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Atanda, Olatunde, and Sunday Adeseko Olaifa. "Comparative Study of Quality Assurance Practices in Unity Schools and Private Secondary Schools in Kwara And Oyo States, Nigeria." Daengku: Journal of Humanities and Social Sciences Innovation 2, no. 1 (January 15, 2022): 19–27. http://dx.doi.org/10.35877/454ri.daengku680.
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This paper compared the quality assurance practices in Unity and private secondary schools in Kwara and Oyo States, Nigeria touching variables such as infrastructural facilities, staff discipline. The research design employed for the study was a descriptive survey type. The population of the study was made up of all Unity and Privates secondary schools in Kwara and Oyo States, Nigeria. Purposive and random sampling techniques were used to select the respondents in all the sampled schools. The data for the study were gathered through the use of questionnaires tagged “Quality Assurance Practices Questionnaire” (QAPQ) administered to teachers, Vice Principals and Principals. The data gathered during this study were analyzed with inferential statistics called t-test and ANOVA. The findings revealed a slight difference in infrastructural facilities in the sampled schools. Private secondary schools in Kwara and Oyo State were rated higher than the Federal Government Colleges. This paper further revealed that the discipline and control of staff in private secondary schools in Kwara and Oyo States were stricter than the Federal Government Colleges in both States. Based on these findings, the paper recommended among others that there should be adequate provision of infrastructural facilities, efficient supervision of schools to maintain a quality standard of equipment, especially the provision of potable water and electricity in the Federal Government Colleges. Also, staff discipline in private secondary schools should be more relaxed instead of instant judgment in the interest of fairness and low staff turnover.
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Silva, Juliana Rezende Melo da, Bethsáida de Abreu Soares Schmitz, Maria de Lourdes Carlos Ferreirinha Rodrigues, and Cristine Garcia Gabriel. "Promotion of healthy eating at schools in the Federal District of Brazil." Revista de Nutrição 26, no. 2 (April 2013): 145–58. http://dx.doi.org/10.1590/s1415-52732013000200003.
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OBJECTIVE: The aim of the present study was to describe strategies for the Promotion of Healthy Eating at Public and Private Schools in the Federal District of Brazil. METHODS: A descriptive, analytical, cross-sectional study was carried out involving 122 Private Schools and 173 Public Schools. The components of health promotion in the school setting were adapted to the context of the promotion of healthy eating, with interviews conducted for the administration of a semi-structured questionnaire. The Student's t test, Spearman's correlation coefficients and likelihood ratios were used for the statistical analysis (5% level of significance; p<0.05). RESULTS: Only one private elementary school fulfilled the criteria for 20 of the 24 items studied. At the other extreme, two public high schools only fulfilled the criteria for three items. A positive correlation was found between number of meetings held with the school community to address healthy eating and presence of healthy environments as well as between presence of healthy environments and monitoring of nutritional status of schoolchildren (p<0.01). Schools that held an above-average number of meetings to address healthy eating had a smaller proportion of street vendors and local stores in the surrounding area (p=0.01). The majority of schools that had a partnership with healthcare professionals included the topic of healthy eating in the curriculum (p=0.04). CONCLUSION: The different associations found demonstrate the importance and interdependence of the components of the promotion of healthy eating. Preschools have developed more strategies for the Promotion of Healthy Eating and health in general in comparison to other teaching modalities. Schools in the Federal District of Brazil need support and training to be developed as a "Health Promoting School", specifically with regard to actions directed toward healthy eating.
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Olubunmi, Odewumi Michael. "Using Procedural And Conceptual Colour Stimulation-Game As an Instructional Gizmo For Nigerian Students." Journal of Games, Game Art, and Gamification 3, no. 2 (October 19, 2021): 37–42. http://dx.doi.org/10.21512/jggag.v3i2.7253.
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This research study focused on investigating on the effect of colour stimulation-game on Nigerian Junior secondary school creative arts by adopting quasi-experimental research design with 60 junior secondary schools of three co-educational, from Private, Public and Federal Secondary Schools using simple random sampling technique to randomly select The three secondary schools assigned to both experimental and control groups. With the aid of two instruments which were The Colour Stimulation-game and Colour Stimulation-Game Achievement Test (CSGAT), the data was collected. Frequency counts and percentage distribution, mean, standard deviation, independent t-test, ANOVA and ANCOVA were used to analyse the data demographic information, the research question and the hypothesis generated respectively. The researcher found out that the students taught with Stimulus perform better after treatment than the student taught with conventional teaching method, students taught with Colour Stimulus game performed better when exposed to treatment than their students taught with conventional teaching method and female students taught with Colour Stimulus game performed better than their male students. It was recommended that that creative arts instructors should utilizes, colour stimuli game and reducing conventional method do as to impact the appropriates knowledge for studentsKeywords: Colour Stimulation-Game, Colour, Game and instruction, Game, Significant in games
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Pedroso, Jéssica, Natacha Toral, and Muriel Bauermann Gubert. "Maternal dissatisfaction with their children's body size in private schools in the Federal District, Brazil." PLOS ONE 13, no. 10 (October 9, 2018): e0204848. http://dx.doi.org/10.1371/journal.pone.0204848.
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Mama, Abd R. Mama, Mohamad A. Mohamed, Amirul F. Azhar, Syarilla I. A. Saany, Norkhairani A. Rawi, Maizan M. Amin, Mohd F. A. Kadir, and M. A. M. Nor. "Modelling decision support system for selection maahad tafiz center using analytical hierarchal analysis." Indonesian Journal of Electrical Engineering and Computer Science 13, no. 1 (January 1, 2019): 35. http://dx.doi.org/10.11591/ijeecs.v13.i1.pp35-40.
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<p>Today, the interest of the community to send their children to religious-based schools that is Maahad Tahfiz Center (MTC)) whether managed by Government (State or Federal), private individuals, nonprofit organization (NGO) or certain organizations is very high. The demand that exceeds this offer has seen the growth of MTC rapidly. This situation provides many choices and advantages to parents. However, there is anxiety among parents to choose the MTC that fulfills the features that they want. Hence modeling decision support system (DSS) in a MTC selection has been modeled using Analytical Hierarchy Process (AHP) provides the effective way for parents to select appropriate MTC. AHP is an effective tool for dealing with the complex decision making and aid the parents to set priorities and provide the best decision in selection MTC. Hopefully by using this model and future development of this model will help the parents make the best choices of MTC based on their preferences. </p>
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Deming, David J., Claudia Goldin, and Lawrence F. Katz. "The For-Profit Postsecondary School Sector: Nimble Critters or Agile Predators?" Journal of Economic Perspectives 26, no. 1 (February 1, 2012): 139–64. http://dx.doi.org/10.1257/jep.26.1.139.
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Private for-profit institutions have been the fastest-growing part of the U.S. higher education sector. For-profit enrollment increased from 0.2 percent to 9.1 percent of total enrollment in degree-granting schools from 1970 to 2009, and for-profit institutions account for the majority of enrollments in non-degree-granting postsecondary schools. We describe the schools, students, and programs in the for-profit higher education sector, its phenomenal recent growth, and its relationship to the federal and state governments. Using the 2004 to 2009 Beginning Postsecondary Students (BPS) longitudinal survey, we assess outcomes of a recent cohort of first-time undergraduates who attended for-profits relative to comparable students who attended community colleges or other public or private non-profit institutions. We find that relative to these other institutions, for-profits educate a larger fraction of minority, disadvantaged, and older students, and they have greater success at retaining students in their first year and getting them to complete short programs at the certificate and AA levels. But we also find that for-profit students end up with higher unemployment and “idleness” rates and lower earnings six years after entering programs than do comparable students from other schools and that, not surprisingly, they have far greater default rates on their loans.
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OWAGBEMI, Gabriel Olusola. "Unaffordable Education and Criminality as a Choice among Youth in Ondo State, Nigeria." Contemporary Studies in Social Sciences 1, no. 1 (June 2023): 73–78. http://dx.doi.org/10.31559/csss2023.1.1.6.
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Education shapes human, and it has the capacity to determine who gets what and what one becomes in life. Acquiring education in Nigeria is gradually becoming unaffordable; schools at all levels are becoming very expensive making it difficult for common men to send their children to schools. Youth in Ondo State, Nigeria, whose parents cannot afford either Secondary or University education now consider criminality as a choice. The study adopts a qualitative method – in-depth interviews were utilized in generating data from 38 interviewees. The qualitative data generated from the study were analyzed using manual content analysis. The study found that both Public/Private Secondary schools and Universities in Nigeria now charge exorbitant school fees, making the youth from low-economic family backgrounds either drop out of school and go into crime, be in school, or engage in criminal activities. Based on the findings, it is recommended that the government at both Federal and State levels should consider a reduction in school fees, as it is currently paid in public schools in Nigeria. Besides, scholarship schemes for indigent students in both secondary and tertiary institutions should be resuscitated.
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Mccallum, Heather, Ruth Pincoe, and John Ball. "Directory of Canadian Theatre Archives." Canadian Theatre Review 77 (December 1993): 83–84. http://dx.doi.org/10.3138/ctr.77.015.
