Dissertations / Theses on the topic 'Government aid to education'
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1
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.
2
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.
3
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.
4
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.
8
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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Klein, Jason P. Lugg Elizabeth T. Wiggall Richard L. "Rich standards, poor schools the new case for adequately funding public education /." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006620.
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Thesis (Ph. D.)--Illinois State University, 2001.Title from title page screen, viewed April 25, 2006. Dissertation Committee: Elizabeth T. Lugg, Richard L. Wiggal (co-chairs), Amee D. Adkins, Albert T. Azinger, William C. Rau. Includes bibliographical references (leaves 346-383) and abstract. Also available in print.
12
Moyle, Kathryn, and Kathryn Moyle@canberra edu au. "Digital technologies in Australian public schools : a narrative study of government policies." Swinburne University of Technology, 2002. http://adt.lib.swin.edu.au./public/adt-VSWT20060721.132427.
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Policies advocating the use of digital technologies in government schools
are promoted by all public school education systems in Australia. This is
reflected in the release of political media statements, policies, plans,
budgets, digital networking rollouts, curriculum developments, and
professional development activities. Resources are being directed towards
such initiatives from within school education budgets and from
departmental and 'whole of government' initiatives, at state, territory and
federal levels. While there is considerable activity being supported by
governments, outside of these activities academic publications specifically
about these school level initiatives are limited.
This research sets out to answer the question: 'what does public schooling
mean in Australia in the 21st century given its past tradition of free,
compulsory and secular schooling, and given the present policies that are
urging the ubiquitous use of digital technologies?' The purpose of this
research is to interpret, understand and explain the policies of the public
schooling systems in Australia advocating the use of digital technologies. In
doing so, this thesis aims to contribute to the development of a stock of
Australian research specifically in the schooling sector, about the use of
digital technologies in schools. Further, this thesis aims to stimulate and add
to the conversations concerning these policies. It is argued that the use of
digital technologies in schooling has the capacity to redefine what has
previously been understood by 'public schooling'.
This thesis is the outcome of an interpretative social inquiry where narrative
theory and hegemony have provided its theoretical bases. This thesis has not
set out to merge these theories nor has it attempted to reconcile the internal
differences within them, but rather, to draw from them, and to use
approaches that are pertinent to this study. While such an approach may be
contentious and bring some inherent difficulties, the intention of the research has been to draw upon the abstract understandings afforded by
these theories and apply them to concrete, particular, yet newly emerging
educational activities. This is to provide interpretative and explanatory
perspectives to the advocated use of digital technologies in Australian
schools and systems, and, in Chapter Six, to forward a proposition for future
action.
There are several different ways in which this thesis could have been
approached and finally could have been structured. Likewise, there are
many avenues that require research but have been left without investigation
due to limitations of size, space and time. This is not to negate their
importance, but rather it is to recognise the limits of this project and to
highlight the necessity for more research to be undertaken.
Throughout the thesis distance education has been considered in conjunction
with the policies directly impinging upon 'face to face' schooling. It is
argued that with the advocated use of digital technologies as an inherent part
of public schooling, there is emerging, a convergence in these two styles of
schooling. Further it is argued that experiences from school level distance
education practitioners have the potential to offer some insights that may be
useful for those in 'face to face' schools using digital technologies. It is
intended then, that the implications from this research will have the capacity
to influence how we view centrally developed school education policies,
curriculum leadership and management as well as what is intended to
happen in the classroom.
The thesis has been arranged into three parts. The first three chapters
comprise Part One. Chapter One identifies the research space for the thesis.
This is achieved by describing the fields of research from which this thesis
draws, and introduces the theoretical bases used in the research space
identified for this thesis. Chapter Two provides the theoretical bases for the
thesis in more detail. In doing so, positivist approaches to the research are
rejected. Chapter Three describes the research methods used to interpret,understand and explain the public schooling sectors' digital technologies
policies. Together, these three chapters provide an outline of the nature of
the research undertaking, and the theories and methods used.
Part Two also has three chapters. These are structured around the temporal
concept important to narrative theory; that of the past, the present and the
future. Chapter Four looks to the past and provides an account of the history
and three traditions, it is argued, impinge upon this research project. In
particular, this chapter discusses what was intended by the phrase 'public
education' in Australia during the 19th and 20th centuries. This chapter
establishes the context for the interpretations of the policies that follow.
Chapter Five seeks to understand and explain the policy narratives of the
present, defined as the research period between 1997 and 2001. This period
of time is thought of as sitting temporally between the past history and
traditions outlined in Chapter Four and the possible scenarios for the future,
proposed in Chapter Six.
Part Three brings the thesis to its conclusion by reflecting on the central
question identified for this thesis: 'what does public schooling mean in
Australia in the 21st century, given its past tradition of free, compulsory and
secular schooling, and given the present policies that are urging the
ubiquitous use of digital technologies?'
13
Kirk, Brian L. "The effects of the outstanding schools act on adequacy, equity, and property tax /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720546.
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Ali, Ray. "An analysis of the degree of transformational leadership exhibited by administrators of 1862 and 1890 Cooperative Extension Programs in states with both systems as a predictor for the attainment of state match in Federal fiscal year 2004." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=564.
