Relevant bibliographies by topics / Government aid to education

Academic literature on the topic 'Government aid to education'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Government aid to education"

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H. Williams, James. "US foreign aid." Asian Education and Development Studies 3, no. 1 (December 20, 2013): 11–30. http://dx.doi.org/10.1108/aeds-09-2013-0058.

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Purpose – The purpose of this paper is to provide an overview of similarities and distinctions between development and educational assistance in the USA as compared with other countries, this paper provides a general review of relevant materials on US foreign aid. Design/methodology/approach – The paper reviews published books and articles as well as US government budget and Congressional reporting materials and Organization for Economic Cooperation and Development statistics. Findings – Beginning with the Marshall Plan following Second World War, the USA has always been a leader in foreign aid. In many ways, US development agencies resemble counterparts in other countries – foreign aid is part of larger network of bilateral relationships, funding requests must compete with requests from other sectors, etc. In other ways, the US stands apart. Because of US Congressional reporting requirements and for philosophical reasons, the US has been reluctant to join other countries in provision of budgetary support. The US coordinates its work with host country governments, but generally organizes its activities in project mode, relying largely on US contractors. The US Agency for International Development and the Department of State are the largest US government development agencies. Still, unlike other donors, development funding and technical assistance is provided by up to 25 agencies with relatively little coordination. US foreign aid has always included a security as well as humanitarian and development dimensions. In recent years, as development assistance is increasingly coordinated with diplomacy and defense, the military dimension has been heightened. Perhaps the most original finding is the notion that public and government support of US foreign aid has required both security and development/humanitarian rationales to remain viable. Originality/value – The paper brings together information from a range of existing sources, but provides a unique perspective on US foreign aid in education.
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Moses, Nigel R. "Student Organizations as Historical Actors: The Case of Mass Student Aid." Canadian Journal of Higher Education 31, no. 1 (April 30, 2001): 75–120. http://dx.doi.org/10.47678/cjhe.v31i1.183379.

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The National Federation of Canadian University Students (NFCUS) and the Canadian Union of Students (CUS) had historicity; that is, they helped transform the field of historical action by convincing business, government, university administrators and public opinion on the need for mass student-aid programs and low tuition fees. From the 1950s to the mid-1960s, NFCUS and CUS campaigned for government-funded mass student-aid; in fact, it was their number one "national affairs" concern. Governments responded to the NFCUS and CUS accessibility lobby with the Canada Student Loan Program (CSLP) in 1964, the Ontario Student Assistance Plan (OSAP) in 1966 and "frozen" tuition fees by 1967. The achievement of the CSLP divided Quebec and English- Canadian students and began a process of removing traditional student movement catalysts. NFCUS's and CUS's lobby for non-repayable student bursaries was co-opted. However, the level of accessibility to post- secondary education was unprecedented and, in part, provided the social conditions for the emergence of new social movements.
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Bower, Kevin P. "“A favored child of the state”: Federal Student Aid at Ohio Colleges and Universities, 1934–1943." History of Education Quarterly 44, no. 3 (2004): 364–87. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00014.x.

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Higher education scholars are familiar with the close relationship between American higher education and the federal government after World War II. The G.I. Bill and Cold War concerns for maintaining the nation's technological advantage made the federal government the major benefactor of postsecondary growth. The seismic shifts of that era, though, tend to overshadow earlier developing ties between the federal government and the colleges and, more specifically, the roots of direct federal aid to college students. This article seeks to redress that problem by exploring the subtle ways that federal aid became integrated into the visions and plans of the leaders of American higher education in the years prior to World War II. By examining New Deal Era college aid at a variety of institutions of higher education in the state of Ohio, we can uncover how the earlier courtship between the federal government and the colleges helped clear the way for later, more profound changes.
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Weidman, John C. "Diversifying Finance of Higher Education." education policy analysis archives 3 (February 24, 1995): 5. http://dx.doi.org/10.14507/epaa.v3n5.1995.