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The Directory is a guide to Canadian theatre materials held in over 300 collections and institutions. It revises and updates Heather McCallum’s Theatre Resources in Canadian Collections published in 1973 by the National Library of Canada. It covers federal, provincial and city archives, national and large public libraries, university libraries and drama departments, theatre companies, schools, associations, museum and private collections. The arrangement is geographical by province from the East coast to the West with additional entries for the Yukon Territory and private collections. Within each section, arrangement is alphabetical by city or town and then by institution or theatre. Each major entry is numbered and decimal numbers are used to subdivide such major collections as the National Archives, the University of Guelph Archives and the Metro Central Library collection. A detailed index includes references to individuals, theatres, theatre groups, organizations, authors and titles. There is also a selected eight-page bibliography of major monographs on Canadian theatre.
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Angelina PhD, EMAIKWU, Igoh Helen PhD* ,. OGWUCHE, Okewa, and OGWUCHE, Okewa Angelina PhD. "Efficacy of Public and Private Partnership Initiatives in four Management Variables in Public Secondary Schools in North Central Nigeria." International Journal of Research and Innovation in Social Science VII, no. IV (2023): 356–77. http://dx.doi.org/10.47772/ijriss.2023.7428.
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The study focused on the efficacy of public and private partnership initiatives in four management variables in public secondary schools in North Central Nigeria. The study was guided by four research questions and four hypotheses. Survey research design was adopted for the study. The population of the study was 44,342 academic staff from 1,656 public secondary schools in North Central Nigeria. The sample for the study consisted of 396 respondents selected using Taro-Yamane formula and which were further made up of 66 principals, 66 vice principal academic, 66 vice principal administration, 66 deans of studies and 2 class teachers each in 66 (132) purposively sampled public secondary schools that are spread in four states of Benue, Nasarawa, Kogi, Plateau and Federal Capital Territory Abuja in North Central Nigeria. The sampling technique used in this study was multi-stage sampling procedure. The instrument for data collection was a self-structured questionnaire. The instrument consisted of a 24-item questionnaire developed by the researchers. The items of the instrument were validated by four experts in the area of Educational Administration and Planning and one expert in the area of Measurement and Evaluation. The reliability coefficient of the instrument was established using Cronbach Alpha method. The reliability coefficient for the entire instrument was 0.87 which indicated that the instrument was reliable. The research questions posed in the study were descriptively answered using mean and standard deviation. The hypotheses formulated were tested at 0.05 level of significance using Chi-square test of goodness-of-fit statistic. The result indicated that public and private partnership initiatives have statistical significant positive effects on school management in the areas of provision of security, maintenance of students’ discipline and staff recruitment with effect size statistic of 44.9%, 67.6% and 62% respectively but, have no statistical significant positive effect in the area of teachers’ motivation in public secondary schools. Based on these results, it was recommended that there should be a continuous encouragement on the part of stakeholders in education for active private intervention in the provision of security, maintenance of students’ discipline and staff recruitment. The morale of the teachers should be enhanced through motivational strategies such as improved welfare, regular promotion and timely payment of salaries.
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Hennchen, Benjamin, and Martina Schäfer. "Healthy, Inclusive and Sustainable Catering in Secondary Schools—An Analysis of a Transformation Process with Multiple Tensions." International Journal of Environmental Research and Public Health 21, no. 3 (March 20, 2024): 370. http://dx.doi.org/10.3390/ijerph21030370.
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Interest in catering for public sector schools is increasing due to its potential role in addressing the prevailing problems of malnutrition, food insecurity and non-sustainable food habits. Based on the case of secondary schools in Berlin, this study aims to explore this potential by focusing on the process of transformation towards healthy, inclusive and sustainable school catering. It employs a multi-perspective analysis based on the two concepts of food environment and social cohesion. Results are based on quantitative and qualitative data collected via an online survey of pupils from 25 secondary schools in Berlin as well as field notes from six stakeholder events. The survey findings were analyzed by descriptive means and provide explanations for the fact that most of the pupils (66.7%) never eat lunch at school. Based on the qualitative analysis of the stakeholder events, key tensions between actors from the federal state, municipal, school and private levels could be identified. Major areas of conflict arise due to (1) a lack of public funding and catering standards, (2) incompatible demands and preferences, (3) a lack of resources and opportunities for complementary education and participation, and (4) peer and parental influence. Transforming school food environments requires integrative strategies with interventions introduced by multiple actors operating on different levels.
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Farah, Abdiqani. "EVALUATING THE ASSOCIATION BETWEEN VARIOUS INDICATORS OF SCHOOL QUALITY AND EDUCATIONAL OUTCOMES IN SOMALIA WITH SPECIAL REFERENCE TO PUNTLAND STATE." African Journal of Education and Practice 8, no. 3 (May 10, 2022): 1–26. http://dx.doi.org/10.47604/ajep.1529.
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Purpose: the aim of this quantitative study is to highlight the major obstacles associated with the association between various indicators of school quality and educational outcomes that hinder adequate primary education from taking its foothold in Somalia at large and the federal state of Puntland in particular.
Methodology: This study used three retrospective data sources from the previous six school years, as well as raw data on the direct and indirect costs of primary education and their impact upon parents' affordability to send their children to school in the first place, which were collected from 27 primary schools using a cross-sectional approach. The study used descriptive and inferential statistics: compare mean ± SD, t-test and analysis of variance (ANOVA).
Results: In each considered scholastic year, on average, 30% of the population reached school-year and 167,439 enrolled, and of that, only a mere 5% qualified for the final year-eight exam. The outcome revealed a massive drop out along the way. Of the two types of primary education mise en scene, Alternative Basic Education (ABE) and Primary & Integrated Qur’anic Schools (PIQS), the parents enrolled their children in the latter on a 1:17 ratio. The enrollment rate of female and male pupils in the last six scholastic years has been 55% and 45%, respectively. The public-school regions examined were found to have been over three-fold higher than the private ones, though this doesn’t have an effect on the cost of education per capita. As for the distribution of schools in the nine regions, there is a significant disparity among them, ranging from 32±1 to 128±11. The teacher-student ratio was found to be 36:1±3. The overall average number of teachers over six school-years was found to have been 4,420±458, out of which only 14% (609±104) stood as females, and that is below the 50% sub-Saharan Africa benchmark. Finally, the school cost per child/student in each month has been observed and found to have been $29±7. Consequently, the overall cost for every child per year becomes $234.224 against a background of low family income.
Unique contribution to theory, practice and policy: a set of recommendations have been proposed such as: conducting situation analyses on school excellence and educational reforms to be formulated periodically to meet SDG 4 targets; meeting the future needs of education financing; better regulating both public and private schools; closing the gap in teacher-student ratio; the lowest ratio of female teachers in primary education; and for the government to explore in the direction of future education financing in order to better regulate both public and private schools.
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Ozoemena, Johnkenedy A., Festus U. Ngwoke, and Basil O. Nwokolo. "Prospects of Mother Tongue as a Medium of Instruction in Nigerian Primary Level Education." English Language Teaching 14, no. 4 (March 3, 2021): 1. http://dx.doi.org/10.5539/elt.v14n4p1.
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This paper investigates the prospects in the use of mother tongue as a medium of instruction in Nigeria’s primary level of education. With the multilingual nature of Nigeria, many scholars have continued to clamour for the use of indigenous languages as a medium of instruction in Nigeria’s primary schools. This paper also seeks to justify the reasons why mother tongue education may not be feasible in the nearest future especially with the numerous roles that the English language plays in Nigeria, and the myriads of difficulties which constitute stumbling blocks to its realization. In doing this, two research questions were generated, and data collected from 150 primary school teachers, from both private and public primary schools in Gwagwalada Area Council of Federal Capital Territory (FCT) through purposive sampling technique. The instrument for data collection is a well-structured questionnaire. The questionnaire is made up of two sections, sections A and B. Section A sought for demographic data of respondents, while section B sought for information on the factors militating against mother tongue as a medium of instruction in primary schools in Nigeria. The data collected were analyzed using Crombatch Alpha, mean and standard deviation. The result of the analysis revealed that the multilingual nature of Nigeria, and lack of names of instructional materials and science equipment in the indigenous languages are impediments to the use of mother tongue as a medium of instruction in Nigerian primary level of education.
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Dimitri, Carolyn, and Karen Gardner. "Farmer use of intermediated market channels: a review." Renewable Agriculture and Food Systems 34, no. 03 (April 29, 2018): 181–97. http://dx.doi.org/10.1017/s1742170518000182.
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AbstractIntermediated markets are relatively new market channels that have the potential to expand local and regional food systems while increasing the viability of small- and medium-sized farms. The intermediated channels comprise a short supply chain linking farmers with consumers through the use of intermediary such as a distributor or supermarket. In many instances, these supply chains embed social or environmental values, such as supporting local farming. In this paper, we examine the current state of knowledge about the intermediated market channel. The first source of knowledge consists of data from federal and private sources. Next, we review a selection of the published literature focusing on farmer use of intermediated market channels in the USA. The main intermediated channels include direct to institutions, such as schools and hospitals; food hubs; and direct to retail. The paper finishes by raising questions about future of intermediated markets, based on the findings of the literature review and data.
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Besser Freitag, Alberto Eduardo, and Alexandre Barreto de Oliveira. "Underutilization of workers: an analysis according to the lean management philosophy in basic education." Independent Journal of Management & Production 12, no. 9 (December 21, 2021): s940—s959. http://dx.doi.org/10.14807/ijmp.v12i9.1652.
