Do we give unions too much credit?
In his fortnightly column in the Halifax Chronicle-Herald, AIMS acting President Charles Cirtwill reflects on a recent paper about the influence of teachers' union on education policy. Here he makes it clear that the paper is talking about the unions, not the teachers.
Does teachers’ union block school reforms?
AIMS' report on teachers' unions, "Getting the fox out of the school house" has generated significant debate on the role that unions play in developing educational policy. In this piece Charles Cirtwill, AIMS acting president, notes how we shouldn't afford unions the same goodwill we do teachers, because they represent a narrow set of interests. While teachers are concerned with the well-being of students, unions are mandated to promote only the interests of their members.
Government must set education policy
This editorial from the New Brunswick Telegraph-Journal says that AIMS' report on teachers' unions has a lot to offer N.B. Education Minister Kelly Lamrock. Specifically, New Brunswick should replace teachers' right to strike with binding arbitration.
Teachers union exerting too much influence over policies
A recent AIMS' paper,"Getting the fox out of the schoolhouse", concludes that teachers' unions have too much influence in setting educational policy. In this article Charles Cirtwill, AIMS acting president, explains further by saying that unions have a responsibilty to their own members, not to students and taxpayers.
Teachers’ unions part of school woes: Recent AIMS research report on education system tells it like it is
Halfiax Daily News columnist Charles Moore credits AIMS with "telling it like it is". He congratulates the Institute on its paper "Getting the Fox out of the Schoolhouse" which examines the impact teachers' union have had on public education policy in the country.
The truth about teachers’ unions
This lead editorial in The National Post pulls no punches in its support of AIMS' paper on teachers' union, "Getting the fox out of the schoolhouse". The editorial concludes, "If papers like AIMS' could be digested in strict good faith, we would already have made an important first step toward a world of better education policy."