Today’s news is a rich source of “I told you so” and “It cannot be any different when third parties spend my money.” There are three stories:
The First:
Ontario power risk: Hydro One: Rising debt, higher costs, falling income–National Post, February 25,2010
“Ontario electricity distributor has 38% more employees delivering 9% less power.”
This article traces the inevitable decline in productivity from two factors: The “Green Energy” hysteria and inefficiency of a publically-backed utility.
The Second:
Hit the Brakes–National Post, February 25, 2010.
“According to Statistics Canada, there are 3.5 million Canadians employed in the public sector out of 16.9 million working Canadians — 20.7%! This means one in five working Canadians are employed by the public sector. These jobs are funded from the taxes paid by the other 80% of Canadians working in the private sector. This has been a worsening condition over the past 40 years. In an inflation-adjusted comparison, the federal government spends 360% more today than it did 40 years ago. In 1969, program spending was $12.9-billion — $75-billion adjusted to 2009 dollars. It has exploded to $273-billion in 2009-10. If spending had grown at the same rate as population and inflation, it would only stand around $150-billion today.”
Each public employee has the potential to produce three problems. The first two occurs for all of them, the third only for those who hold some regulatory power. The first is the cost of employing such a person. The second is the loss of having a public employee doing a job which could be done much more efficiently by someone else. The third is the regulatory costs, both direct and indirect, which stem from such an employee. Bad results all ‘round.
The Third:
This is a story of a low-performing high school in Rhode Island where all the teachers will be “fired”. The stories is reported by many sources. The following quotes are from a New York Times article linked to the Central Falls Journal.
The school has not performed well for years. Instead of starting effective instruction, the usual welter of excuses is offered. Like the caterwauling of all public employees, the results are simultaneously funny and pathetic.
“We’re carrying this immense burden here,” said George McLaughlin, 60, a guidance counselor at the school. “We have a bag of bricks on our back that you don’t get at places where it’s taken for granted that everyone will succeed.”
“I leave here at 6, 7 at night, working with kids, coaching, getting lesson plans, doing interactive literacy. That’s what people don’t see,” said Frank DelBonis, who teaches history to English as a Second Language students in a school where 70 percent of students are Hispanic.”
“Interactive literacy” is an ominous phrase. Why don’t they use effective instruction, one could ask. Public educators do not know about things that work, so that avenue is closed. Being a high school, the teachers do have to contend with lack of effective preparation in the primary grades, but many examples exist of effective instruction beginning in high school.
I will bet that all of these “fired” teachers who want to be will be employed by the same school board next school year after the posturing is over.
All three kinds of mischief come from violating the fundament law of Human Nature, The Law of Contingencies.
Cheerio and ttfn,
Grant Coulson
Cui Bono–Cherchez les Contingencies