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One of the eight wastes that Lean production, inspired by the Toyota Production System, proposes to study is the underutilization of workers, that is, the inadequate use of their intelligence. The sense is to provide listening and participation in improvement projects, of professionals who have experience in daily life and, in many cases, consistent academic qualifications. The objective of this work is to study the importance of the participation of teachers and employees of a basic education school in the construction of new routines and work methods, in the context of the Lean management philosophy, justified by the scarcity of scientific literature on the subject. Brazil has about 184,000 basic education schools with one million four hundred thousand teachers working from kindergarten to the ninth grade of elementary school, and of these, 83.2% have a college degree, a percentage that grows every year. About the schools, 21.7% are private, 61.3% municipal, 16.6% state, and 0.4% are federal schools. As a research methodology, a systematic review of the literature was adopted, based on the PRISMA protocol, allowing the identification of 53 records, 14 of which were included in the literature review, due to their adherence to the researched subject. The main contribution of this paper is the identification of a research gap involving the underutilization of workers and adoption of the Lean management philosophy in the education sector, as well as a conceptual proposal of the positive impact on the educational organization results by not underutilizing workers, without wasting their intelligence.
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Chagas, Carolina Martins dos Santos, Giselle Rhai-Sa Melo, Raquel Braz Assunção Botelho, and Natacha Toral. "Effects of the Rango Cards game intervention on food consumption, nutritional knowledge and self-efficacy in the adoption of healthy eating practices of high school students: a cluster randomised controlled trial." Public Health Nutrition 23, no. 13 (June 1, 2020): 2424–33. http://dx.doi.org/10.1017/s1368980020000531.
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AbstractObjective:The study aimed to assess the impact of a game-based nutritional intervention on food consumption, nutritional knowledge and self-efficacy in the adoption of healthy eating practices.Design:This cluster randomised controlled trial included both male and female high school students from private schools in the Federal District, Brazil. Four schools were randomly selected for each group. Investigated variables were age, sex, monthly family income, maternal education level, dietary perceptions and practices, nutritional knowledge and self-efficacy in the adoption of healthy eating practices.Setting:Intervention group participants were instructed to play Rango Cards, a digital game developed for the study, on their own, for a period of 7–17 d, while the control group was not provided with any game or material during the study.Participants:The study included 319 adolescents (mean age = 15·8 (sd 0·7) years).Results:Significant reductions were observed in the intervention group compared with the control group for the following variables: habit of eating while watching TV or studying and having meals at fast food restaurants. The intervention group showed increased knowledge of the effects of fruit and vegetable consumption as well as improved self-efficacy in the adoption of healthy eating practices such as reducing Na intake and preparing healthy meals.Conclusions:The design of Rango Cards is potentially capable of effecting positive changes. Therefore, the digital game promotes autonomy and self-care among adolescents with regard to healthy eating.
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Robert, Akor. "INFLUENCE OF TEACHERS PEDAGOGICAL COMPETENCE ON ATTITUDE OF SENIOR SECONDARY SCHOOL STUDENTS TOWARDS TECHNICAL AND VOCATIONAL EDUCATION." International Journal of Advanced Research 9, no. 10 (October 31, 2021): 1033–39. http://dx.doi.org/10.21474/ijar01/13646.
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Technical and vocational education and training (TVET) in Nigeria is intended to help the federal and state education authorities in their determination to revitalize, reform, and expand the provision of skills, vocations, science, and technology geared towards the socio-economic development of the nation. TVET also includes a wide range of skills development opportunities incorporated into national and local contexts. There are increasing insinuations suggesting that TVET in the Nigerian set-up is challenged by unfavorable perceptions of the concept by learners. The primary aim of the study is to examine secondary school students attitudes based on TPC. One hundred and sixteen senior secondary school students drawn from public and private secondary schools in Kogi State participated in the study. The participants completed self-report measures on attitude towards TVE and perceived teachers pedagogical competence. The findings revealed that 65.5% of the respondents expressed a negative attitude towards science process skills. Also, it was found that teachers pedagogical competence influenced attitude towards TVET. The findings and practical implications of the study are discussed.
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Yevtodyeva, M. "Employment and Education Policy in Germany in the Context of Digitalisation and “Industry 4.0” Development." World Economy and International Relations 66, no. 11 (2022): 50–59. http://dx.doi.org/10.20542/0131-2227-2022-66-11-50-59.
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The article is devoted to the study of tools to regulate the evolution of the labour market and educational sphere in Germany in connection with digitalization and the development of the “Industry 4.0”. These issues have been studied insufficiently both at the country and cross-country levels, since most of the scientific literature deals mainly with economic and technological aspects of digital transformation, while the role of public policy and the formation of the “digital environment” (including human resources and education) are given much less attention. The paper highlights key features of Germany’s digital strategy, such as the development of cyber-physical systems, IT security, and the reliance on public-private partnerships in the course of digitalization. It also analyzes a wide range of projects, initiatives and programs in the field of regulation of the labour market and education, on the basis of which the German Federal Government provides a solution to the most pressing problems and challenges for the country’s digitalization. According to the findings of the White Paper “Labour 4.0” by the Federal Ministry of Labour and Social Affairs and of a number of experts in labour market of Germany, these challenges include: the lack of the qualified specialists in MINT professions (Mathematik, Informatik, Naturwissenschaften, Technik), specialists with digital skills and knowledge of information and communication technologies; shortcomings in the development of education and digital environment, in particular low levels of technical equipment of schools and other educational institutions; the negative impact of demographics and migration problems on the labour market and employment.
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Muhammad, Zaheer, Hafeez Hira, Ajmal Muhammad, and Raza Muhammad. "The ramification of COVID-19: How work satisfaction mediates the perceived work stress with turnover intention and gender differences among knowledge workers of developing country." Организационная психология 12, no. 1 (2022): 27–42. http://dx.doi.org/10.17323/2312-5942-2022-12-1-27-42.
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Purpose. In organizations, employee’s work stress is seen as the main problem behind dissatisfaction which ultimately leads towards turnover intention. This research is specific to knowledge workers of private schools registered in the Federal Capital Territory of Pakistan during COVID-19 and empirically examined the influence of perceived work stress on turnover intention and work satisfaction, including investigating the mediation effect of work satisfaction on the association of perceived work stress with turnover intention. Finally, the conditional direct and indirect effect of males and females is also measured. Design. Data were gathered from private school’s teachers of the Federal Capital Territory of Pakistan in the form of a survey and the final sample of 269 teachers was used to test the hypotheses through structural equational modeling. Findings. Perceived work stress positively influenced the turnover intention of knowledge workers but work satisfaction reduces the greater impact of stress on turnover intention and seems to be partially mediated the association of perceived work stress and turnover intention. Finally, gender differences exposed that work satisfaction decreases the greater effect of stress on turnover intention among females strongly than males although the direct effect was already weaker among male teachers than females. Practical Implications. This research will assist decision-makers to better understand the consequences of perceived work stress and work satisfaction. Moreover, management can formulate strategies for the retention of employees to minimize the turnover of knowledge workers that are contributing to the welfare of society. Organizations need to emphasize the work satisfaction of employees on priority in any circumstances to utilize their full efforts for better performance as the turnover intention is the main cause of perceived work stress. Work satisfaction minimizes the influence of perceived work stress on turnover intention among knowledge workers especially in the current scenario where almost every organization is affected by the COVID-19 pandemic and official work has been transmitted from physical to online medium which is generating uncertainties globally. Value of results. This research paper thrusts the knowledge about the antecedents of individual’s work satisfaction, stress and intention to quit in the field of education.
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NOGUEIRA, Rosana Maria, Bruna BARONE, Thiara Teixeira de BARROS, Kátia Regina Leoni Silva Lima de Queiroz GUIMARÃES, Nilo Sérgio Sabbião RODRIGUES, and Jorge Herman BEHRENS. "Sixty years of the National Food Program in Brazil." Revista de Nutrição 29, no. 2 (April 2016): 253–67. http://dx.doi.org/10.1590/1678-98652016000200009.
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School meals were introduced in the Brazilian political agenda by a group of scholars known as nutrition scientists' in the 1940s. In 1955, the Campanha de Merenda Escolar, the first official school food program, was stablished, and sixty years after its inception, school food in Brazil stands as a decentralised public policy, providing services to students enrolled in public schools, which involve the Brazilian federal government, twentyseven federative units, and their 5,570 municipalities. Throughout its history, school food has gone through many stages that reflect the social transformations in Brazil: from a campaign to implement school food focused on the problem of malnutrition and the ways to solve it, to the creation of a universal public policy relying on social participation and interface between other modern, democratic, and sustainable policies, establishing a strategy for promoting food and nutrition security, development, and social protection. In this article, the School Food Program is analyzed from the perspective of four basic structures that support it as public policy: the formal structure, consisting of legal milestones that regulated the program; substantive structure, referring to the public and private social actors involved; material structure, regarding the way in which Brazil sponsors the program; and finally, the symbolic structure, consisting of knowledge, values, interests, and rules that legitimatize the policy.
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Sani, Faruk, and Buhari Bello. "Deploying Public Private Partnership (PPP) in Understanding the Missing Link and Requisite Legal Regime to Resolve the Almajiri System Challenge." International Journal of Research and Innovation in Social Science 06, no. 10 (2022): 156–66. http://dx.doi.org/10.47772/ijriss.2022.61010.
