Milton Friedman’s Voucher Plan

More than 30 years ago – in 1979 – Milton Friedman and his wise Rose Friedman published the book Free to Choose, in which they made a (compelling) claim in favor of handing over authority to the free market, and taking it away from the government. The arguments they come up are profoundly grounded in empirical evidence, pointing at the inefficient and unequal spending of tax payers’ money on the ‘big issues’ of society (healthcare, Social Security, public assistance etc.). I want to focus at the expenditures on public education, about which the Friedmans say a lot, and in particular on the immoral and degrading effect this can have on citizens.

We humans are intelligent creatures. Some are – without a doubt – better equipped (mentally) for dealing with the whims of the free market than others, but still almost all of us are reasonably capable of fulfilling our needs in life. We can go the supermarket by ourselves, decide for ourselves what we want to eat for breakfast and dinner, and much more. The government doesn’t have to do this for us. We can decide for ourselves how we want to spend our leisure time: whether we want to go the movies or not. We don’t need the government to decide this for us. Not only because the government cannot know what each one of us wants – therefore inevitably being inefficient in the spending of its – or our – resources – but also because we know that we are intelligent beings, very much capable of making our own decisions in life.

And this intelligence of ours doesn’t have to confine itself to mundane decisions like how to spend our free time. We are equally competent in deciding for ourselves how we want to spend our money on more pressing issues in life: what hospital we want to attend, whether to assist our loved ones financially whenever the need might arise, and what school our children should attend. These issues are of such importance to our well-being – and our children’s – that, instead of putting the government in charge of these decisions, we should be the ones choosing what we consider to be best for our, and our children’s, future.

In 1979, the Friedmans noticed an upward trend in the government taking control of many of these decisions – decisions that, by the way, have a relatively big impact upon our financial resources. The most striking example of this might be the public financing of (elementary, secondary and higher) education. In 1979, the average US citizen paid 2.000 dollars per child that attended public education, even though not everyone’s child – assuming that you even have children – made use of public educational resources. The Friedmans found this state of affairs harming to the right of each individual to decide where to spend his money at, including the option to put one’s child at a privately financed educational institution.

Therefore they came up with a ‘voucher plan’: a plan in which every US citizen would – per child they have – get a voucher exchangeable for a certain amount of money – let’s say 2.000 dollars. They could cash in this voucher only if their child would attend an appropriate educational institution. This voucher plan would come in the place of the tax each US citizen is obliged to pay, irrespective of them having children and irrespective of their children attending a public educational institution. This plan would make sure that only the ones making use of pubic educational services would be charged, thereby excluding the non-using part of society.

The Friedmans made – primarily – financial arguments in favor of their voucher plan, saying that – on the whole – public educational costs would remain the same, and that parents would use their increase in autonomy to find the school that best suited the needs of their children. The relatively free market that would be created on the basis of the voucher plan, would improve the quality of both public and private education. I believe, however, that one argument in favor of the voucher plan, and the free market in general, has not received the attention it deserved – at least not in the Friedmans’ Free to Choose. And that argument has to do with human intelligence.

As pointed at above, humans are – for the biggest part – perfectly capable of deciding for themselves where to spend their money at. We wouldn’t want anyone else to do our groceries or schedule our leisure time for us – at least not for (our) money. But that is exactly what the government does when it comes down to public education. The government proclaims that – as the Friedmans explain – it is the only actor possessing the professional knowledge required for deciding what is best for our children – thereby implying that they are indispensable in order for our children to receive a qualitatively good education.

What this claim comes down to is the government saying – or not saying – that we (‘the crowd’) don’t understand what is important and what is not in regard to our children’s education, and that – because of that – they should step in and release us of this impossible duty of ours. We don’t understand what to do, but luckily they do. They are the father looking out for us, protecting us from doing harm to our children and to the rest of society.

I find this an insult to the basic level of intelligence the majority of the people has. We very well believe to know what is important in our children’s education – probably much better than the government, since, in contrast to the government, we know our children. Thus besides all the financial benefits of the voucher plan, by returning autonomy to the Average Joe, a voucher plan is required for respecting people’s intelligence. After all, we are no fools, are we?

