[FONT="][/FONT][FONT="]Swedish law since 1992 mandates that the government separate the financing of schools from the administration of schools, as Nobel laureate economist Milton Friedman proposed in 1955. Sweden’s independent schools are now financed on par with municipal schools, so long as they are approved. [/FONT][FONT="]Since the reform, Sweden has shown the following advances:[/FONT]
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[FONT="]- Competition created by this new supply of schools has increased performance in Sweden’s municipal (government-run) schools.
- Most independent schools in Sweden are run by for-profit educational companies, with no detrimental effects.
- There is absolutely no evidence that the new “voucher system” has created a scenario where the rich are supplemented in their private choices. In fact, poorer Swedes choose independent schools at higher rates than do wealthy families.
- Teachers’ unions in Sweden support the reform measures and indicate that they prefer to work in independent schools, where working conditions are better.[/FONT]
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[FONT="]School Choice Works! The Case of Sweden[/FONT][FONT="]" (PDF) por Fredrik Bergstrom and Mikael Sandstrom.[/FONT]
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The two largest teachers’ unions are converts to the voucher system, probably because their colleagues who work inside the burgeoning market for independent schools are generally more satisfied with working conditions than those who remain in public schools. In a poll conducted by
[FONT="]Svenskt Näringsliv[/FONT], the Confederation of Swedish Enterprise, students overwhelmingly confirmed they liked the new freedom of choice.
Parents are on board, too, because they like the academic improvement that vouchers have generated. A 2001 study from the Swedish Ministry of Finance showed that, far from deteriorating as a result of competition from independent schools, municipal schools have been forced to make better use of their resources and improve their quality. The study described a strong positive correlation between the amount of students in independent schools in a municipality and high test results in that municipality’s schools.
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The rapid growth of independent schools—before vouchers, they held fewer than one percent of Swedish students; now more than ten percent of secondary and over six percent of elementary students attend them—did confirm one negative prediction. They have increased the level of educational segregation. Religious and ethnic minorities are placing their children in schools that cater to their special needs, as are parents who seek a specialized pedagogical emphasis, like music.
But in another important sense, vouchers have reduced segregation. Swedish policy analyst Kristian Tiger describes the system as “a possible instrument of social and economic integration. Before the reform, the principle of proximity determined which school a student had to attend. . . . Sweden has wealthy areas and low-income areas, prosperous places as well as places with many social problems, idyllic neighbourhoods and rough neighbourhoods. The old system only fortified segregation of that sort. The voucher system has made it possible for children to choose schools further away from their homes.”
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School Vouchers in Sweden" (The Frontier Centre for Public Policy):
(continuar a ler "Sweden [FONT="]♥[/FONT] Friedman (2)")
The rapid growth of independent schools—before vouchers, they held fewer than one percent of Swedish students; now more than ten percent of secondary and over six percent of elementary students attend them—did confirm one negative prediction. They have increased the level of educational segregation. Religious and ethnic minorities are placing their children in schools that cater to their special needs, as are parents who seek a specialized pedagogical emphasis, like music.
But in another important sense, vouchers have reduced segregation. Swedish policy analyst Kristian Tiger describes the system as “a possible instrument of social and economic integration. Before the reform, the principle of proximity determined which school a student had to attend. . . . Sweden has wealthy areas and low-income areas, prosperous places as well as places with many social problems, idyllic neighbourhoods and rough neighbourhoods. The old system only fortified segregation of that sort. The voucher system has made it possible for children to choose schools further away from their homes.”