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The various efforts of the Federal Government and its agencies together with international institutions at integrating the Almajiri education into contemporary education in Nigeria or mainstreaming the Almajiri system into the nation’s educational system have not achieved the desired objectives. The failure of relevant policy makers could be traced to their solution-strategies, which did not give adequate considerations to the historical realities of the Almajiri system; to the constitutional obligation of government to provide free and compulsory basic education to its school age citizens; and to a genuine stakeholder buy-in of Almajiri school operators. Using a doctrinal research methodology that leaned more on official narrative, institutional publications as well as Internet resources and online blogs, the paper looked at Almajiri concept, reviewed the legal framework underpinning basic education rights in Nigeria, and explored the various attempts at mainstreaming the Almajiri system. The paper discovered that the solution-strategies to deal with the Almajiri challenge are premised on a jaundiced notion of the Almajiri system, which is commonly viewed as a source of terrorists and criminal gangs recruitments, and the underestimation of the capacity of Almajiri school operators to lead the process. The paper found that the risk analyses of the solution strategies were not adequate and comprehensive enough with the attendant consequence of increased suspicion between the government and Almajiri school operators. The paper therefore recommended a partnership arrangement built on mutual respect among the three stakeholders, namely, the government, the Almajiri school operators and the Almajiri parents as well as a partnership on the basis of shared responsibilities, shared resources and shared rewards under which the operators or their immediate communities will take a commanding heights in the operation and management of the Almajiri schools. This type of arrangement is a good candidate for Pro-Poor Public Private Partnership (PPPPP), which is commonly used in many jurisdictions to serve the neglected part of the populations. In this respect, the paper recommends the Charter School model, which the United States established to cater for the educationally underserved and neglected among its citizens. If implemented, the twin incidences of out-of-school children and Almajiri Street begging will greatly reduced, thereby positively impacting to the social, political and economic sectors of the Nigerian society.
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Rovner, Melissa. "Architectures of Coloniality." Enquiry The ARCC Journal for Architectural Research 20, no. 2 (November 10, 2023): 106–15. http://dx.doi.org/10.17831/enqarcc.v20i2.1161.
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The Owens Valley Paiute, traditional caretakers of the “Land of Flowing Water,” face continued threats to their livelihood due to decades of water extraction from the region by the city of Los Angeles. The precarious state of Indigenous lands and peoples across California is entangled with historical processes supported by the Bureau of Indian Affairs (BIA) and the off-reservation boarding school system. During the first half of the twentieth century, Paiute, Mission Indian and other Indigenous youth were sent to the Sherman Institute in Riverside, the last of twenty-five boarding schools to be built and operated by the BIA. Accompanying its Mission Revival style façade and the associated narratives of racial uplift, the school aimed to distance students from tribal affiliations, teaching them Anglo, heteropatriarchal forms of domesticity, and training them to become wage laborers in the farming, construction, and domestic service trades. After graduation, many students were employed by the federal government to convert tribal lands to agricultural plots and private property, while many others found low-wage, unskilled positions in the building and maintenance of Southern California’s expanding metropolis. This paper investigates the role of the Sherman Institute in the exploitation of Indigenous lands and labor for regional development, and therefore, the production of racialized precarity for Indigenous peoples. By engaging with Indigenous epistemologies, the paper works to stretch the limits of history/theory, to expose systems of confinement for their racialized underpinnings, and to introduce more fluid conceptions of land, property, and personhood.
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Charles, Silva Opuala, and Jonah O. Orji. "Fiscal Policy Option for Abatement of Free Rider Society: The Role of Institutional Quality in Nigeria." Mediterranean Journal of Social Sciences 14, no. 3 (May 5, 2023): 18. http://dx.doi.org/10.36941/mjss-2023-0016.
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The government revenue downward trend across the globe has a serious implication on provision of public good. And the consequences of free riding manifested by tax evasion impedes social progress. In this study, we examined the Fiscal Policy Option for Abatement of Free Rider Society: The Role of Institutional Quality with special focus on Nigerian economy. We deployed Quantile Regression Technique to assess the median impact of free-riding using government expenditure on economic and social services; comprised of: defense, health, road and construction, and education. Our finding shows that expenditure on defense reduces free riding when strategically managed but encourages free riding in the long run. Same result is shown with the government expenditure on health. Whereas, expenditure on education as well as road and construction discourages free riding. Also, the moderating role of institutional quality specifically, control of corruption decreases free riding and improve tax revenue generation. Growth of free riders in any society which comes in the form of tax evasion is effectively controlled by expenditure techniques of government guided by quality of institutions. The study recommended that: A special purpose vehicle from Federal Inland Revenue Service should be created as a ‘fiscal control unit’, to monitor electronic cash registers to be connected in hospitals, public schools and social services related departments in order to curb tax leakages due to free riders. Also, government should strengthen the campaign in favour of control of corruption as well as building strong institutions; rather than building strong private individuals who posed as sacred cow in punishment for tax evasion.
Received: 29 February 2023 / Accepted: 23 April 2023 / Published: 5 May 2023
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Rodríguez Rodríguez, Javier, Oswaldo Ceballos Gurrola, Jorge Isabel Zamarripa Rivera, Rosa Elena Medina Rodríguez, Walter Ho, and Rosa López D´ Amico. "Educación Física de Calidad desde la perspectiva de la práctica docente: propiedades psicométricas de un instrumento para su evaluación (Quality Physical Education from the perspective of teaching practice: psychometric properties of an instrument for it." Retos, no. 41 (January 8, 2021): 373–79. http://dx.doi.org/10.47197/retos.v0i41.86253.
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El propósito del estudio fue examinar las propiedades psicométricas y estructura factorial del Cuestionario de Educación Física de Calidad traducido y adaptado al español y contexto mexicano. Se presenta un estudio cuantitativo con un diseño instrumental. Participaron 763 docentes de Educación Física de México con rango de edad 19 a 71 años (M = 37.89 ± 11.18); donde el 31.7% son mujeres y 68.3% hombres. El 59.4% trabajan en escuelas que pertenecen al sistema federal, el 33.9% al sistema estatal y el 6.7% trabajan en escuelas particulares. Se realizó la traducción y adaptación al español y contexto mexicano de la encuesta de Educación Física de Calidad compuesta por 50 ítems que se responden sobre una escala que va desde 0 “no alcanzado totalmente” y 10 “completamente alcanzado”. Se efectuó el análisis factorial exploratorio (AFE) utilizando la matriz de correlaciones Kaiser-Meyer Olkin KMO (.97) y prueba de esfericidad de Bartlett (χ² x2= 30645.936 y gl = 990) obteniendo seis factores y la reducción a 46 ítems. El análisis factorial confirmatorio (AFC) mostró una buena consistencia interna y correlaciones de inter factor (χ² /gl = 2.98, NNFI = .98, CFI = .98 y RMSEA = .07), así como al dividirlo por género, nivel y sistema educativo. El instrumento muestra buenas propiedades psicométricas para valorar la Educación Física de Calidad desde la perspectiva de la práctica docente en el contexto mexicano. Por sus características podría utilizarse en otros países de habla hispana ya que su redacción, terminología y contenidos se adaptan al contexto.
Abstract. The purpose of the study was to examine the psychometric properties and factor structure of the quality Physical Education scale from the perspective of teaching practice, translated and adapted to the Spanish and Mexican context. A quantitative study with an instrumental design is presented. The participants were 763 Physical Education teachers from Mexico with an age range of 19 to 71 years old (M = 37.89 ± 11.18); where 31.7% were women and 68.3% men. 59.4% work in schools that belong to the federal system, 33.9% to the state system and 6.7% work in private schools. The translation and adaptation to Spanish and the Mexican context of the Quality Physical Education survey was carried out. It is composed of 50 items that are answered on a scale that goes from 0 "not totally achieved" to 10 "completely achieved". It was carried out the exploratory factorial analysis (EFA) using the Kaiser-Meyer Olkin KMO correlation matrix (.97) and Bartlett's sphericity test (χ² x2= 30645.936 y gl = 990) obtaining six factors and the reduction to 46 items. Confirmatory factor analysis (CFA) showed good internal consistency and inter-factor correlations (χ2/gl = 2.98, NNFI = .98, CFI = .98 and RMSEA = .07), as well as when divided by gender, level and educational system. The instrument shows good psychometric properties to evaluate Quality Physical Education from the perspective of teaching practice in the Mexican context. Due to its characteristics, it could be used in other Spanish-speaking countries since its writing, terminology and contents are adapted to the context.
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Loto, A. O., and A. O. Awotile. "Teaching, learning and usage of Rubber Dam in Clinical Practice." Nigerian Dental Journal 23, no. 2 (September 23, 2020): 169–74. http://dx.doi.org/10.61172/ndj.v23i2.25.
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Introduction: The teaching, learning and practice of rubber dam use are incorporated into dental schools' curricula all over the world. Its usage in operative dentistry and endodontics is highly recommended. Its merits include moisture control and soft tissue retraction leading to better access and visualization of teeth. It also enhances cooperation among children. However, previous studies had shown very low usage of rubber dam by post doctoral dentists. The aim of this study was to determine the effects of teaching, learning and usage of rubber dam during undergraduate studies on the frequency of use of rubber dam post-graduation.