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Prompalit, Rux. "Student personal finance and government student loans : a case study of Thailand /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095272.
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Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-194). Also available for download via the World Wide Web; free to University of Oregon users.
16
Hull, Angela M. "Beyond money relating local school taxation to family and community risk /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4678.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.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 September 25, 2007) Vita. Includes bibliographical references.
17
Patrick, Ray V. "Missouri school district reactions to revenue shortfalls /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720554.
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Jester, Hal J. "State lotteries as revenue sources for public elementary and secondary education." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720313.
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The purpose of the study was to investigate the effectiveness of state lotteries as sources funding for public elementary and secondary education. The population consisted of 39 executive directors from state school board associations and the District of Columbia.A questionnaire of 22 items addressing lottery adoption, operation, performance, revenue dedication and distribution, proponent expectations, and school board member expectations was utilized. The questionnaire focused upon seven basic research questions.Findings1. Legislators in twenty-two states formally approved state lotteries between 1971 and 1989.2. Thirteen (fifty-nine percent) of twenty-two state lotteries in operation were approved by state legislatures between 1985 and 1989.3. Proponents in fifteen (73 percent) of adopting states cited "benefits to special interest groups" as an adoption rationale.4. Legislatures in four states dedicated 100 percent of lottery revenues to public elementary and secondary education.5.Fiscally successful lotteries have effective marketing and good organization/structure.6. The fiscal success of lotteries was limited by a multitude of factors, none of which represented more than 27 percent of responses.7. Measurement of lottery revenues to education was difficult due to the methods of distribution, and sparse data.8. Four of six state lotteries have revenues dedicated to education distributed funds through equalization grants.9. Lottery revenues met or exceeded the expectations of 81 percent of proponents.10. Lottery revenues to education met the expectations of 22 percent of school board members.11. Proponents in states where a lottery had been considered but not adopted cited each of three rationales 65 percent of the time. The rationales were: 1) lottery participation is voluntary, unlike a tax, 2) lotteries raise state revenue without raising taxes, and 3) benefits to special interest groups.12.Opponents in states where the legislature had considered but not adopted a lottery cited the rationale "lotteries are morally wrong" 100 percent of the time.
19
Dempsey, Dennis F. "The impact of the E-Rate program in one school district: Did a federal government program influence the adoption of an innovation at the local level?" Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9154.
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Thesis (Ph. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 179-183). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
20
Nkhoma, Patrick. "Aid administration of bilateral, multilateral and non-government organisations in the primary education sector: A comparative case study analysis of Zambia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1052.
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This is a study of the administration of aid by bilateral, multilateral and non-government organisations in Zambia during the period 1990 to 2000. The particular purpose of this study is to compare the aid programs administered by the above organisations to the primary education sector using a case study approach. The study critically analyses how the performance of these organisation is or is not influenced by setting clear objectives, by elaborating planning processes and implementation arrangements. The study uses a matrix table developed through a NUD*IST retrieval reports generated from the data collected from each organisation’s documentation and in-depth interviews with key personnel. The study responds to five key research questions. These are: (a) what are the dominant objectives for each program: (b) how these objectives are structured: (c) what is the nature of the planning process: (d) what are the main channels for executing the programs: and what are the outcomes of the programs. The findings show that the aid organisations in the study have played a major role administering primary education sector programs through the provision of finance and technical assistance, however, most of these organisations, especially the bilateral and multilateral organisations, have not been very effective in delivering value to Zambia’s primary educations sector. Even though bilateral and multilateral aid organisations may have clearly defined objectives and elaborate planning processes, they normally use other agencies to implement their programs. The research shows that this causes loss of focus and control which consequently affects the performance of the programs. Non-government organisations, the third category of aid organisations, on the other hand, are directly involved in the implementation of the programs even though they may have no set objectives or elaborate planning processes. Their approach is to involve the members of the local communities in the selection and planning of specific projects based on local need. These organisations, therefore, register better performance as they maintain more control and are unable to ensure more successful outcomes.
21
Chan, Kam-lan Debby, and 陳金蘭. "A study of public-private partnerships and financing strategies in Hong Kong's education system." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31966457.
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Lee, Seong Soo Chizmar John F. "Public finance of higher education and income distribution some evidence from the state of Illinois /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9411041.
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Thesis (D.A.)--Illinois State University, 1993.Title from title page screen, viewed February 23, 2006. Dissertation Committee: John F. Chizmar (chair), Rati Ram, David D. Ramsey, Anthony L. Ostrosky, William T. Gorrell. Includes bibliographical references (leaves 93-95) and abstract. Also available in print.
23
Fish, Elizabeth L. "Teachers' perception of effective staff development /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737884.
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Higham, Joseph R. Hines Edward R. "Explaining trends in interstate higher education finance, 1977 to 1996." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803723.
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Thesis (Ph. D.)--Illinois State University, 1997.Title from title page screen, viewed June 2, 2006. Dissertation Committee: Edward R. Hines (chair), Paul J. Baker, G. Alan Hickrod, Kenneth H. Strand. Includes bibliographical references (leaves 167-177) and abstract. Also available in print.