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In countries throughout the world, there are increasing pressures to reduce the government share of costs for goods and services with high payoffs to individuals so that the limited available public funds can be used for other needs. This paper suggests several strategies for reducing government expenditures on higher education, including direct cost recovery, grants from and contracts with external agencies, income-producing enterprises, private contributions, and expansion of the private sector. Policy implications and examples (e.g., student access and financial aid, tax status of revenues from enterprises, deferred cost recovery) are presented for both developing and developed countries.
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Asiedu, Elizabeth. "Does Foreign Aid In Education Promote Economic Growth? Evidence From Sub-Saharan Africa." Journal of African Development 16, no. 1 (April 1, 2014): 37–59. http://dx.doi.org/10.5325/jafrideve.16.1.0037.

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Abstract This paper examines whether foreign aid in education has a significant effect on growth in Sub-Saharan Africa. Our analysis covers 38 countries over the period 1990–2004 and we control for initial per capita income, inflation, investment, government consumption, openness to trade and institutional quality. We find that (i) aid in primary education has a positive and significant effect on growth; (ii) aid in post-primary education has an adverse effect or at best no significant impact on growth; and (iii) growth increases as aid in primary education as a share of total education aid rises.
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Nikolov, Ivan P., and Jack W. Graham. "GOVERNMENT AND STUDENT FINANCIAL AID IN THE USA: CONTEMPORARY PATTERNS OF DEVELOPMENT." Higher Education in Europe 19, no. 3 (January 1994): 84–93. http://dx.doi.org/10.1080/0379772940190314.

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Traber, M. "Funding Sources for Visually Impaired Students in Higher Education." Journal of Visual Impairment & Blindness 81, no. 10 (December 1987): 472–76. http://dx.doi.org/10.1177/0145482x8708101006.

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Update of a summary of financial aid programs available from national blindness agencies, state vocational rehabilitation agencies, and the federal government. Application procedures and contact addresses are listed.
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James-MacEachern, Melissa Anne. "Government-Sponsored Bursaries: Examining Financial Support for Residents to Study at Home." Canadian Journal of Higher Education 47, no. 1 (April 27, 2017): 49–60. http://dx.doi.org/10.47678/cjhe.v47i1.186454.

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This study examines the George Coles bursary program—a financial aid plan designed to “keep residents at home” so they can attend university, by providing a bursary in their first year of university following high school graduation. The study offers insight into higher education students’ financial circumstances, thereby suggesting policy direction for governments and higher education institutions wishing to retain talent and support student financing. The findings show that the resident students considered in the study appeared to value the bursary. However, none of the key metrics related to participation in or conversion to the home institution indicated that the bursary impacted enrolment or participation. This research highlights the importance of utilizing financial aid in combination with other policies to help students access higher education.
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LOVINSKA, Ljudmyla, and Liliya KORYTNYK. "Evaluation of the government aid provision to overcome the consequences of the COVID-19 pandemic." Naukovi pratsi NDFI 2023, no. 3 (December 28, 2023): 37–50. http://dx.doi.org/10.33763/npndfi2023.03.037.

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A problematic aspect of the scientific understanding of the methodology for making decisions on providing state aid to enterprises is a certain gap between the norms of legislation and International Financial Reporting Standards. The article identifies and systematizes the information support for assessing the compliance of enterprises with the criteria for providing government aid, taking into account the areas and types of State aid. The methodological and information support for assessing the compliance of business entities with the criteria for providing government aid during the COVID-19 pandemic is grouped into two key areas: social support for insured persons and enterprises for the period of restrictive anti-epidemic measures and assistance to business entities to overcome the consequences of COVID-19. It is established that in 2020 there was a significant increase in the share of state resources for the provision of state aid (up to 54%, compared to 2019, where the share of the state budget was 9% and 4% in 2018). The general indicators for assessing government aid in Ukraine have been identified and calculated, on the basis of which it has been established that the amount of state aid per citizen of Ukraine in 2020 can be estimated at UAH 260.24 per person, or EUR 8.45 per person, which is the highest figure for the period under study. This is due to the intensification of state regulation mechanisms for the provision of state aid to overcome the consequences caused by the coronavirus disease and reduce the macroeconomic shock. The provision of government aid in Ukraine should be carried out in compliance with Ukraine's international obligations under the Association Agreement on state aid and ensure the principles of transparency of such processes.
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Davies, Gareth. "Towards Big-government Conservatism: Conservatives and Federal Aid to Education in the 1970s." Journal of Contemporary History 43, no. 4 (October 2008): 621–35. http://dx.doi.org/10.1177/0022009408095419.