Materials and methods: This survey was a descriptive cross-sectional study carried out amongst dentists working with private, federal and state governments' hospitals in Lagos State. A convenient simple random sampling was used to select the participants. Newly structured self administered questionnaires were used. They were mostly closed with a few open ended questions. The questionnaires contained fifteen questions based on biodata, knowledge and usage of rubber dam in clinical practices. These were fully completed and returned by consented respondents. Data collected were analyzed by Statisitical Package for Social Science (SPSS) 20 edition. Univariate analysis was done using frequency, percentages, and chart while bivariate analysis was carried out by cross tabulation of categorical variables with Chi-square, p-value ≤0.05 was accepted as statistically significant.
Results: The total number of respondents was 135 consisting of 50 males and 85 females. Of the 135 respondents, only 8(5.9%) routinely used rubber dam, which is in contrast to 120 (88.9%) and 127(94.1%) that had high knowledge on rubber dam and its merits respectively. Reasons for non-usage included non availability of rubber dam kit in hospital 120(94.5%) and lack of skills 11(8.7%). Test of association showed that knowledge of rubber dam system was significantly affected by age of respondents (p-value =0.001), designation (p-value=0.008) and years of experience (p-value= 0.010). In addition, use of rubber dam was significantly different based on respondents designation.
Conclusion: The usage of rubber dam amongst dentists working with the federal and state governments in Lagos State was very low in spite of their high knowledge on its merits. Therefore, there is the need to develop a culture of rubber dam use in clinical practice amongst dentists.
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Anderson, Lee W. "The No Child Left Behind Act and the legacy of federal aid to education." education policy analysis archives 13 (April 4, 2005): 24. http://dx.doi.org/10.14507/epaa.v13n24.2005.
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The No Child Left Behind Act of 2001 (NCLB) builds on a tradition of gradually increasing federal involvement in the nation's public school systems. NCLB both resembles and differs from earlier federal education laws. Over the past five decades, conservatives in Congress softened their objections to the principle of federal aid to schools and liberals downplayed fears about the unintended consequences of increased federal involvement. The belief in limited federal involvement in education has been replaced by the presumption by many legislators that past federal investments justify imposing high stakes accountability requirements on schools.
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Komaricheva, E. I., and O. V. Vinogradova. "Problems of Training Specialists to Ensure Safety in the Mining Industry." Occupational Safety in Industry, no. 2 (February 2023): 88–94. http://dx.doi.org/10.24000/0409-2961-2023-2-88-94.
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The coal industry in Russia set a course for innovation in accordance with the new edition of the Development Program for the period up to 2035. This requires competent highly qualified specialists capable of implementing innovations in the fuel and energy industry. Reliability of all the engineering and technical systems depends on the qualifications and competence of a specialist, his ability to making decision, assess the situation and take responsibility for his actions at each stage of the technological process. At the same time, the role of the human factor and the level of personnel training in modern conditions are significantly increasing. Training of specialists for the mining industry began with the establishment of the Higher Mining School in 1773 in St. Petersburg. During flourishing of the USSR, the system of mining education was recognized worldwide: about 40 universities, more than 90 secondary specialized educational institutions and 154 vocational schools provided training according to the unified programs of the corresponding level of education. The collapse of the Soviet Union and the formation of modern Russia (transition of the mining enterprises into the private hands) made it necessary to reconsider both approaches to training specialists (from a knowledge system to a competency-based training system), and in the structure of content (from the individual disciplines to the types of work, professional standards for the corresponding types of activity). Introduction of the new requirements is reflected in the Federal State Educational Standards for Higher and Secondary Vocational Education. The rate of economic growth and the need to always remain in demand in the labor market encourages the revival of cooperation between educational organizations and communities of employers in the practical training of students, training and mentoring in the workplaces. These approaches are the result of global changes in the world, the development of technology and innovation, as well as the sustainable development of the economy and the ability to safely exist in a high-tech world.
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Sweet, Robert. "A Profile of Private Vocational Training Schools." Canadian Journal of Higher Education 23, no. 3 (December 31, 1993): 36–63. http://dx.doi.org/10.47678/cjhe.v23i3.183171.
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This paper outlines the salient features of private vocational training schools in four major regions of Canada. Schools are further described in terms of their operating principles and practices, the range of training programs offered and, finally, the regulatory and governance structures of federal and provincial governments and of the industry itself. This profile outlines the market-oriented nature of the proprietary school industry and is presented with reference to the community college and institute system where, to a limited degree, similar entrepreneurial features are found. On the basis of this comparison, some observations are made as to the potential contribution of proprietary schools toward current government efforts at improving training provision in Canada.
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Morrow, Eric, Casey Thompson, Payton Jones, and Boleslaw Z. Kabala. "Incentivizing Civic Engagement at Public and Private Universities: Tax Exemptions, Laws, and Critical Dialogues." Laws 13, no. 3 (May 22, 2024): 32. http://dx.doi.org/10.3390/laws13030032.
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What are the differences in how public and private institutions of higher education, with religious schools as a subset of private colleges and universities, approach on-campus protests in a framework of civic engagement? Unfortunately, public, private, and religious schools have all restricted opportunities of speech, assembly, and protest, despite in many cases state and federal courts ruling that this is against the law. With the goal of increasing the civic capacities of students at all institutions of higher education, we propose a mechanism of partial revocation of tax exemptions at universities that do not currently uphold a robust understanding of civic engagement opportunities for all students, which will apply to any college or university receiving federal funding, consistent with the constitutional tradition of free speech still exemplified by Brandenburg v. Ohio and the “national policy” test of Bob Jones University vs. United States. In doing so, we build on the critique of exemptions in the recent work of Vincent Phillip Munoz on religious liberty. By opting only for incentives and by not even incentivizing private institutions that continue to restrict civic engagement but that do not accept federal dollars, we affirm and support a mutually beneficial ongoing dialogue among public, private, and religious schools. This dialogue, as it is sharpened and maintained in place by our recommended policies, is also consistent with pluralism as conceptualized by Jacob Levy.
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Egalite, Anna J., Jonathan N. Mills, and Patrick J. Wolf. "The Impact of Targeted School Vouchers on Racial Stratification in Louisiana Schools." Education and Urban Society 49, no. 3 (July 27, 2016): 271–96. http://dx.doi.org/10.1177/0013124516643760.
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The question of how school choice programs affect the racial stratification of schools is highly salient in the field of education policy. We use a student-level panel data set to analyze the impacts of the Louisiana Scholarship Program (LSP) on racial stratification in public and private schools. This targeted school voucher program provides funding for low-income, mostly minority students in the lowest-graded public schools to enroll in participating private schools. Our analysis indicates that the vast majority (82%) of LSP transfers have reduced racial stratification in the voucher students’ former public schools. LSP transfers have marginally increased stratification in the participating private schools, however, where just 45% of transfers reduce racial stratification. In those school districts under federal desegregation orders, voucher transfers result in a large reduction in traditional public schools’ racial stratification levels and have no discernible impact on private schools. The results of this analysis provide reliable empirical evidence on whether or not parental choice harms desegregation efforts in Louisiana.
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Datta, Y. "A Framework for Income, Inheritance, and Wealth Tax in America amid Increasing Income Inequality when the Richest are Leaving even the Rich Far Behind." Journal of Economics and Public Finance 9, no. 1 (March 4, 2023): p89. http://dx.doi.org/10.22158/jepf.v9n1p89.
