Decentralized education
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Currently, public education is under state control. This also means that politicians and business interests have undue influence in advancing their sectional interests.
See an article published by Anthony Allen, Greening Education:
A Multidimensional Power Struggle in Ecological Citizen.
To remedy the serious negative effect of power dominated education on society a "decentralised" model will be developed (hopefully in collaboration with Allen).
Our work will draw on the extensive literature containing rigorous analysis of the shortcomings of the current centralised system.
First we will examine why the British State took the problem of public education under its "wing" in the 19th century.
There have been many critics of the centralised, state-controlled education system. So another objective of the essay will be the identification of the "sticking points" preventing real moves towards decentralisation
Reference resource: Agenda for Education in a Democracy
Non-Institutional Style of Liberal Education
Secondary source quoted: A Public Goods and Agency Approach
By anachronistically attributing the origin and growth of popular education entirely to state intervention, standard histories of state education have failed to delimit sufficiently the state’s role in educational development. This paper offers a theoretically based examination of the British state’s intervention in the emerging market for popular education in England during the nineteenth century. It complements conventional neoclassical analysis with recent developments from the fields of methodological individualism and “new institutional” economics to identify the specific reasons the state first became involved in mass education. The eventual national system of state-provided, free elementary schools, managed by local representative bodies and funded in part through local rates is reconceptualized as an imperfect solution to problems inherent in achieving an optimal level of schooling in the emerging mass market for education.