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Dissertations / Theses on the topic "Government aid to education"

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Gunter, Deborah Ann Hickrod G. Alan. "The financial support to education Illinois /." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8907674.

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Thesis (Ph. D.)--Illinois State University, 1988.
Title from title page screen, viewed September 21, 2005. Dissertation Committee: G. Alan Hickrod (chair), Ramesh B. Chaudhari, Edward R. Hines, Franklin G. Matsler, Patricia McKenzie. Includes bibliographical references (leaves 127-132) and abstract. Also available in print.
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Johnson, Wayne Paul Hickrod G. Alan. "The equity impact of alternate poverty measures in the Illinois state aid formula distribution of funds to Illinois public school districts." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014748.

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Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 24, 2005. Dissertation Committee: G. Alan Hickrod (chair), Robert L. Arnold, Ramesh B. Chaudhari, Chris Eisele, William L. Hinrichs. Includes bibliographical references (leaves 75-78) and abstract. Also available in print.
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Dynarski, Susan M. "Student aid and college attendance : analysis of government intervention in the higher education market." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9517.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Economics, c1999.
Includes bibliographical references.
This thesis consists of three essays in public finance and labor economics, with a focus on the economics of higher education. Chapter J estimates the effect of grant aid on college attendance. I exploit the variation in aid created by the elimination of the Social Security Student Benefit Program, which at its peak provided grants totaling $3.3 billion a year to one out of ten college students. I find that $ I 000 ($1997) of grant aid increases educational attainment by about 0.20 years and the probability of attending college by five percentage points. The elasticities of attendance and completed years of college with respect to schooling costs are estimated to be 0.90 to J .0. Given plausible values for the rate of return to a year of college, the aid program examined by this chapter was a cost-effective use of government resources. Chapter 2 explores the response of middle- and upper-income youth to tuition subsidies. Traditionally, federal student aid has focused on low-income students. However, the new federal Hope Scholarship is aimed squarely at middle-and upper-income families. In order to determine how middle-class aid programs will affect college attendance, I examine the impact on college attendance of the Georgia program that is the namesake and inspiration of the federal Hope Scholarship. I find that Georgia's program has increased the college attendance rate of J 8- to J 9-year-olds by 7 .5 to 8.3 percentage points. Among the subset of youth most likely to be eligible for the Georgia program, attendance has risen 10.9 percentage points. The increase is concentrated among Georgia's white students, who have experienced a J 2.3 percentage point rise in their enrollment rate. Black enrollment rates in Georgia are unaffected by the program. Chapter 3, written jointly with Jonathan Gruber, considers the ability of families to smooth consumption in the face of variable income. We find that families are fairly well able to smooth their consumption in the face of variable earnings. Roughly half of this consumption smoothing occurs through offsetting income flows, and, in particular, through the tax system; the other half comes through saving and dissaving. Government transfers play a particularly large role in smoothing consumption against income shocks caused by unemployment.
by Susan Marie Dynarski.
Ph.D.
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Barnes, Edward Bulen. "Legislative policy toward public higher education in Oklahoma during the 1980s a decade of inaction /." Access abstract and link to full text, 1994. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9513941.

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Furtado, Michael Leonard. "Funding Australian Catholic schools for the common good in new times : policy contexts, policy participants and theoretical perspectives /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16295.pdf.

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Lane, Christopher K. "Measuring the equity of educational funding in New Jersey under the quality education act /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11543048.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Craig Richards. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 112-118).
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Welker, James L. "A study of the school funding formula created by SB 287 in Missouri." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4498.

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Thesis (Ed. D.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 9, 2007) Vita. Includes bibliographical references.
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Harden, Dennis Dean. "The nature of expenditures and perceived effectiveness of the vocational-technical enhancement grant award program /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115552.

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Crampton, Faith Eileen. "The fiscal impact of educational grants on local revenues and expenditures : the case of Ohio /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511715487.

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Spaulding, Randall S. "Access, opportunity, and choice : developing financial aid packaging strategies to facilitiate choice in higher education /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7891.

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Books on the topic "Government aid to education"

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University of the State of New York. Board of Regents. Regents 1991 state aid recommendations. Albany, N.Y: University of the State of New York, State Education Dept., Office of Elementary and Secondary Education, 1991.