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Income inequality in America has run a full circle, and has now touched or even exceeded the dizzying heights of income recorded in 1928 before the Geat Depression of 1929.On the other hand, the middle class has beeon undergoing a relentless economic squeeze since 1974. The median family income has literally been stagnant for almost half a century.Stagnant incomes do not fully reflect the decline in the standard of living of most Americans. Facing job insecurity, rising health-care costs, the massive $1.75 trillion college loan debt, credit has become a palliative of the middle class to address the deeper anxieties of downward mobility.Many are unable to fulfill the “American Dream” because they cannot afford the middle class standard of living: having a good job, being able to retire in security, owning a home, having affordable health care, and a better future for their children.This inequality is now so vast that it is almost twice as high as in Europe.In 2017, an American CEO’s pay went up 361-times the median pay of a worker—by far the widest gap in the world.Because of an incentuous relationship between Washington and Wall Street, we have a tax code that has been hatched to reward wealthy individuals and corporations.Some of the world’s richest men paid just a tiny fraction of their income in federal tax in 2021. For the first time Trump’s tax cuts helped billionaires pay less than the working class.Many large U.S.-based multinational corporations employ accounting tricks to make profits made in America appear as if they were generated in offshore tax havens—with minimal or no taxes. Thus by using such a clever maneuver, multinationals are able to avoid paying an estimated $90 billion in federal income taxes each year,Encouraged by the Friedman doctrine, the 1970s represented a turning point when America took a sharp turn toward unfettered capitalism—and greed. American CEOs set themselves upon a journey toward maximizing shareholder value. And it is this radical ideology that has guided Ameican business over the last fifty years.This is a mind-set that encourages risk aversion and short-run behavior: an accountant’s short-cut to profits, with a focus on cost reduction, rather than long-term concerns about innovation, quality, and customer satisfaction. And it is this journey that has contributed so much to America’s industrial decline.A key development that has accelerated this decline is the financialization of America. In recent decades, the share of financial services has been about 7-8% of GDP. However, in sharp contrast, the sector accounts for 25-30% of all corporate profits. Yet, the sector has created only 4% of all jobs.In 1999 and 2000 America went through a massive deregulation of the financial markets, which proved to be disasterous, because it led--in 2008--to the worst stock-market crash in America since the Great Depression of 1929.Finance and its way of thinking have now come to permeate every facet of business, so much so that Wall Street is no longer supporting Main Street businesses that create jobs for the masses.As a result of this“cognitive capture,” while the policy decisions taken after 2008 crash resulted in huge gains for the financial industry, but losses for homeowners, small businesses, workers, and consumers. One of most depressing aftermaths of this crisis was that it wiped out $16 trillion in household wealth.The wealthy have compounded their wealth by stifling true, dynamic capitalism and making America no longer the land of opportunity that it once was. They have made America the most unequal, advanced industrial country while crippling growth, distorting key policy debates, and fomenting a divided society.The objective of this paper is to develop a federal-tax framework. Taxation is as much a political as an economic issue. There are two visions or schools of federal taxation. While one is grounded in lower taxes for the wealthy and the corporations; the other’s calling card is community: and shared prosperity. These two schools can be described as: (1) The School for the “Rich and the Privileged,” and (2) The School for the “Masses.”The former consists of three groups: (a)“Trickle-down” Economics; (b)“Supply-side Economics;” and (c)“Meritocracy” or the “Job Creators.”The latter has just one group: “Progressive Taxation.”We believe that a good way to judge the merits of the two schools of thought is to see their historic track record. So we looked at the economic history of America over the entire twentieth century. Economist John Kenneth Galbraith has called the “trickle-down” economics as the “horse-and-sparrow” theory. David Bradley argues, that another name for this theory should be “horse shit” economics.The “trickle-down” idea has a long pedigree, and has long been discredited. This is because higher inequality has not only not produced more growth, but, the median family income in America has been stagnant for almost a half century.The idea of “supply-side” economics was proposed under Ronald Reagan. This was based on the notion that emphasized deregulation and tax cuts: with the argument that this would free up the economy that would then lead to increase in the supply of goods and services—as well as incomes of individuals.This policy was in direct contradiction to Keynesian economic theory, according to which, aggregate demand--not supply--is the driving force in an economy.However, the idea did not work for Reagan. Neither did it work for Gorge W. Bush.Supporters of meritocracy try to peddle the myths that we are living in a meritocracy, in which great wealth is both earned and deserved. But what if the rich derive much of their income not from work they perform, but from the assets they own? Moreover, what if great wealth increasingly comes not from enterprise, but from inheritance?Presidential candidate Mitt Romney--and President, Bain Capital, a private equity firm--argued that 47 percent of Americans were paying no income tax. He said they were freeloaders because they were living off of government handouts. Ironically, Romney paid only 14% of his reported income as federal income tax in 2011: which is far less than what people with substantially less income paid. Second, the source of his income was Bain Capital. The private equity firms, like Bain Capital, are associated with offshore bank accounts and big corporate buyouts. In these buyouts, previously healthy firms are loaded up with debt, stripped of their assets, with mass layoffs, and after milking the firm’s assets are sold to the highest bidder.So, the reality is that it is people like Romney who are the real freeloaders.An important distinction we need to make is to recognize the difference between “Takers”: those stifling job creation, versus “Makers:” businesses that create real jobs.Finally, our analysis revealed that the “Rich and Priviledged” school consistently offered false promises that failed to materialize, but instead, produced big deficits. The birthplace of freedom—and progressive taxation--happens to be President FDR’s America. The years 1947-1973 are considered the golden years of America’s middle class. The foundation of this goldilocks economy was the social covenant of shared prosperity, based on President Kennedy’s dictum--that “a rising tide lifts all boats.” Its main features were: powerful unions, a high minimum wage, progressive taxation, and corporations providing health and retirement benefits.
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Purdy, Michelle A. "Blurring Public and Private: The Pragmatic Desegregation Politics of an Elite Private School in Atlanta." History of Education Quarterly 56, no. 1 (February 2016): 61–89. http://dx.doi.org/10.1111/hoeq.12149.
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The school desegregation narrative often references historically white public schools as sites of massive resistance and historically white private schools as segregationist academies. Yet some historically white elite private schools or independent schools, such as The Westminster Schools (plural in name only), established in 1951 in Atlanta, Georgia, chose to desegregate. Such elite institutions, which have served as one catalyst for the creation and maintenance of social and cultural capital, became more accessible after Brown v. Board of Education through a combination of private and public decisions galvanized by larger social, political, and federal forces. Westminster's 1965 decision to consider all applicants regardless of race was emblematic of the pragmatic desegregation politics of Atlanta's city leaders during the civil rights movement and a national independent school agenda focused on recruiting black students. Drawing on institutional, local, regional, and national archival records and publications, this article examines the import of schools like Westminster to civic and business leaders, to the politics of race and desegregation occurring in large cities, and to the range of educational opportunities available in metropolitan areas. This examination yields an analysis of the leadership and politics of a southern historically white elite private school that black students desegregated in 1961.
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Osagie, Roseline O. "FACTORS AFFECTING THE IMPLEMENTATION OF VOCATIONAL AND TECHNICAL EDUCATION POLICY IN PRIVATE SECONDARY SCHOOLS IN EDO STATE." Sokoto Educational Review 16, no. 1 (June 28, 2015): 12. http://dx.doi.org/10.35386/ser.v16i1.59.
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The government policy directive to secondary schools has been to diversify their programs to include vocational and technical education in the 6-3-3-4 system in order to make provision for students with varying aptitudes. This article explores the impact of this policy by examining some factors affecting the implementation of the policy in private secondary schools in Edo state. Subjects for the study were fifty (50) students, fifty (50) teachers and five (5) principals randomly drawn from five(5) private secondary schools in Edo State. The study utilized interviews, observations and a questionnaire to assess the implementation of government policy onvocational and technical education in private secondary schools in Edo State. The findings showed that there was a dearth of qualified teachers for vocational and technical subjects, poor infrastructure, lack of equipment, instructional materials and books. The schools were not adequately financed. It was observed that the federal government did not make adequate preparations before it issued directives for the take off of the programs in the schools. Recommendations were made for the federal government to sensitize the public on the importance of vocational and technical education, as it plays a vital and indispensable role in the economic and technological development of the country.
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Nour, Arwa, Ahmad R. Alsayed, and Iman Basheti. "Prevalence of Asthma amongst Schoolchildren in Jordan and Staff Readiness to Help." Healthcare 11, no. 2 (January 6, 2023): 183. http://dx.doi.org/10.3390/healthcare11020183.
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Assessing asthma prevalence and management in schools is crucial. Improving school policies may reduce asthma morbidity and mortality. This study aimed to determine the prevalence of asthma among schoolchildren in Amman, Jordan. Second, we evaluated Jordanian school staff on asthma first-aid knowledge and competence. This cross-sectional study was conducted over five months in 2019. The researcher visited primary schools (private and public), and the availability of proper first-aid tools and teachers’ knowledge were assessed. The participated schools included ten public schools with 100 participating teachers and ten private schools with 100 participating teachers. Less than 25% of all schools reported having an asthma first-aid kit, and 65% reported having medical reports for chronic diseases, including asthma. The mean number of students in the schools involved in the study was 455.31 ± 212.92, out of whom 10.38 ± 7.26 were asthmatic children. The prevalence of asthma was 2.38% among schoolchildren in Amman, Jordan. Schools were found to have insufficient medical reports for the asthma children, in addition to a lack of first aid kits. The asthma knowledge of teachers in schools was weak. There is a need for educators to develop more awareness. These findings shed light on important concerns that require immediate attention.
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Mayasari, Yufitri, and Rahayu Dwi Setia Wibowo. "Teachers’ Knowledge About Dental Trauma and its Management in Primary Schools in Jakarta, Indonesia." Journal Research of Social, Science, Economics, and Management 1, no. 8 (March 15, 2022): 1061–71. http://dx.doi.org/10.36418/jrssem.v1i8.132.
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Traumatic dental injuries often occur in children aged 7-12 years during school hours. However, most teachers are not aware of first aid for traumatic dental injuries. There are 2 types of elementary schools, namely public elementary schools and private elementary schools. This study aims to explain the difference in knowledge about traumatic dental injury and its first aid management between public and private school teachers. Analytical research was conducted using a cross sectional approach and the sampling method was carried out using purposive sampling. Questionnaires in the form of Google Forms were used to collect data. Data were statistically analysed using Chi-square test for any correlation. Based on the results of the study that there is no significant difference in knowledge between public and private school teachers. The highest p-value is 0.752 and the lowest p-value is 0.102 (p > 0.05). So it can be concluded that this study did not find a significant difference in knowledge about first aid for traumatic dental injuries between public and private school teachers.
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Mayasari, Yufitri, and Rahayu Dwi Setia Wibowo. "Teachers’ Knowledge About Dental Trauma and its Management in Primary Schools in Jakarta, Indonesia." Journal Research of Social Science, Economics, and Management 1, no. 8 (March 15, 2022): 1061–71. http://dx.doi.org/10.59141/jrssem.v1i8.132.