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Karr, Mary Beth Hines Edward R. "Organizational adaptation to a reduction in state-funded student assistance an analysis of independent colleges and universities in Illinois /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9411039.
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Thesis (Ph. D.)--Illinois State University, 1993.Title from title page screen, viewed February 22, 2006. Dissertation Committee: Edward R. Hines (chair), Paul J. Baker, Donald E. Fouts, Sally B. Pancrazio. Includes bibliographical references (leaves 155-165) and abstract. Also available in print.
26
Bell, Bethany Duncan. "Texas community college funding structure : closing the gaps while assessing the attitudes and perceptions of community college senior administrators /." View online, 2006. http://ecommons.txstate.edu/arp/200/.
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Westbrook, Jane (Juanita Jane). "State Funding for Community Education Projects." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501099/.
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The problem of this study was an analysis of the funding procedures in states which provide funding for local community education projects. The purpose of the study was to identify states which appropriate funds for community education and to provide an analysis of the guidelines for operation and use of state funds for community education at the local level. Twenty-five states were initially identified as having some type of state funding for community education, Eleven of the twenty-one states responding do provide funding for use at the local level. The guidelines and applications for obtaining these funds were compared in the areas of purpose of state legislation, minimum elements required of community education projects, eligibility requirements, use of state funds, grant periods, and annual reporting requirements.
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Ogle, Geraldine S. "Historical review of financial equity in Missouri 1993 foundation formula and amendments /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4660.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.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 December 12, 2007) Vita. Includes bibliographical references.
29
McQueen, Kelvin. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050714.144022/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2003.A thesis presented to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliography.
30
McQueen, Kelvin. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/619.
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This thesis examines from an historical perspective the series of events between 1995 and 1999 in which the public school teachers’ union, the New South Wales Teachers federation, challenged the NSW and Australian government’s provision of funding to private schools. Such funding is known colloquially as state aid. The state aid struggle is conceived in this thesis as an industrial relations contest that went beyond issues simply of state aid. The state aid struggle was a centrepiece of the Teachers Federation’s broader challenge to government’s intensification of efforts to reduce the federation’s effectiveness in shaping the public school system’s priorities. This thesis contends that the decisive importance of the state aid struggle arose from the fundamental strategy used by governments to lower the cost of schooling over time. To achieve this they undertook the state aid strategy – cost reductions would flow from residualising public schools, de-unionising teachers and deregulating wages and conditions. The state aid strategy was implemented through those areas of policy and funding over which the Federation had negligible control or where the Federation’s membership was disunited. The Federation was undermined by governments using policy initiatives to fragment teacher unity. By the end of 1999, governments’ prosecution of the state aid strategy did not seem to have been diverted from the main thrust of its course by the federation’s struggle.
31
Franks, Melvin Eugene. "The effects of consolidation of federal funding programs on schools participating in Chapter 2 of ECIA in Mississippi: an investigative study." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54784.
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The focus of the study was to observe changes brought about by the implementation of Chapter 2 of the Education Consolidation and Improvement Act of 1981 in local jurisdictions of government when the disposition of federal funds were under local control. The study investigated the extent to which the six expressed intentions of Chapter 2, ECIA legislation were realized in 154 local education agencies in the state of Mississippi two years after implementation. Specifically, the six legislative concerns were to:
* Reduce the amount of paperwork without reducing the quality of programs,
* Equalize the distribution of federal funds without reducing the benefits to specific target populations,
* Increase local discretion without diminishing prior program commitments to the original national priorities,
* Increase the role of private education without raising the constitutional issue,
* Reduce reporting and evaluation requirements without a commensurate loss of accountability, and
* Reduce the constraints on SEAs in the planning of federally funded projects and programs without a loss of perceived quality in those programs.
Data sources collected for analysis included: a mail survey, interviews with state and local school personnel, and supportive documents from both the state education agency and local school districts. The data was analyzed using descriptive statistics.
From the study it was concluded that, while the goals of Chapter 2, ECIA legislation were admirable, they were replete with unintended consequences. Further, while many of the legislative objectives were met at the national level several of the objectives had differing effects in a state like Mississippi which exerted little SEA influence.Ph. D.
32
Hackett, Ursula. "Explaining inter-state variation in aid for children at private religious schools in the United States, up to 2012." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:140dbeed-db56-43d9-bf01-f2293734ac39.