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Lee, John B. State aid for undergraduates in postsecondary education. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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Lee, John B. State aid for undergraduates in postsecondary education. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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B, Lee John. State aid for undergraduates in postsecondary education. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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Illinois. General Assembly. Commission on Intergovernmental Cooperation. General state aid to schools: Legislators' handbook : calculation and distribution of school aid, 1990-1991. Springfield, Ill. (707 Stratton Bldg., Springfield 62706): The Commission, 1991.

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New York (State). Division of Audits and Accounts. State Education Department, state aid payment process. [Albany, N.Y.]: The Office, 1986.

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Throsby, C. D. Trade and aid in Australian post-secondary education. [Canberra, A.C.T.]: Development Studies Centre, Australian National University, 1985.

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University of the State of New York. Board of Regents. Leveraging change: Building a state aid system to support school reform : the Regents 1994-95 proposal on state aid to schools : a detailed proposal. [New York: State Education Dept., 1994.

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New York (State). Legislature. Legislative Commission on Expenditure Review. State school aid formula data quality: Program audit. Albany, N.Y. (111 Washington Avenue, Albany 12210-2277): The Commission, 1987.

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Ehrenberg, Ronald G. On estimating the effects of increased aid to education. Kingston, Ont: Industrial Relations Centre, Queen's University at Kingston, 1989.

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Book chapters on the topic "Government aid to education"

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Alexander, Alan. "Education and the Politicians." In Borough Government and Politics, 131–68. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003520115-5.

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Gearon, Liam. "Worldviews and World Government." In Religion and Worldviews in Education, 17–35. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003265696-3.

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Esmaili-Sardari, Mohamad, and Daria Mizza. "Education Quality and Government Investment." In Persian in International Relations and Foreign Policy, 202–14. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429437090-16.

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Shiraev, Eric. "Social Policies: Health, Education, and Housing." In Russian Government and Politics, 237–55. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-26960-7_11.

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Shiraev, Eric. "Social Policies: Health, Education, and Housing." In Russian Government and Politics, 237–54. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-16899-3_11.

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Robson, William A. "Education and Democracy." In Politics and Government at Home and Abroad, 30–47. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003254751-3.

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Borooah, Vani K. "Human Capital, Education and Training." In Growth, Unemployment, Distribution and Government, 30–37. London: Palgrave Macmillan UK, 1996. http://dx.doi.org/10.1057/9780230373006_4.

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Lieberman, Myron. "Should Government Buy or Make Education?" In Privatization and Educational Choice, 25–56. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-20211-9_2.

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van Acker, Elizabeth. "Introduction: Government and Marriage: Strange Bedfellows?" In Governments and Marriage Education Policy, 1–11. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230227576_1.

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Atkins, Judi. "Higher Education Policy." In Conflict, Co-operation and the Rhetoric of Coalition Government, 45–64. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-31796-4_3.

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Conference papers on the topic "Government aid to education"

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Langer-Buchwald, Judit, and Zsolt Langer. "CORRELATIONS BETWEEN GOVERNMENTAL FINANCIAL CONTRIBUTIONS TO EDUCATION AND THE AUTONOMY OF ALTERNATIVE SCHOOLS IN HUNGARY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end047.

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"Besides state-funded schools, private schools play a role in public education both abroad and in Hungary, however the financial aid they receive from the governmental budget is different from country to country. There are countries where they receive the same amount of support that state-funded institutions get. Whereas there are other private institutions that cannot gain any financial resources from the subsidy. Financial contribution by the government to educational costs, however, always goes together with a restriction of the autonomy of schools by said government. These restrictions may include forcing the exemption of tuition fees or mandating that private schools cannot control the admission of pupils. Moreover, it might convey the restriction of the pedagogical autonomy of alternative private schools according to the educational system’s degree of centralization. The liberal and decentralized Hungarian education system has become centralized again due to the current government’s aspiration of creating an integrated and unified educational policy. In this study, we seek to answer the question of how the financial contribution of the state to the operation of alternative private schools affects their pedagogical autonomy."
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Nusantara, Henri, Agus Budiman, Tjetjep Rohendi Rohidi, Totok Sumaryanto Florentinus, and M. Ibnan Syarif. "Government Policy, Local Culture, Education." In 3rd International Conference on Arts and Design Education (ICADE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210203.006.