Full textAbstract:
Traumatic dental injuries often occur in children aged 7-12 years during school hours. However, most teachers are not aware of first aid for traumatic dental injuries. There are 2 types of elementary schools, namely public elementary schools and private elementary schools. This study aims to explain the difference in knowledge about traumatic dental injury and its first aid management between public and private school teachers. Analytical research was conducted using a cross sectional approach and the sampling method was carried out using purposive sampling. Questionnaires in the form of Google Forms were used to collect data. Data were statistically analysed using Chi-square test for any correlation. Based on the results of the study that there is no significant difference in knowledge between public and private school teachers. The highest p-value is 0.752 and the lowest p-value is 0.102 (p > 0.05). So it can be concluded that this study did not find a significant difference in knowledge about first aid for traumatic dental injuries between public and private school teachers.
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Weiss, Manfred. "The Financing of Private Schools in the Federal Republic of Germany." Compare: A Journal of Comparative and International Education 16, no. 2 (January 1986): 149–65. http://dx.doi.org/10.1080/0305792860160202.
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Romanova, M. V., and Yu A. Safronova. "The Problem of Home Education of Schoolchildren in Pedagogical Theory and Practice." Open Education 27, no. 1 (March 9, 2023): 51–60. http://dx.doi.org/10.21686/1818-4243-2023-1-51-60.
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Purpose of the study. In modern society, the education system is undergoing global changes, both technical and methodological. What affects the organization of school education, the manifestation of social difficulties, such as overcrowded classes, lack of staff in schools, dif-ficulties for children to follow patterns in the learning process or program changes. More and more parents are transferring their children to home schooling. If a few years ago scientists con-sidered this direction of education as an alternative to public and private schools, now this direc-tion borders on the “mainstream” in educational practice both in Russia and abroad, especially in the USA, where it perhaps the fastest growing form of education (from 2% to 8% per year over the past few years). In different countries, various forms of home education, their own specifics and local laws regulate this format of education. In Russia, the Federal Law “On Education” of 1992 approved the choice for schoolchildren to study at school or outside its walls, and the Con-stitutional Court of the Russian Federation in 2000 guaranteed the availability of this form of education. It is envisaged to receive general education in full-time/part-time forms or extramural studies, as well as outside organizations engaged in educational activities. A combination of vari-ous forms of education and forms of training is allowed. The purpose of the presented work is to analyze the state of the problem of home education in pedagogical theory and practice.Materials and research methods. The basis of the study was foreign and domestic scien-tific and methodological literature, reflecting the historical analysis of the development of home education in Russia and abroad, as well as reflecting the modern formation of the essence of the concept of “home education”. When studying these sources on the problem under consideration, methods of theoretical analysis and synthesis, their abstraction and concretization were used.The methodological basis of the study was the historical and integrated approaches as the most important for understanding the essence and content of home education, identifying specif-ic forms of its implementation and common theoretical and methodological provisions for the identified forms.Results. As a result of the study, the historical aspect of the formation of the concept of “homeschooling” was studied and its wording was clarified, the differences between this con-cept and the concepts of “homeschooling”, “family education” and “distance learning” were re-vealed, and the characteristics of types of homeschooling were disclosed.Conclusion. The theoretical analysis carried out and the conclusions of the study on the problem under consideration can be used in scientific and pedagogical activities when consider-ing the organization of homeschooling. The general and distinctive features of the forms of home education are singled out, as well as the theoretical and methodological provisions of any of the forms of home education are presented.
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Ogunode Niyi Jacob. "An investigation into the impact of COVID-19 on private schools in Gwagwalada area council of FCT, Nigeria." International Journal on Integrated Education 3, no. 6 (June 23, 2020): 35–44. http://dx.doi.org/10.31149/ijie.v3i6.399.
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The study investigated the impact of COVID-19 on private schools in Gwagwalada area council of FCT, Nigeria. Questionnaire was adopted for the study. The sample of the study comprised 80 private schools administrators. The researcher used purposive sampling technique to select the sample from the population for the study. To ensure the validity of the instrument, test retest was employed to validate the reliability of the instrument. Simple percentage and chi-square was used to analyze the data collected for the study. The result collected revealed that COVID-19 Pandemic has impact on private school finances; COVID-19 Pandemic influences retrenchment of staff in private school; COVID-19 government intervention funds did not get to private schools proprietors and majorities of proprietress of private schools in Gwagwalada area council have not been able to pay their staff for the past two months of the COVID-19 pandemic. Based on this findings, the researcher hereby recommends that the government should provide specially intervention funds for the private schools with low interest rate. Based on the results obtained from the study, it was recommended that government at the federal and states levels should make provision for the private schools to access special intervention loans with low interest rate so that the private schools owners should be able to pay salaries to their staff
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LANKO, D. A. "Das Kind Mit Dem Bade Ausschütten? U.S. Federal School Reform in Early 21ST Century." Outlines of global transformations: politics, economics, law 11, no. 2 (August 27, 2018): 63–81. http://dx.doi.org/10.23932/2542-0240-2018-11-2-63-81.
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Grounded in analysis of specific features of the federal school reform undertaken in the U.S. in early 21st century, this article demonstrates that the U.S. government attempted to reduce the number of students lagging behind and thus to increase students’ average performance by means of stimulating them to transfer from underperforming to better schools, including from public schools to schools of other types, which offer higher quality of teaching. The article distinguishes three stages of the reform. On the first stage, in late 20th century, new types of schools emerged in the U.S.: in addition to pre-existent public, private and religious schools, as well as home schooling, magnet schools emerged in 1970s, and charter schools emerged in 1990s. On the second stage, during George W. Bush Administration, U.S. government assumed the powers to stimulate transfer of students from underperforming public schools to charter schools, and to stimulate increase in the number of charter schools. On the third stage, during Barack Obama Administration and the first year of Donald Trump Administration, U.S. government faced the impossibility to significantly increase the number of charter schools, to stimulate mass transfer of students from public schools to charter schools, and to significantly improve average students’ performance over short time. Even if U.S. government assumes the powers to stimulate transfer of students also to private schools, as Donald Trump Administration proposed, it will hardly have a positive effect in the short run. The article concludes that the model of school reform applied in the U.S. cannot solve the puzzle, because it concentrates available resources around elite schools, while most students lagging behind concentrate around traditional public schools.
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Husted, Thomas, and David Nickerson. "Private Support for Public Disaster Aid." Journal of Risk and Financial Management 14, no. 6 (June 1, 2021): 247. http://dx.doi.org/10.3390/jrfm14060247.
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Despite its growing economic and political importance, this is the first study in economics to investigate public opinion in the United States regarding both the allocation of government disaster aid to stricken households and communities as well as total expenditures by government on such aid. This is also the first study to bridge a gap in previous research on disasters by comparing and contrasting our results to related behavioral studies from political science, social psychology and sociology. Combining individual data from the 2006 General Social Survey with county-level information about the local environment of survey respondents, we estimate probit models to ascertain the magnitude and significance of the socioeconomic, demographic, political and experiential determinants of public opinion on these issues. Among other results, we find that Black survey respondents strongly support increasing total aid expenditures and aid to affected households and communities while income, age and a conservative political ideology largely exert a negative influence on these same variables. Surprisingly, the effects of prior experience with disasters and educational level have only a weak effect on the allocation of aid and none on the level of expenditures on aid. These and other results are consistent with only a portion of previous findings from other disciplines. Several implications of our results for current federal disaster policy are discussed and we also suggest directions for further research into this important topic.
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Thinh, Pham Văn. "Health education in Vietnamese federal schools: Content and methodology." International Journal of Medical and All Body Health Research 5, no. 1 (2024): 19–24. http://dx.doi.org/10.54660/ijmbhr.2023.5.1.19-24.
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Vietnamese feudal schools served the purpose of preparing people to manage the country. Educational content and approach were centered on state management attitudes and skills; schools (both state-owned and private - The Master) did not officially offer health education courses. However, the remaining textbooks and learning papers demonstrated that feudal schools prioritized health education, initially incorporating health education content into teaching at all levels. Health education comprised knowledge and skills for maintaining health, as well as creative encounters with Eastern medicine in illness prevention, conservation, and human health improvement. The content and methods of health education demonstrated that medieval schools sought to develop people holistically in terms of knowledge, skills, and attitudes. The knowledge and methodology of health education in ancient feudal schools not only help us understand the history of Vietnamese education, but they also provide many lessons acquired in the development of today's educational system.
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Kubaison, Simon. "utilization of Public-Private- Partnerships in schools." African Journal of Science, Technology and Social Sciences 1, no. 2 (December 23, 2022): 169–73. http://dx.doi.org/10.58506/ajstss.v1i2.18.
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This is a preliminary study on public-private partnerships in public secondary schools in Tigania west Sub-county.The Objective of the study was to Investigate the models of public-private partnerships available in public secondary schools in Tigania West sub-county. The study was conducted in 46 public secondary schools between September and December 2021. The main data collection instruments comprised an observation checklist and Interview schedules. School managers, KEPSA, and Ministry of Education officials provided interviews. Key findings include low levels of PPP intake in schools, poor performance in examinations, dilapidated infrastructure, under-utilization of certain facilities, lack of initiativeness by school managers, and lack of policy guide from MOE on implementation of PPPs in schools. The key PPP model preferred in schools was Annuity payment, followed by PFI. The study recommends decentralization of PPP projects and authority in the education sector to aid school management benefit from the PPP Act of 2013.