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This American Political Development research explains cross-state variation in aid for children at private religious schools in the United States up to the end of 2012. Using a mixed-methods approach I examine how the institutional orderings of Federalism, Constitution, Church and Party affect policymaker decisions to instigate and sustain programmes of aid. By ‘aid’ I mean education vouchers and tax credits, transportation, textbook loans, equipment, nursing and food services, and tax exemptions for private religious school property. I conduct Fuzzy-Set Qualitative Comparative Analysis across all fifty states, supported by interview and archival research in six case-study states – California, Florida, Illinois, Louisiana, New York and Utah – and by statistical treatment of the constitutional amendments known as ‘No-Aid Provisions’. All of the aid policies examined here are ‘submerged’ in Mettler’s terms, in that they help private organizations to take on state functions, re-frame such functions in terms of the marketplace, and are poorly understood by the public. In this thesis I extend Mettler’s conception of submergedness to explain when institutions matter, which institutions matter, and why they matter for religious school student aid. State decentralization is necessary for high levels of aid and a high proportion of Catholics is sufficient for high levels of aid. Republican control of the state offices is a necessary condition for the passage of tax credit or voucher scholarships but not for other types of aid. No-Aid Provisions are unrelated to aid. Of the four institutional explanatory conditions, Federalism and Church have the most important effects on aid for children at private religious schools. Party explains some types of aid but not all, and Constitution is surprisingly lacking in explanatory power.
33
McQueen, Kelvin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." THESIS_CAESS_HUM_McQueen_K.xml, 2003. http://handle.uws.edu.au:8081/1959.7/619.
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This thesis examines from an historical perspective the series of events between 1995 and 1999 in which the public school teachers’ union, the New South Wales Teachers federation, challenged the NSW and Australian government’s provision of funding to private schools. Such funding is known colloquially as state aid. The state aid struggle is conceived in this thesis as an industrial relations contest that went beyond issues simply of state aid. The state aid struggle was a centrepiece of the Teachers Federation’s broader challenge to government’s intensification of efforts to reduce the federation’s effectiveness in shaping the public school system’s priorities. This thesis contends that the decisive importance of the state aid struggle arose from the fundamental strategy used by governments to lower the cost of schooling over time. To achieve this they undertook the state aid strategy – cost reductions would flow from residualising public schools, de-unionising teachers and deregulating wages and conditions. The state aid strategy was implemented through those areas of policy and funding over which the Federation had negligible control or where the Federation’s membership was disunited. The Federation was undermined by governments using policy initiatives to fragment teacher unity. By the end of 1999, governments’ prosecution of the state aid strategy did not seem to have been diverted from the main thrust of its course by the federation’s struggle.Doctor of Philosophy (PhD)
34
Hawkins, Jimmy R. (Jimmy Ray). "State Participation in Funding Capital Projects and Improvements in Texas Public Schools." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278877/.
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The impact of four basic capital project funding models for state participation was determined for the school districts in Texas. A review of the historical background for funding of capital projects and improvements by states was followed by a review of the historical background of state support for funding capital projects in the State of Texas. Additionally, the current funding models and methods of determining need were reviewed for all of the states. This historical review revealed that facility funding, like aid for maintenance and operation, has evolved with all the states at different stages.
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TOCZKO, LESLIE JOSEPH. "AN ANALYSIS OF ENROLLMENTS AND STATE APPROPRIATIONS IN PUBLIC HIGHER EDUCATION." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188079.
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The relationship between FTE enrollments and state appropriations to public four-year colleges and universities is a fundamental issue basic to numerous institutional and state policy decisions. Yet, the relationship is obscure and may have changed during the period from 1965 to 1982. Data for this dissertation were obtained from three sources. Enrollment data were obtained from the Higher Education General Information Survey (HEGIS) information as edited and entered onto computer data tape by the Center for the study of Higher Education (CSHE) at the University of Arizona. Appropriations data were obtained from the annual issues of M. M. Chambers' Appropriations of State Tax Funds for Operating Expenses of Higher Education as edited and entered onto computer data tapes at the CSHE. Variations in the reporting of these sources were obtained through a mail survey instrument. Appropriations data were adjusted for inflation using the national and regional Consumer Price Indices (CPI). The appropriations data were corrected so that all states are reported consistently for (1) tuition, (2) employee benefits, and (3) capital equipment. The edited enrollment and the corrected appropriations data were then regressed for two time periods (1965-77 and 1977-82). The results determined the nature of change in the enrollment/appropriation relationship over time. The results show that there does appear to be a relationship between enrollments and appropriations which is stronger for certain types of institutions. Nationally, the relationship in mean constant dollar appropriations per FTE enrollments has not undergone any radical changes. However, the slopes of the regression lines have undergone statistically significant changes from period 1 (1965-66 to 1976-77) to period 2 (1977-78 to 1982-83). Yet the regression coefficients did not decline in a major way over time for the national sample, for institutions by Carnegie Classification System or by state. Wide ranges of difference were found to exist among states. However, a considerable majority of 35 states and most Carnegie classification institutions did not demonstrate a significant change in the amount of constant dollar or adjusted funding per FTE student over time.
36
De, Leuil Heather. "The introduction of recurrent funding to non-government schools in Western Australia : National statesmanship or provincial pragmatism?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/318.
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State aid to private schools has been a controversial issue in Australia since the beginning of European settlement. This was true in all colonies' and remains a national issue in the twenty-first century. At various times colonial governments chose to provide to private schools, principally those operated by the Catholic and major churches. However as the colonies grew and statehood loomed, the of the day sought to withdraw their aid from private schools and their funding on the growing non-denominational, public school systems.
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Armontrout, David Eugene. "John F. Kennedy : a political biography on education." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4259.