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Liu, Chang, Xuan Liu, Xiaohong Li, Wenyan Liu, Changyan Yan, and Qing Li. "Open Government Data: The German Government is Moving." In Asia-Pacific Social Science and Modern Education Conference (SSME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ssme-18.2018.22.

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Yan, Bowu, Xiaoling Min, and Li Ruan. "Educational Blog and Its Impact on Education." In 2010 International Conference on E-Business and E-Government (ICEE). IEEE, 2010. http://dx.doi.org/10.1109/icee.2010.614.

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Sijuola, Rasaq, and Jelena Davidova. "Challenges of Implementing Inclusive Education: Evidence from Selected Developing Countries." In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.017.

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Inclusive education is deemed to be a lofty goal that every nation should strive to achieve. It helps people living with disabilities and people without any disabilities to have equal access to educational materials, resources, and training without any discrimination. Therefore, international advocates and governments have made conscious efforts to achieve inclusive education. However, the implementation of inclusive education and its related policies is difficult, especially in developing countries. The lofty inclusive education is challenging and almost impossible to achieve. This paper, therefore, aims to assess and highlight the challenges frustrating the implementation of inclusive education, particularly in developing countries. It is obvious that these countries are lagging behind in the achievement of inclusive education due to a wide range of challenges identified in this study. To achieve this aim, the paper employed a theoretical research method. The method allowed several extant studies, especially those published in mainstream journals, on the subject to be reviewed and explored extensively. The review of extant studies on the challenges encountered in the implementation of inclusive education produced a number of pertinent findings. So, the findings of the study revealed that societal attitude towards people living with disabilities, poor attitude of the government, inadequate infrastructure, poor funding, and a host of other reasons are the key factors frustrating the implementation of inclusive education, causing the low level of inclusiveness in the developing nations. These findings help inclusive education advocates, international organizations, and governments alike, to narrow their focus on these challenges and develop approaches to overcome them in order to achieve their end goal of inclusive education. It is therefore suggested that government should organize training programs for teachers and head teachers on how best to manage an inclusive classroom and offer inclusive education.
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Liu, Cuihua. "Study on Government Information Disclosure of Government Website Platform." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.82.

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Ishida, Satoshi. "Remote Learning Responses to the COVID-19 Situation in Creating Collaborative Learning Environment: Cases from Nagasaki’s Public Schools." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.009.

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Abstract This paper examines collaborative learning environment through remote learning in local government. While COVID-19 brought pedagogical and financial challenges to public schools that were already experiencing crises in the management of their educational programs, it also created new opportunities to strengthen relationships and create institutions that will bring out the resilience needed to bounce back stronger and better than before. Government-led approaches to introduce ICT into the educational environment have become even more important in the during the COVID-19 disaster, and in this crisis, public school education in remote areas, including remote island regions, is about to undergo a major transformation. In recent years, ICT environments have begun to be established in educational settings throughout the country. However, it is a fact that there is a large difference in the response to remote learning among local governments. On the other hand, some local governments in Nagasaki Prefecture have begun initiatives to collaborate with private companies and universities to enhance remote learning. In particular, in remote island areas, cross-border collaborative remote learning is being developed in a way that makes use of past experiences. These efforts are expected to meet the needs of the "new normal" under the COVID-19 situation and to be effectively used as "hubs for collaborative learning" that will become the standard in the future. This paper briefly explores the challenges and possibilities of how the promotion of remote learning can bring a ray of hope to the educational field of public schools, using the case of Nagasaki Prefecture, which includes remote island area. KEYWORDS: Remote Learning, Online Education, COVID-19, Collaborative Learning, Nagasaki
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Junior, Christina, Nicole A. Buzzetto-Hollywood, and John H Padgett. "Perceptions of DEIA, Job Satisfaction, and Leadership Among U.S. Federal Government Employees." In InSITE 2024: Informing Science + IT Education Conferences. Informing Science Institute, 2024. http://dx.doi.org/10.28945/5289.