What do you think?

Exams In the Summer Term: The Optimal Option?

Most universities in the United Kingdom apply what is called the “trimester-structure”: the division of the academic year into a Michaelmas, Lent and Summer Term. In general, although this differs per program and per university, it is the case that by far most of the examinations are due in the Summer Term. The question is: is this the optimal educational structure? There are, I think, at least two main problems with the structure as it is currently being applied: one regarding its didactic implications, and one regarding its (in)efficiency.

Let’s start with the didactics. As numerous scientific studies have shown, feedback – and especially immediate feedback – are of great importance in the learning of new material. This is because, when mastering new material, it is important to be made aware in an early stage of errors that – if not resolved – might turn into significant problems. And although immediate feedback is part of most lectures and seminars, there’s one crucial area in which this aspect seems to be ignored: examinations. As mentioned before, an intrinsic part of the trimester-structure is that by far most of the examination takes place in the last term (i.e., the Summer Term). This implies that material studied in the first term (Michaelmas Term) gets tested in the third term (Summer Term). It seems reasonable to assume that, in this case, the feedback period between absorbing the material and the material being tested is very long (a couple of months), and therefore lacks the impact it could have upon correcting students’ knowledge.

Besides a didactic argument, one could employ what might be called an “economical” view on studying. Scientific research – from Psychology Today – shows that students have the tendency to study more when the exams get nearer. One could say that the “marginal knowledge-output of learning” is higher when the examination period gets nearer. For now it is irrelevant whether this is due to procrastination on the side of the students, or due to an intrinsic part of human motivation. The fact of the matter is that, when applied to the trimester-structure, this tendency implies that most of students’ studying will take place in the (short) period before the Summer Term. But isn’t this an inefficient usage of both the Michaelmas and Lent Term?

There seems to be an easy way in which the current system could be improved upon (in the light of the aforementioned two arguments). One way would be by moving away from 100% examinations in the Summer Term to – let’s say – 33% exams per term. Another option might be to keep the 100% examination structure in place, but simply create more courses that take up one term only, and test these after the respective term. Besides being optimal from an economic perspective, since students will be studying “at full capacity” all the time, these options would drastically shorten the feedback-period between the absorption of new material and the testing of it, therefore being beneficial from a didactic point of view as well.

In conclusion, it might be worthwhile to take a look at these, and likewise options, to improve upon the educational structure currently applied by many universities in the United Kingdom.

Renovation of High School Education

What have you actually learned at high school? I mean: not while you were attending high school, but while you were literally physically present at high school? Not that much, right? For the most part, you were just sitting there from 9 AM tot 5 PM, waiting until you could go home and finally start doing something useful with your time: like learning something for instance. But isn’t that a little weird? That you actually want to go home so that you can start studying and really learn something? And what can we do to turn this ineffective high school-picture around?

First of all: we have got to realize why children are learning so little while they are at high school. Maybe it is because children of the high school appropriate age are, besides developing themselves intellectually, learning how to behave themselves in social surroundings. This is a perfectly normal for high school children. It is even required for them to develop themselves socially. However, as you can imagine, it doesn’t necessarily create the right atmosphere for a child to be able to develop themselves on an intellectual level. The distractions are killing them.

Furthermore, the things being done in the classroom are – most of the time – not time or space dependent. Hence they can in principle be done at home. By that I mean that a child doing the algebra assignments from the algebra textbook is not doing something that necessarily has to be done in class. These are individual tasks for which being located in a classroom is in no sense conducive to learning to do the task at hand. That is not to say that children might not have questions they would like to ask a teacher or their fellow class members about. However, the act of questioning in itself is in no way dependent upon the children sitting in a classroom-like configuration for most of their time. There are many other ways – think about e-mailing, Skyping and office hours – by which mandatory presence can be avoided while still giving children the opportunity to ask questions.

As you know, governments worldwide have to cut back on expenses, including educational expenses. So – and you might see where this is going – what about significantly restricting the amount of time children need to sit in class? This could reduce housing costs by having different classes at different times making use of the same classroom. Also, it would mitigate the need for high school teachers, which would neutralize the problem of there being a shortage of them. And – most importantly – it would improve the intellectual environment for children so that they can focus on studying instead of being distracted by their allegedly funny classmates. A win-win-win situation.