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In what is historically a brief number of years, the life and times of John F. Kennedy have taken on legendary proportions. His presidency began with something less than a mandate from the American people, but he brought to the White House an inspiration and a style that offered great promises of things to come.
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Hantelmann, Carola. "Die soziokulturelle Bedeutung einer Musikschule für ihre Region : untersucht am Beispiel der Musikschule Ravensburg, e.V. /." Konstanz : Hartung-Gorre, 2001. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=009632648&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Kaulinge, Victor Hatutale. "Analysing the efficacy of the Namibia's student financial assistance fund." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18022.
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Thesis (MPA)--Stellenbosch University, 2011.ENGLISH ABSTRACT: Student Financial Support Schemes (SFSS) have become increasingly important in providing financial assistance for students pursuing higher education, in both developed and developing countries. SFSSs were first established in the 1950s. The years that followed saw an increase steady expansion of student loan programs, through the introduction of student loans in more countries and expansion in the number of loans available in relation to their size and new expanded approach. The trend was in response to higher education expansion, combined with increasing financial toughness and concern for equity, while at the same time there was a surge of interest in student loans in the late 1980s and 1990s, with new programs introduced in Australia, New Zealand, and the United Kingdom; several countries in eastern Europe, considering introducing student loans for the first time; and some developing countries in Asia, Africa, and Latin America establishing or expanding student loan programs. The need for financial assistance is to enable students from low-income families to meet direct and indirect costs of higher education, and to ensure equality of opportunity, equity, and social justice. Recent arguments focused on whether student financial supports should be provided by governments, private agencies, employers, or institutions, and whether it should be in the form of scholarships, bursaries, grants either available to all students and or means-tested or fully repayable loans. Increasingly, debates also surrounds the question of how student loans should be administered in particular, eligibility and terms of repayment of loans, appropriate rates of interest, and mechanisms to target disadvantaged students while minimising default rates. Firstly, this study did a comparison between the SFSSs of the four different countries. Secondly, the best practices were identified and the Namibian case study was evaluated against the four countries. Lastly, some conclusions and recommendations were made that are aimed to improve the SFSS in Namibia.
AFRIKAANSE OPSOMMING: Studente finansiële ondersteuningskemas in ontwikkelde en onder ontwikkelende lande lewer ‘n belangrike bydrae tot die finansiële ondersteuning van studente in höer onderwys. Studente finansiële skemas is tot stand gebring in die 1950s. In die daarop volgende dekades het daar ‘n enorme groei plaasgevind in die daarstelling van studente leningskemas. Nie net het die aantal leningskemas vermeerder nie, maar meer en meer lande het van die benadering gebruik gemaak. Gedurende die 1980s en 1990s was daar ‘n toename in studentegetalle in höer onderwys wat gevolglik gelei het tot ‘n toename in finansiële ondersteuning van studente. Die implementering van nuwe programme in Australië, Nieu-Seeland en die Verenigde Koninkryke het gelei tot ‘n toename in finansiële ondersteuningskemas van studente. Verskeie lande in Europa het oorweging geskend aan die implementering van finansiële ondersteuning van studente tewyl onder ontwikkelende lande in Asië, Afrika en Latyns Amerika oorweging geskenk het aan die uitbreiding van finansiële ondersteuningskemas aan benadeelde en opkomende studente. Finansiële ondersteuning van behoeftige studente is gedoen om die direkte en indirekte koste verbonde aan onderwys te dek, gelyke geleenthede tot onderwys te skep, toegang tot ondewys te verbreed en om sosiale geregtigheid te verseker. ‘n Debat het egter onstaan oor wie verantwoordelikheid moet aanvaar vir die toekenning van studiebeurse, lenings of skenkings aan studente. In die verband is daar spesifiek gevra oor watter bydrae instellings in die openbare en privaat sektore maak tot finansiële ondersteuning van studente. Verdere aangeleenthede wat tydens die debat geopper word is vrae soos, wie moet verantwoordelikheid aanvaar vir die bestuur van sodanige finansiële skemas, lenings, die rentekoers ter sprake by die terugbetaling van die lenings en watter metodes kan gebruik word in die geval van minder gegoede studente wat nie hul finansiële terugbetaling ooreenkomste kan na kom nie. Die studie is onderneem na aanleiding van ‘n vergelykende studie tussen vier verskillende lande se finansiële ondersteuningskemas. Daarna is ‘n beste praktyk ontwikkel waarteen die Namibiese finansiële ondersteuning skema geevalueer is. Sekere gevolgtrekkings en aanbevelings is gemaak om die bestaande skema te verbeter.
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Gonçalves, Sandra Marisa Martins Ramos. "A política educativa de envio de estudantes para instituições de ensino externas como estratégia de desenvolvimento - o caso africano." Master's thesis, Instituto Superior de Economia e Gestão, 2004. http://hdl.handle.net/10400.5/3401.
