept of community engagement in school emerged following the speculation that children whose communities have engaged in schooling have a richer and diversified educational experience. This is not a new phenomenon, whereby it has been in place since the late 20th century. With reference to the high demand for quality in provision of education, there has been every need to devise the best strategies. In this case, community engagement has been one of the strategies for enhancing success and efficiency in the education system. With this in mind, the concept has gained momentum over the last century and diffused to all corners of the globe. Presently, the concept of community engagement is adopted in nearly all education systems both in developing and developed nations (Chadwick, 2004).

As noted by Hughes-hassell and Wheelock (2001), the scope of community engagement goes beyond the parents and their children. Hughes-hassell and Wheelock (2001) indicated that the business community around a school is also part of the school community and has to be included. Despite that the companies or the business communities living around the school do not have children; they have key interests in the welfare of the school. Their contribution is also vital in the success of the school, thus the need for their involvement. It is worth noting that the administrators of any school have a key role in deciding who to include or exclude from the school affair. This is based on the fact that not all community members have good interests in the school.

Background

The concept of community engagement in school has been influenced by a wide number of factors. To begin with, the issues of industrialization, advancement in technology as well as globalization have led to a high sense on the quality standards in education. Through globalization, parents and other interested parties to a school are able to open their reasoning in the gap in quality standards. This has been closely associated with comparisons on the education systems among various countries, where in this case developing nations have key interests on the education systems of developed countries. As a result, the issue of community engagement has come into place, whereby it seeks to bridge the knowledge in the running of the schools as well as policy making (Gelsthorpe and West-Burnham, 2003).

In relation to the increased expectations and workloads of school administrators in recent days, there is every need to incorporate the community. This is aimed at reducing the workload of the school administrators and thus enhances efficiency. School administrators in recent days are spread thin. This has made them to be inefficient thus leading to low quality education as well as failure of meeting the objectives of education. Based on this scenario, the quality of education has been compromised. With increased demand of education, the school resources and management has been put under high pressure. The issues of management in the school institutions have been a serious problem, with reference to the limited administrators. Most of the human personnel in the school have not been able to deliver services to the optimum. Hughes-hassell and Wheelock (2001) noted that the high demand of education has been the main cause of these problems.

On the other hand, discipline of students as well as school relations have also been a problem. In reference to this phenomenon, the school administrators are required to seek assistance from the community. Gelsthorpe and West-Burnham (2003) noted that the management of school funds as well as policy making has also been a vital problem. This is in relation to the high expectations on better quality education as well as financial efficiency in the running of the school. In light to this phenomenon, there has been a human resource gap in the running of the schools thus calling for community participation.

Benefits

Many researchers and scholars in the field of education have shown a strong correlation between community engagement and the success of a school. To begin with community engagement has helped in reducing the high workload of school administrators. Over the last 2 to 3 decades, there has been a very high expectation from school administrators and the entire school system. Based on this phenomenon, community engagement helps in reducing the workload of administrators thus enhancing their efficiency. The role of parents in school activities has been of great help in reducing the pressure on the administrators. This helps in enhancement of efficiency thus leading to quality improvement (Gelsthorpe and West-Burnham, 2003).

The burden overlying school administrators is lifted through community involvement. As indicated by Hughes-hassell and Wheelock (2001), community engagement enhances role sharing thus reducing the tasks played by the different personnel. In addition the scenario of administrators being spread in a spread thin is also overcome by community engagement. From this scenario, community learns on how to take the lead thus helping the administrators in undertaking their roles. The energy and time of community to a school is a vital resource to the success of the school. Hughes-hassell and Wheelock (2001) stipulated that the input of community to school can not be taken for granted. By sharing roles, specialization is achieved thus helping in attaining efficiency and increase in output and quality.

 

Legalities Of Homeschooling In California

A court ruling in Oakland, California has added another legal mine in the murky landscape of right for Californians to homeschool their children. According to this ruling "parent do not have a constitutional right" to home-school their children. This ruling has touched off anger and bewilderment throughout America's home-schooling community. It even prompted a denunciation from Gov. Arnold Schwarzenegger.