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Ezeonu, Chinonyelum Thecla, Clifford Onuorah Okike, Maria Nwakaego Anyansi, and James Osaeloka Ojukwu. "Health emergency preparedness: an assessment of primary schools in Abakaliki, South-Eastern Nigeria." International Journal Of Community Medicine And Public Health 4, no. 5 (April 24, 2017): 1436. http://dx.doi.org/10.18203/2394-6040.ijcmph20171752.
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Background: Children spend a significant proportion of their day in school, thus pediatric emergencies such as exacerbation of medical conditions, accidental and intentional injuries are likely to occur. An estimate of 10 -25% of injuries occur while the children are at school. It is the legal responsibility of the schools to ensure the safety and well-being of the pupils/students and staff during school hours working towards prevention of accidents and being prepared for immediate solutions when the accidents occur.Methods: A cross sectional descriptive study of 31 registered primary schools in Abakaliki Metropolis. A prepared check list of facilities necessary for emergency care at schools derived from the school health programme evaluation scale was used for the assessment. Data was analyzed using the SPSS statistical package version 8, comparing findings in public schools with the private schools using Chi square. The level of significance was set at p<0.05.Results: A health room was available in 9.7% of schools exclusively private schools. Nurses, doctors and trained first aiders were found in 6.5%, 9.7% and 32.3% respectively of schools. First aid boxes were available in 80.6% of the schools but only 67.7% of the schools could offer first aid treatment at emergencies. None of the public schools had a school safety patrol or a fire extinguisher in contrast to the private schools.Conclusions: Schools, especially the public schools in Abakaliki metropolis are ill prepared for emergencies.
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Grubb, W. Norton. "The Long-Run Effects of Proprietary Schools on Wages and Earnings: Implications for Federal Policy." Educational Evaluation and Policy Analysis 15, no. 1 (March 1993): 17–33. http://dx.doi.org/10.3102/01623737015001017.
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Although proprietary schools serve large (and increasing) numbers of students, including many low-income students, the large amounts of student aid going to them, the high default rates of their students, and news about fraud and abuse suggest substantial problems. Unfortunately, information about proprietaries is sparse. This article summarizes what is known from several national data sets, particularly about the amounts of aid allocated to proprietary school students, student composition, completion and noncompletion rates, and effects on wages and earnings. The findings provide little support for proprietary schools on average, though the averages may mask substantial benefits for some schools. One implication is that the assumptions necessary for student loans are not met, and even grants to students in proprietary schools may not be warranted. Another is that requiring better information about the effects of proprietary schools would help in regulating such schools and would improve student choices.
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Lingard, Bob, Peter O'Brien, and John Knight. "Strengthening Australia's Schools through Corporate Federalism?" Australian Journal of Education 37, no. 3 (November 1993): 231–47. http://dx.doi.org/10.1177/000494419303700302.
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The federal policy document, ‘Strengthening Australia's schools’ (SAS), signified a new approach to commonwealth—state relations in schooling policy making—corporate federalism. Corporate federalism extended the application of neocorporatist strategies for managing and responding to crisis (here, in particular, Australia's worsening national and international economic situation) from the private to the public sector This paper documents and evaluates the rationale for corporate federalism in SAS. Some possible future developments within federalism and schooling policy are also considered.
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Underwood, Julie. "Under the Law." Phi Delta Kappan 99, no. 3 (October 23, 2017): 76–77. http://dx.doi.org/10.1177/0031721717739602.
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Since a 1997 amendment to the Individuals with Disabilities Education Act, students with disabilities who attend private schools have not had the same rights to services and due process that are afforded to those who attend public schools. However, as a recent Minnesota court decision makes clear, state law may grant rights that the federal regulations do not.
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Omar, Naureen, Rameeshey Khan, Faizan Farooq, Humera Karim, Muhammad Ayoub, and Ushna Habib. "HEALTH CARE FACILITIES AT SCHOOL." Professional Medical Journal 22, no. 12 (December 10, 2015): 1546–49. http://dx.doi.org/10.29309/tpmj/2015.22.12.802.
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Schools should pertain to a comprehensive system to deal with day to dayemergencies, as children spend more than six hours at school and are liable to suffer frominjuries and illnesses. Objectives: This study was conducted with the objective of assessingthe experiences of students regarding healthcare management especially first aid patterns atschool. Study Design: Cross sectional study. Setting: Study was conducted on 50 studentsenrolled from ten identified public and private schools of Lahore Period: Six months. Methods:In depth interviews were conducted on students from classes 6-10 who had suffered from aninjury or illness during school hours within the last six months. Results: In these 50 studentsthe most common injury were fractures and dislocations (15), most common illness was fever(19). Majority (41) were managed at schools with a first aid facility and provision of sick rooms(28). Teachers were the main healthcare providers in private schools (17), as compared topublic schools (9). Lack of properly trained health professionals was observed; only 7 out of 50schools had employed nurses. Health education regarding hand washing, personal hygiene,dengue prevention was being provided in (45) schools. Conclusion: This study highlights theimportance of provision of first aid services at school and the need to train teachers regardingbasic life support. Implementation of the existing school health program needs to be emphasizedin all schools of Lahore.
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Malta, Deborah Carvalho, Marta Angélica Iossi Silva, Flavia Carvalho Malta de Mello, Rosane Aparecida Monteiro, Luciana Monteiro Vasconcelos Sardinha, Claudio Crespo, Mércia Gomes Oliveira de Carvalho, Marta Maria Alves da Silva, and Denise Lopes Porto. "Bullying in Brazilian schools: results from the National School-based Health Survey (PeNSE), 2009." Ciência & Saúde Coletiva 15, suppl 2 (October 2010): 3065–76. http://dx.doi.org/10.1590/s1413-81232010000800011.
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The aim of this study is to identify and describe the occurrence of bullying among students in the 9th year (8th grade) from public and private schools from 26 Brazilian state capitals and the Federal District. It is a cross-sectional study involving 60,973 students and 1,453 public and private schools. Data analysis indicates that 5.4% (IC95%: 5.1%-5.7%) of students reported having suffered bullying almost always or always in the last 30 days, 25.4% (IC95%: 24.8%-26.0%) were rarely or sometimes the victim of bullying and 69.2% (IC95%: 68.5%-69.8%) of students felt no humiliation or provocation at school. The capital with higher frequency of bullying was Belo Horizonte (6.9%; IC95%: 5,9%-7,9%), Minas Gerais, and the lowest was Palmas (3.5%; IC95%: 2.6%-4.5%), Tocantins. Boys reported more bullying (6,0%; IC95%: 5.5%-6.5%) compared with girls (4,8%; IC95%: 4.4%-5.3%). There was no difference between public schools 5.5% (IC95%: 5.1%-5.8%) and private (5.2%) (IC95%: 4.6%-5.8%), except in Aracaju, Sergipe, that show more bullying in private schools. The findings indicate an urgent need for intersectoral action from educational policies and practices that enforce the reduction and prevention of the occurrence of bullying in schools in Brazil.
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CB, Ahumaraeze. "Comparative Analysis of the Status of Implementation of School Health Services in Public and Primary Schools in Owerri Municipal, Imo State, Nigeria." IDOSR JOURNAL OF BIOLOGY, CHEMISTRY AND PHARMACY 8, no. 2 (May 15, 2023): 92–101. http://dx.doi.org/10.59298/idosr/jbcp/23/10.127.
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Effective school health service helps to reduce ill health, increase school attendance, academic performance, decrease school dropout rates, and additionally plays a role in identifying children with emotional, behavioural, and mental health problems for proper assessment and appropriate interventions. To assess the status of the school health services in selected public and private primary schools within Owerri Municipal Local Government Area, Imo State. A cross sectional descriptive study was carried out from March to April 2017. Out of the 48 government approved primary schools, 36 (12 public and 24 private) schools within Owerri Municipal LGA were assessed. Relevant data was obtained from school head teachers and direct observation was done where applicable. The responses were scored using a validated School Health Programme evaluation scale. The overall mean score for School Health Services in Owerri Municipal LGA was 13.14 with the mean scores of 14.42 for private and 10.58 for public schools which were significantly lower than the minimum acceptable score of 19. The private schools performed better than public schools in practice of School Health Services and their mean difference was statistically significant (p=0.012). School health personnel were available in fourteen (38.9%) schools, out of which one (8.3%) public school had health personnel. All (100%) schools had first aid boxes, but none of the schools had the boxes completely stocked. School health clinics were available in one (8.3%) public school and 5 (20.8%) private schools. School meals were served in six (25%) private but none in public schools. The overall status of school health services in primary schools within Owerri Municipal LGA is poor. The private schools performed comparatively better than public schools. These findings therefore portray the need for implementation of the National School Health Policy by the State Ministries of Education and Health. Keywords: Implementation, School Health Services, Public and Primary Schools.
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McAndrews, L. J. "Friends Like These: George W. Bush and Federal Aid to Nonpublic Schools." Journal of Church and State 47, no. 4 (September 1, 2005): 769–82. http://dx.doi.org/10.1093/jcs/47.4.769.
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