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Mestrado em Desenvolvimento e Cooperação InternacionalUma das dimensões do desenvolvimento humano, a educação, ocupa um lugar de destaque na estratégia de desenvolvimento dos PVD. Os Governos desses paises, juntamente com os doadores internacionais de ajuda, realizam investimentos na educação dos seus cidadãos desde o nível básico até ao ensino superior. As denominadas elites, ou seja, os estudantes do ensino superior, são consideradas as pedras-chave no processo de desenvolvimento destes países, em especial quando os seus estudos decorrem em paises tecnológica e cientificamente mais bem apetrechados. A valorização destes recursos humanos tem vindo a justificar o financiamento de bolsas de estudo em países desenvolvidos por forma a que haja lugar uma transferência de conhecimentos e tecnologia para o pais de origem. O presente trabalho propõe-se fornecer dados e opiniões diversas e fundamentadas nesta área necessários para que uma resposta à pergunta - "os fundos atribuídos à formação de quadros superiores dos PVD em instituições estrangeiras produzem os resultados desejados em relação ao objectivo de contribuição para o desenvolvimento destes países?" - seja formulada. O estudo recai sobre os principais fluxos migratórios de estudantes de ensino superior dos PVD a estudar nos países desenvolvidos (imigração e retorno); a caracterização do ensino superior nos PVD; as políticas de apoio ao ensino superior dos PVD por parte dos governos nacionais e dos principais doadores internacionais de ajuda ao desenvolvimento. Como caso de estudo são caracterizados os estudantes do ensino superior oriundos dos PALOP em Portugal apoiados pelo governo Português e instituições privadas Portuguesas.
One of the dimensions of human development education, performs a major role in the development strategy of developing countries. The governments of those countries, together with the International Aid donors, make investments in Education from the basic level to the higher Education level. The so called elites, i.e., the higher education students, are considered comer-stones in the development process of these countries, particularly when their studies took place in countries which are technologically and scientifically more advanced. The development of these human resources through the provision of scholarships to study in developed countries has been considered a means of reverse technology transfer to the countries of origin. This paper intends to provide data and a set of diversified opinions on the subject in order to answer the question: the funds allocated in the higher education of human resources from developing countries in foreign universities produce the desired effects in terms of the goal of contributing to the development of those countries? This study comprehends the main migration flows of higher education students from the developing countries studying in developed countries (immigration and return); the characterisation of the higher education system in the developing countries; the policies of higher education in the developing countries implemented by the national governments and main International Aid donors. The case study presented refers to students from Portuguese-speaking African countries (PALOP) which receive support from the Portuguese government and private institutions.
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Lewis, Dorothy. "Federal public policy and bilingual education." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1088.
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This paper is divided into four chapters. Chapter one presents an introduction and overview of the nature of the problem, its significance and implication for public policy, and a presentation of the research design and methodology. Chapter two reviews the historical and legal background of bilingual education policy. Chapter three presents a literature review of bilingual education policy making, and examines the impacts and effects of federal aid in practice. Chapter four provides a summary of survey findings and recommendations for reform of the funding criteria for Title VII ESEA bilingual education grants.
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Paul, Ratna. "Growth and development of modern education in Bhutan(1907 to 1997 A.D.)." Thesis, University of North Bengal, 2017. http://ir.nbu.ac.in/handle/123456789/2777.
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Björklöv, Ruth. "Introducing women's political representation as an explanatory variable for aid utilization : An analysis of the influence of women's political representation on the utilization of foreign assistance." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-434620.
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This thesis investigates how women's political representation influences foreign aid utilization. While recent contributions show that the impact of foreign aid is highly dependent on the recipient government, there is still limited research on the relationship between women's political representation and aid utilization. Existing work within the research field of female political representation suggests that women are more likely to prioritize resource allocation towards healthcare and education and less likely to prioritize the military. Thus, women’s political representation is predicted to work as a moderating effect on aid utilization, whereby increases in female representation is associated with more aid resources being allocated towards healthcare and education and less to the military. To test the relationship(s) implied, this thesis employs multiple regression analysis on a time series data set of 102 aid-receiving countries from 2000-2017. The hypothesis that women's political representation has a moderating effect on aid utilization could not be supported by the regression analysis. The results do however indicate that female representation in the recipient countries influences government allocation in general.
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Saleh, Abdelrahim. "The Local Economic Impact of Alternative State Budget Reductions for Selected Texas Community Colleges." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc332446/.
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The purpose of this study was to determine the local economic impact of alternative state budget reductions for Texas community colleges by investigating the income losses to the Metropolitan Statistical Areas (MSAs) if state appropriations were reduced by 10, 15, and 20 percent. The objective of this study was achieved through an economic analysis of the local economy of selected MSAs and by computing the income size which was generated by selected colleges. Eight community colleges located in eight MSAs participated by answering mailed questionnaires. The model of Direct Economic Impact was applied to describe the colleges' economic impact. The model was composed of college expenditures, employee expenditures, student expenditures, and the economic multiplier. The study revealed that the selected community colleges were responsible for creating new jobs and increasing the income of the local economies. These eight colleges were responsible for increasing the income of the local economies by $294,945,560 and for creating 5,129 jobs. Reduction in state appropriations to the selected community colleges will reduce the income they produce. A state appropriation cut of 10 percent will result in a loss to the local economy of $6,153,951. A 15 percent reduction in state appropriations will cause the local economy to lose $9,230,943. A 20 percent reduction in state appropriations will reduce the local economic income by $12,307,920.