This court ruling surprices even more when you look that the success homeschoolers achieve on average. They score an average of one grade level higher than publicly schooled students their age on national scholastic achievement tests. They watch 65% less TV than publicly schooled children, and are more involved in community and extracurricular activities. 98% of homeschoolers are involved in two or more organized outside activities (such as tennis, music, dance, computer clubs etc.) They are allowed to gain moral values from their home and not the children they sit with in the crowed cafeteria so are 50 times less likely to get pregnant before marriage, 35 times less likely to have an alcohol-related incident before the age of 21 and 46 times less likely to try illegal drugs.

The homeschoolers themselves testify the good of being educated at home. Justin, 15 stated Ive been homeschooled up until 9th grade, where I decided to try public school. I went and at first it was ok, not anything wonderful that for sure. I felt like in order for anyone to like me I had to act and dress the way everyone else was, I thought I had to be super skinny, so I stopped eating. Well now I am a sophomore and here I am back at home. At home you dont need to worry about looking right, and being popular. So take my word for it I would choose homeschooling over public and private school anydays.

True, homeschooler face a set of challenges that are more or less not existent in public schools. First, children need time away from home because they need to be able to fend for themselves. Mum and Dad wont always be there for them. Its cruel for parents to keep children in a home environment to learn, they need to experience the real world. And when the child gets old enough to learn advanced subjects such as pre-calculus, world history or physics and chemistry will the parents be able to teach those subjects? While all these challenges exist, they can be dealt with. For example, a certified teacher or tutor can provide for the more advanced subjects. If parents are not at home, then the child can be under the guidance of that hired personal tutor. To find a certified and safe tutor we recommend to check out www.tutorz.com one of the best tutor referral websites nowadays.

These facts clearly speak in favor of homeschooling. But can California parents still be on legal safe grounds when they decide their kids to be taught at home? The answer is yes:
There are three legal private alternatives for homeschooling children under California law:
By establishing a home-based private school
By enrolling in a private school independent study program - PSP
By hiring personal tutor.
One of the legally safest ways is to declare you home to be a school. You fill in a form, give it back to your city and they wont ask any more questions. Yes, you need to maintain certain school records but it is unlikely anyone will ask about them.
Parents may home-school children without teaching credential. This was decided in a California court reversal by the 2nd District Court of Appeal as a victory for students and parental rights.
So go on and do what is right for your child: homeschooling!

Legal Age for Breast Implants?

I am often asked, "What is the right age or best age to get breast implants?" Not being one to be speechless very often - this one will always get me.

I believe you can make a case for being in your young, mid twenties, sick of looking and feeling like a boy and wanting to have nice feminine curves to enjoy while you are young.  But the downside is that you still have life events to go through - like having babies - which may change your breasts and cause you to need another operation.  And too, the younger you get them, the longer the breast implant needs to last and since no device lasts forever, the more chance of reopertation.  But if you have read our book, then you know, that making really good, smart decisions preop can lengthen the life time of your result.

The other case is for women who have had their families.  They have seen a change in their breasts that they cannot change thorugh diet and exercise and their own habits so having surgery to alter the size of their breasts becomes very reasonable.  And getting them after having babies and later in life, you reduce variables that might cause you to need another operation in the future.

I guess the old saying "to each his or her own" really applies here as we all have different goals and expectations.  As long as you make educated decisions and go into this life changing operation with your eyes wide open and with reasonable expectations then you have done your due diligence and I believe you will be more satisfied with your result.

The one thing that is happening now that I cannot be speechless about is the "off lable" use of silicone breast implants.  I think it is important to remind potential patients that the legal age to recieve silicone breast implants in the United States is now 22 years old.  This is not our rule or a national plastic surgery assoication rule - this is law.  And to use a silicone implant on a patient under the age of 22 is illegal.  Now I am hearing that some plastic surgeons are using them on young, under aged patients under the guise that they are using the product (the silicone implant) "off lable" and consenting patients to that and therefore justifying in their own minds that its ok to use silicone breast implants on women under the age of 22 years old.  This one makes me scratch my head on two accounts ~ why are we permanently changing such a young body with breast implants to begin with?  and if they (the plastic or cosmetic surgeon) will cheat on a subject as important as this, what else will they do?  Just makes me very uncomfortable and it should make patients really ask hard questions of themselves and the plastic or cosmetic surgeon they are thinking about using.

As you have probably heard us say before, Life is about choices....you are responsible.  Integrity is a very important aspect of a responsible choice!