One School For The Children Of Two Opposing Governments

1. Home

2. Site map

3. How can one school help solve a conflict?

4. Extended summary

5. Schools between "self-described" states

5b. Why Cyprus first?

5c. Israel - Palestinian Authority

5d. North Korea - South Korea

5e. Syria - Israel

5f. Pakistan - India

6. Schools for intra-state conflicts

6b. Northern Ireland (Belfast)

6c. Iraq (Baghdad)

6d. Lebanon (Beirut)

6e. Afghanistan (Kabul)

6f. Nepal (Kathmandu)

7. For the best resolution results

8. The Cyprus problem

8b. Motivations of both Cypriot groups

8c. Resolution attempts so far

8d. Graphs from a 2007 UN survey

8e. Effect of the EU's decision about Turkey

8f. Websites about it

9. Why integrating the school is not enough

9b. Cooperative, competitive and individualistic efforts

9c. Integrated schools and inter-group relations

9d. Instilling a shared "superordinate identity"

9e. The cooperative school

10. Cooperative learning (CL) is needed

10b. CL in Cyp. & Turkey

10c. Links to explain it

10d. Weaknesses of CL

10e. Research on CL

11. Peer mediation and conflict-resolution education

11b. Research on peer mediation

11c. Research on CRE

11d. Suggested curricula

11e. Negotiation success

12. The Cypriot School (TCS)

12b. Cypriots' views on bi-communal schools

12c. Drawing of The Cypriot School

12d. Minimal visibility of maximum security

12e. Admissions formula for influential two-year-olds

12f. Utilizing best practices in education

12g. Parents’ decision – no forced coercion

12h. How to develop the public’s support

12i. Minimal foreign involvement

13. Why not use The Junior School and The English School?

13b. The argument for using them as they are

13c. The argument for not using them or with changes

14. Teaching history at The Cypriot School

14b. Teaching controversial history topics

14c. Structured Academic Controversy (SAC)

14d. Research on SAC

14e. SAC versus debates

14f. Graphic Organizer

14g. SAC example

14h. Cypriots on history

14i. Proposed curriculum

15. How TCS might catalyze a solution – Part 1

15b. Cognitive dissonance examples

15c. Cog. diss. in TCS families - Part 1

15d. Cog. diss. in TCS families - Part 2

15e. Visuals: Cog. diss. at TCS

15f: Analogy: A watershed and a dying fruit tree

16. How TCS might catalyze a solution – Part 2

16b. Graph - Future attitudes if TCS is built

17. Funding The Cypriot School

17b. Costs of TCS

17c. Who will pay for TCS?

17d. Costs of other conflicts that might benefit

18. Watch videos here

18b. The other conflicts

18c. Cyprus

18d. Cooperative learning

18e. Peer Mediation

18f. Connecting the dots

19. Evaluating TCS

18. Evaluating this schooling model

20. Common questions

21. Korean & Golan rail

21b. Estimated cost

21c. Videos: Non-maglev

21d. Palestinian rail

21e. Maglev /Non-maglev?

21f. Videos: Maglev rail

22. Message board

23. Wikis

24. References

25. Contact information

Evaluating this schooling model

Cost-benefit analysis

The cost of the school might be high, but its relative benefits might be a lot greater than any other conflict-resolution option for Cyprus, and perhaps great enough to overcome the intransigence of the stalemate. 

 

What is cost-benefit analysis?

1.      Economic assessment of a program’s impact taking costs into account

2.      Evaluation of alternatives according to their costs and benefits, when each is measured in monetary terms

3.      One way to determine the value of a program or intervention – and convince others that it has public value

4.      Usually builds on rigorous program evaluation

5.      Typically measures a wide range of outcomes

6.      Usually accounts for public benefits to society but may also consider benefits to individuals  and families

7.      Is both an art and a science – especially when assigning monetary values to benefits

8.      Allows for comparisons across programs, policies, and other types of interventions


Terminology used

 

1.      Financial costs vs. economic or opportunity costs

2.      Personal vs. public benefits

3.      Present value and discounting

4.      Net economic return = Benefits – Costs

5.      Benefit-cost ratio = Benefits / Costs

Conservative estimates as the basis

1.      Over-estimation of program costs

2.      Volunteer time and other “opportunity costs”

3.      Economy of scale – costs of running a program often go down over time

4.      Under-accounting of benefits

5.      Many benefits not easily assigned monetary value

6.      Anything not included in program evaluation design will not be included in benefits

7.      Diffusion of effects to other family members, classmates

Concerns

 

1.      A cost-benefit analysis is only as good as the  program evaluation it is based on

2.      Even if the cost-benefit ratio is low, a program may still be valuable

3.      Cost-benefit analysis doesn’t account for outcomes that can’t be monetized

4.      A focus on economic benefits can lead us to lose sight of other good reasons for providing services

5.      Cost-benefit analysis is only one of many factors when making program decisions

Click here to learn more about cost-benefit analysis.

Cost-effectiveness analysis

1.      Used to compare the costs and outcomes of alternative programs or policies seeking to achieve the same goals

2.      Key outcomes are identified, and different strategies that affect those outcomes are compared

3.      Monetary values are only assigned to costs, not to outcomes

4.      Other benefits beyond the target outcome are not taken into account

Systems analysis

The following was written by Douglas Raybeck in his book, Looking Down the Road: A Systems Approach to Future Studies (page unknown):

"Good scenarios make clear their premises, the extent of their concerns, the elements they include, and the processes through which these elements interrelate.  Systems analysis encourages us to attend to variables that we would otherwise ignore.

 

1.      Prepare a series of rationalizations and justifications you can employ to explain why your predictions, the results of the following procedures, will fail.

 

2.      Identify the parameters of the system.

 

3.      Decide on and describe as precisely as possible the issue(s) you wish to investigate, identifying the phenomena and processes in which you are most interested.

 

4.      Identify the major influences on the phenomena and/or processes in which you are interested.

 

5.      Examine the varying levels of analysis and classes of variables that are relevant to your concerns.

 

6.      Among relevant processes, distinguish the positive feedback loops associated with your concerns that will accelerate or reinforce processes, and the negative loops responsible for keeping the positive processes within certain limits.

 

7.      Identify positive loops that do not seem well regulated.

 

8.      Try to determine which processes and phenomena are most directly impacted by the positive loops under examination.

 

9.      On the basis of the related processes and structures that you have identified, assess the kind and degree of change you anticipate.

 

10.    Make a judicious selection from your list of rationalizations and justifications to explain why your prediction is inaccurate.  (Remember you knew you were going to be wrong from the start.)"

Next page: 19. Frequently asked questions