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Henry, John Mark. "Senate Bill 351's Effect on School Finance Equity in Texas." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278555/.
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The purpose of this study was to determine the impact of Senate Bill 351 on public school finance equity in Texas and to provide information to those concerned with the financing of schools in this state. Data provided by the Texas Education Agency were used to determine differences in expenditures per student and local tax rates before and after the implementation of Senate Bill 351.
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Hatla, Boitumelo Reneilwe. "The impact of government grants on poverty in Sharpeville / Boitumelo Reneilwe Hatla." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8514.
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South Africa, like international countries, has been experiencing an increase in the levels of poverty over the years. Poverty affects vulnerable groups of society more intensely and these groups include children, the old, disabled people and women, especially those who are single parents. This dissertation studies the role social grants have on the level of poverty in households of Sharpeville. This study focuses on two areas namely the theoretical background of poverty and social grants; and what the impact is of income from social grants. The South African government provides its citizens with eight different social grants to help those in need and/or vulnerable. From these social grants only six are investigated for the purpose of this study. These grants include the old age grant, child dependency grant, foster care grant, child support grant, disability grant and the war veteran grant. Poverty is defined as the inability to attain a minimal material standard of living by the World Bank. The different indicators used in this study to profile poor households in Sharpeville include the Household Subsistence Level (HSL) as the poverty line, the poverty gap ratio, the headcount index and the dependency ratio. This dissertation shows that poverty within the township has increased over the five years. And to do this the results from the data survey conducted in 2009 are compared to the results from Sekatane‘s 2004 data. The poverty gap ratio and the headcount index for the township in 2009 were estimated at 0.86 and 0.654 respectively. In the year 2004 the headcount index was estimated at 0.431 indicating a 22.3 percent increase in the number of people living in poverty. This means that an estimated 5 477 households in Sharpeville, in 2009, were regarded to be poor When government grants are excluded from the household‘s income within the township both the poverty gap ratio and the headcount index decrease to 0.93 and 0.705 respectively. This means that when government grants are excluded from households‘ income within Sharpeville, the depth of poverty within household‘s increases. The income from government grants might be regarded as minimal, however it assists in moving households further from the poverty line. This study recommends that activities within the informal sector should be encouraged as this will increase employment opportunities for those unemployed in the township. As the vast majority of the unemployed people have skills from trading/retail sector; employment creation should be focused in this sector. Lastly, the income threshold used in the means test equation to check affordability of social grant applicant should be decreased as people meeting the current criteria are already living in dire poverty.Thesis (M.Com. (Economics))--North-West University, Vaal Triangle Campus, 2011
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Newcomer, Julia D. "Perceptions of Decision-Makers of the Future Role of the Texas Higher Education Coordinating Board in the Funding Process for Public Senior Colleges and Universities." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331376/.
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This study compares the perceptions of presidents and academic and fiscal vice presidents of Texas public senior colleges and universities and with those of (appointed) members of the Texas Coordinating Board. A survey instrument was developed, based upon appropriate coordinating board functions discussed in the literature review, A five-point scale was used to measure intensity or agreement or disagreement. Responses were subjected to one way analysis of variance to determine differences between administrators and board members. Differences significant at the .05 level are reported. Administrators and board members differed significantly on all statements related to centralized control versus internal autonomy. Board members endorsed a greater variety of roles and a higher level of activity for the board than did administrators, although members were not expansionistic. Administrators indicated diverse opinions regarding the board's role. Responses related to formula funding were similar. Board members believed that requests to the legislature for higher education funding needs should be presented in terms of a statewide system; administrators indicated uncertainty. Both agreed on the increasing importance of long-range planning in formula development, but administrators were unsure whether such planning would help provide stability and realistic expectations in funding. Both groups endorsed a greater role for the board in collecting, interpreting, and disseminating information regarding higher education institutions. Neither subgroup offered an opinion regarding subjection of higher education budget requests to the criteria used for other state agencies. Board members and administrators disagreed as to whether private business standards were appropriate for higher education institutions. The relationship between funding recommended by the board and appropriations passed by the legislature was not considered appropriate for evaluating board success. State appropriations for higher education were seen as an investment in the state's economic future. Administrators did not believe college and university faculties understood the board s role in funding; board members were undecided.
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Ashcroft, Craig, and n/a. "Academics� experiences of Performance-Based Research Funding (PBRF) : governmentality and subjection." University of Otago. Faculty of Education, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070125.162438.