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Aim/Purpose . The quantitative comparative ex post facto research study covered in this paper aims to fill gaps in the literature by focusing on whether gender influences perceptions of leadership; diversity, equity, inclusion, and accessibility (DEIA); and job satisfaction among federal employees within the Department of Justice using empirical data. The study also explores whether there are relationships between the perception of leadership and job satisfaction and the perception of DEIA and job satisfaction. Background. Since 2002, the United States Office of Personnel Management (OPM) has administered the Federal Employee Viewpoint Survey (FEVS), which measures employee perceptions of whether and to what extent successful organizational conditions exist in their agencies. Areas currently assessed within the FEVS include training, job satisfaction, leadership effectiveness, management effectiveness, work-life balance, and diversity, equity, inclusion, and accessibility. The exploration of variations in perceptions of leadership, DEIA efforts, and job satisfaction among U.S. federal employees by gender and other criteria are crucial areas for research that are underrepresented in the literature. This is not only important for the United States federal government, which is grappling with high attrition rates, but also for public administrations around the world. Methodology. A quantitative ex post facto research design was used to analyze data from responses of U.S. federal employees working for the Department of Justice. Leadership, job satisfaction, and DEIA were all measured using aggregate scores from pre-determined question sets. Differences based on gender were analyzed using t-tests. Additionally, chi-squares and Spearman’s rank correlations were employed in order to explore whether there is a relationship between the perception of leadership and job satisfaction and the perception of DEIA efforts and job satisfaction among U.S. federal government workers. Contribution. The findings of this study aid in providing empirical data to support the need for federal government leadership to understand the impact of employees’ perceptions on their willingness to continue working in the federal government. The research study was grounded in Public Service Motivation Theory, which centers around factors that motivate individuals to pursue and maintain careers in the public service sector. More specifically, this study supported the public service motivation theory in that it looked at gender as a mitigating factor in public service motivation as well as explored the role of leadership and DEIA as a correlating factor to job satisfaction. The results of this research have practical implications for federal government leaders interested in increasing employee motivation and retention and who should be considering the range of sociocultural and demographic characteristics that have been found in the research to impact employee perceptions and experiences. Findings. The analyses found differences in perceptions of leadership, DEIA, and job satisfaction among United States Federal Government employees based on gender. Additionally, perceptions of leadership and DEIA were both found to influence job satisfaction. The first research question explored in this study used a t-test to consider whether the perception of leadership among U.S. federal employees differed based on participant gender with significance found. The second research question examined whether the perceived job satisfaction of U.S. federal employees differed based on gender, with statistical significance detected. The third research question focused on whether perception of DEIA differed when gender was explored and the results of the t-test indicated a significant difference in perceptions of DEIA when gender was considered. The fourth research question considered the relationship between the perception of leadership and job satisfaction. A Chi-square and a Spearman Rank Correlation were performed, and a relationship was found to exist. Research question five explored whether a relationship exists between the perception of diversity, equity, inclusion, and accessibility initiatives and job satisfaction, with significance found following a chi-square and a Spearman rank correlation. Recommendations for Practitioners. Leadership behaviors of managers and the existence of DEIA policies play a critical role in employees’ job satisfaction and commitment. The recommendations for organizational leadership in the public service sector include addressing gender inequality in work practices and environments and cultivating more inclusive organizational cultures. Recommendations for Researchers. The lack of inclusion of socio-cultural norms in the research on public service motivation is a gap that has yet to be sufficiently addressed and is an area of research that should be explored. Impact on Society. Research on public service motivation in local, state, national, and international government employment can aid organizations in developing strategies for improving recruitment, selection, and retention in public service organizations. This information can advance scientific knowledge on transforming management and leadership practices across sectors. Future Research. Future research can expound on what has been done here by examining in more detail how various identities, and more specifically intersecting identities, within the LGBTQIA+ community as well as other historically marginalized groups, impact such factors as perceptions of leadership, job satisfaction, employee motivation and retention, and work-life balance. Perceptions of specific DEIA initiatives should also be further explored.
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Jin, Lan. "Research on Comparison between Government of Enterprise and Government of Service." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.261.

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Okoye, Kingsley. "Technology-mediated method for prediction of global government investment in education toward sustainable development and aid using machine learning and classification." In 2023 IEEE Global Humanitarian Technology Conference (GHTC). IEEE, 2023. http://dx.doi.org/10.1109/ghtc56179.2023.10354870.