Surely, we should not do away with classroom teaching completely. There are cases in which being together in a classroom-setting would be the only – or at least the best – option for children to learn something. Examples would be the development of socials kills through presentations, and lectures that are explicitly intended to convey information to the children. For the remainder of the cases, teaching via the internet might very well be more beneficial for the children’s development. I would like to make you aware of the Khan Academy, which is a free online learning platform to which entire classes can subscribe. By doing so the teachers are able to obtain very detailed information about the performance of each student individually and – consequently – help the ones who need it most. Also, there are plenty of tests and other assignment available in order for children to maximize their learning potential.

So, what do you say? Shall we make the jump?

Teaching Anti-Bully Classes at School

How to prevent bullying?

How to prevent bullying?

Bullying: an ever repeating and all destructing phenomenon. Every year, millions and millions of lives are irreversible damaged. And it is not like bullying is just a temporary problem; a problem that will resolve itself as time goes by. It is structural, in the sense that it seems to be deeply ingrained in human nature. So the question is: what can – and what should – we do about it? Should parents teach their children about the negative consequences of bullying? And what about schools; should they too make a (more profound) effort to stop bullying?

But before we start, let me ask you something. When you look back at your time at school, what are the first memories that come to mind? Is it the Latin vocabulary you were forced to remember in the first year of high school? Is it the utterly useless, but sometimes amusing, gym classes you had to take? Is it the list of historical facts that you had to recall? I can only speak for myself, but I would respond with a firm ‘No’ to each of these questions.

Self-development
Looking back at my years in school, I can only remember the social bonding we, the children, had. I remember us kids playing together, trading collector-cards and chasing girls. Those are the experiences that – I believe – anyone is likely to remember about his childhood. Those are the experiences that have made you into the person you are today. It is because of these experiences that you have learned that it is not okay to steal someone’s football, and that it is no fun to kick your little brother. It is because of these experiences that you came to know that you were accepted by society. These are the experiences that proved to be truly important later on in your life.

But what if you would not have learned these lessons? What if you would not have learned what it is like to play with friends, trade cards, play hide and seek, or be in any other way involved in the social interactions that are of such great importance in the formation of any child’s identity? These are the lessons that get down to the core of what it means to be a human being. Of what it means to be wandering around on this earth of ours with your fellow species members. And let’s be honest: if you would have missed these lessons in your childhood, do you truly think that your life would have been any better if you would be able to remember the exact year Columbus reached America? I do not think so.

Schools
I believe that schools should, next to the regular classes, include a course about social dynamics, in which children are taught how they could – not should – interact with others. A class that teaches children the pros and cons of treating people in a certain way. A class that teaches children what the consequences of being bullied might be in what might very well be the most important years in a person’s self-development. A class that might make use of acting and little role-playing games in which the bully and the person being bullied repeatedly switch roles. Make it realistic. Make it tangible. Make it painful.

Because let me ask you the following: is it fair to put the blame on those that are being being bullied? To urge them to stand up for themselves and promise them that, if they don’t do so, things will only get worse? Is that how you truly help a child? And, on the other hand, can you blame the bullies for bullying if they have never been taught why it is wrong to bully? If they think they are just fooling around and that their behavior is simply the way you should behave among classmates?

Shouldn’t the responsibility lay with the adults? The ones who are supposed to know how to behave? And with the schools, the place at which children are present most of their time? And sure: schools might say that is not their responsibility to teach children how to behave. That it is the parents’s duty. But note that I am not saying that schools should teach children how to behave. I am only saying that schools might teach children what it feels like to be bullied, and what the consequences of this behavior might be. After taking these classes, children are totally free to decide for themselves how they want to behave. And if that doesn’t stop them from bullying, maybe more drastic measures, as in lowering bullies’s grades, might be necessary.

But what do you think? Should schools be more proactive in preventing bullying from happening? Or is it fully the parents’s responsibility to do so? And why?