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In 2002 New Zealand�s government set out to "accelerate" the nation�s "transformation into a knowledge society" (Ministry of Education, 2002a, p. 16). Underpinning the development of this so-called 'knowledge society' was a new approach in the way tertiary education was funded. This included introducing a new contestable model of research funding called Performance-Based Research Funding (PBRF). The research reported here was conducted at a critical juncture in the ongoing development and implementation of PBRF because it captures the experiences of fifteen academics as they encounter PBRF and the Quality Evaluation exercise for the first time. Their experiences of the inaugural 2003 Quality Evaluation exercise were examined using a discourse analysis approach informed by Michel Foucault�s (1926-1984) ideas of 'subjection' and 'governmentality'. 'Subjection' occurs when individuals shape their identities by responding to the multiple discourses that are available to them at any particular time and within any historical context (Foucault, 1969). 'Governmentality' refers to a particular instrument, technique or activity that guides and shapes conduct by producing a compliant human subject capable of supporting the interests and objectives of the state (Foucault, 1994a). In the case of academics this might mean conforming to PBRF policies and practices and participating in the development and transformation of a new 'knowledge society'.
In this thesis I examine the potential for PBRF to reshape and redirect the nature of research and suggest that some assessment elements of the 2003 Quality Evaluation were flawed and, as a result, a number of participants in this study were now making decisions about their research that appeared contrary to their best interests. I also investigate PBRF as a field of compliance and argue that the Quality Evaluation exercise represents a technology of government that targets the activities and practices of New Zealand�s research academics with the effect of manifesting a more docile and compliant academic subject. I then question PBRF�s impact on the career aspirations and opportunities of academics and claim that the PBRF Quality Evaluation framework has already shifted from being a mechanism for distributing funds for research to one that identifies and rewards the most 'talented' researchers via institutional appointments and promotions. Finally, I interrogate the pursuit and practice of academic freedom and argue that as a consequence of PBRF, a number of participants in this study have positioned themselves in ways that could diminish and constrain their traditional rights to academic freedom.
PBRF has the potential to locate academics within a new status-driven hierarchy of professional validation whereby the Quality Evaluation exercise will purportedly measure, evaluate and reward the most 'talented' researchers and the 'best' research. In this thesis I argue that the PBRF Quality Evaluation framework operates as a form of disciplinary power exercised as part of an international trend of intensifying audit and assessment practices in higher education. In this sense, I claim that PBRF exists as an instrument of governmentality capable of constituting a new type of academic subject by significantly shifting the way academics will have to think and conduct their professional selves in relation to their work and research.
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趙勳. "中國高校校園貸政策制度建設的研究." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3959201.
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Truman, Kiru. "Perceptions of small business managers on the effects of voucher-training programmes offered by the Wholesale and Retail Sector Education and Training Authority." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86708.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: According to Van Scheers (2010, p. 1) small businesses constitute 55% of the employment rate in South Africa. The argument that in the future new jobs are more likely to come from a large number of small businesses than from a small number of large businesses (Martin, 2001, p. 189) has challenged the South African government to support the empowerment of small business. The Wholesale and Retail Sector Education and Training Authority (W&R SETA) was formed as part of the governmental plan to ensure quality-learning provision within the wholesale and retail sector. The training of employees within small businesses in the wholesale and retail sector is not adequate (Mokgata, 2009, p. 4), despite the various methods of training funded by the W&R SETA. The small business unit at the W&R SETA introduced the Voucher-training System. Small levy paying businesses in this sector receive a voucher or vouchers that can be used to access free training opportunities for staff. Providers accredited with the W&R SETA are allowed to offer training programmes that suit the education and training needs of the sector. Companies pay the provider with the free vouchers they are allocated by the SETA. The scope of the Small Business Voucher-training System is to offer short courses that provide skills with immediate effect on the small businesses. The focus of this study grew out of the need to know if the voucher-training programmes meet the needs of small businesses in the wholesale and retail sector. In order to determine whether the voucher-training programmes meet the needs of the small business sector, the small business managers’ perceptions of the voucher-training programme are essential in order to develop insights into the possible improvements and sustainability of the programme. A descriptive research study from an interpretivist perspective is used to understand the perceptions of the small business managers of the voucher programmes. A case study design was used and forms the basis of this study. Interviews were used to elicit qualitative data that provide insights into small business managers’ perceptions of the voucher-training programme. A descriptive research study from an interpretivist perspective is used to understand the perceptions of the small business managers of the voucher programmes. A case study design was used and forms the basis of this study. Interviews were used to elicit qualitative data that provide insights into small business managers’ perceptions of the voucher-training programme. The reasons small business managers gave explaining why they selected specific programmes for employees indicate the influence the training had on employees and their future progression and development within their company. It showed how the company itself benefited from the employees involvement in these programmes and lists the most appropriate programme for these small businesses in the wholesale and retail sector. The small business managers’ reflections on any changes in their employees’ behaviour after the employee attended the voucher-training programme ranged from positive behaviours which they noticed to poor or no influence from the training interventions on employee behaviours at all. The learning programmes small business managers noted as essential in furthering the development of their employees are programmes that suit the respondents in this study. These insights are important in order to understand the type of programmes needed by small business managers in determining the further training needs for their employees in the wholesale and retail sector. The respondents shared various insights, from their personal experience after they had sent employees on the learning programmes, on how they felt the voucher programme system could be improved. The insights these small business managers provide on how to possibly improve the voucher-training programme indicate a thorough knowledge of their business and operational requirements which the SETA and providers need to pay careful attention to should this programme continue.