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Reports on the topic "Government aid to education"

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Botero, Juan, Alejandro Ponce, and Andrei Shleifer. Education and the Quality of Government. Cambridge, MA: National Bureau of Economic Research, June 2012. http://dx.doi.org/10.3386/w18119.

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Lawrence, Steven Lawrence. Moving Education Reform Forward: Grantmakers Reflect on a Convening with State and Local Government Education Leaders. New York, NY United States: Foundation Center, June 2011. http://dx.doi.org/10.15868/socialsector.13583.

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Crawford, Claire, and Jack Britton. Estimating the Cost to Government of Providing Undergraduate and Postgraduate Education. IFS, March 2015. http://dx.doi.org/10.1920/re.ifs.2015.0105.

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Cilliers, Jacobus, Eric Dunford, and James Habyarimana. What Do Local Government Education Managers Do to Boost Learning Outcomes? Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/064.

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Decentralization reforms have shifted responsibility for public service delivery to local government, yet little is known about how their management practices or behavior shape performance. We conducted a comprehensive management survey of mid-level education bureaucrats and their staff in every district in Tanzania, and employ flexible machine learning techniques to identify important management practices associated with learning outcomes. We find that management practices explain 10 percent of variation in a district's exam performance. The three management practices most predictive of performance are: i) the frequency of school visits; ii) school and teacher incentives administered by the district manager; and iii) performance review of staff. Although the model is not causal, these findings suggest the importance of robust systems to motivate district staff, schools, and teachers, that include frequent monitoring of schools. They also show the importance of surveying subordinates of managers, in order to produce richer information on management practices.
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Fraumeni, Barbara, Marshall Reinsdorf, Brooks Robinson, and Matthew Williams. Price and Real Output Measures for the Education Function of Government: Exploratory Estimates for Primary & Secondary Education. Cambridge, MA: National Bureau of Economic Research, June 2008. http://dx.doi.org/10.3386/w14099.

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Iqbal, Sania, and Wahid bin Ahsan. Environmental Education and Recycling Practices Among Underprivileged Children in Bangladesh. Userhub, May 2024. http://dx.doi.org/10.58947/tkql-nfhb.

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This study explores the awareness and practices of reuse and recycling among underprivileged children in Bangladesh, aiming to enhance environmental sustainability through educational strategies. Interviews with children, parents, teachers, NGO workers, community leaders, and government officials reveal significant gaps in understanding and practicing waste management. While children show creativity in repurposing materials, challenges such as limited adult awareness and insufficient government initiatives persist. The study recommends integrating environmental education into school curricula, promoting hands-on learning, increasing community and governmental support, and leveraging cultural practices to foster sustainable behaviors. These strategies aim to create an environmentally conscious society and empower children as proactive environmental stewards.
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Janeba, Eckhard. Trade, Income Inequality, and Government Policies: Redistribution of Income or Education Subsidies? Cambridge, MA: National Bureau of Economic Research, January 2000. http://dx.doi.org/10.3386/w7485.

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Poterba, James. Government Intervention in the Markets for Education and Health Care: How and Why? Cambridge, MA: National Bureau of Economic Research, November 1994. http://dx.doi.org/10.3386/w4916.

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Bhandari, Usha. Power struggle in the Technical and Vocational Education and Training (TVET) sector in Nepal. Fribourg (Switzerland): IFF, 2023. http://dx.doi.org/10.51363/unifr.diff.2023.37.

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The governance of Technical and Vocational Education and Training (TVET) in Nepal was heavily centralized in the past as the country was operating under a unitary government system. The 2015 Constitution has opened the avenue to operate the TVET sector in a federalized setting with the sharing of TVET functions along with power and authority by three tiers of government. However, the sharing of power and authority between the federal and subnational governments has not been easy as highlighted by the Constitution. This paper attempts to analyse the challenges that are hindering the smooth transition of centrally held power and authority towards the subnational governments. It argues that although there is a general support and optimism for the federal transition, many challenges remain for the implementation. The existing political economy of the TVET sector limits the realisation of the Constitution’s goals of transformation for the TVET sector in a federal setting.
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Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi, and Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.114.

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Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
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