Dissertations / Theses on the topic 'Government aid to private schools'
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1
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)
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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.
Full textAbstract:
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.
3
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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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.
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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.
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Fisher, Elaine Kirstin. "A comparison of mathematics education in government and private schools in Mahbubnagar, India." Thesis, University of Newcastle upon Tyne, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438031.
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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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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?'
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Russon, Jo-Ann Katherine. "Addressing poverty alleviation : the UK government-MNC interface in Sub-Saharan Africa." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677283.
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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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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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Gotkin, Ronald. "Fiscal and regulatory state policy for private schools in South Africa : (a policy options analysis)." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/15991.
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Includes bibliographies.This paper explores possible future policy options for a democratically elected South African government as regards private schools. The paper establishes the context of contemporary and historical state policy for private schools in South Africa in combination with a comparative international perspective, a summary of arguments in the literature for and against private schools, and principles identified by a recent (non-governmental) policy investigation into education in South Africa (NEPI) as encapsulating the demands of the democratic movement concerning education. These principles therefore serve as evaluative criteria for the examination of future fiscal and regulatory policy for private schools in South Africa. It will be shown that, as compared to many countries, private schools in South Africa are moderately regulated and receive only moderate financial assistance. However, the historical (and current social and political) context of state policy for private schools will be shown to be one of increasing state support since the early 1980s. It will be argued that this increased level of ideological and fiscal support for private schools in the past decade is a consequence of the government's reformist strategy, and its identification with the politics of 'New Right' parties, which dominated Britain and the USA in particular during the 1980s. It will also be demonstrated that changes in state policy have resulted in large-scale growth in the private schooling sector over the past decade. It is against this background that the lens of democratic principles and fiscal implications will be used to focus on possible future policies for private schooling in South Africa.
13
Ackermann, Chris. "The alignment of private sector initiatives for small business promotion with those of regional government." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/70660.
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Thesis (MBA)--Stellenbosch University, 2007.ENGLISH ABSTRACT: The main objective of this study is to analyse and evaluate the alignment between the strategies and operational aspects of small business promotion initiatives of regional government with those of the private sector. Small business development had been identified by the post-apartheid government as one of the keys to addressing a number of social problems - growth, employment and (re)distribution of wealth. Despite efforts and investment from both government and the private sector, this sector had never performed as expected and South Africa usually ranks relatively poorly in terms of innovation, according to the published rankings. To provide context, a literature review briefly explores the importance, success and inhibiting factors of small business development in South Africa. From the data, it is : clear that the success of the Small, Medium and Micro Enterprise (SMME) sector in South Africa, as in most developing countries, is key to the achievement of socioeconomic goals which are linked directly to the structure and success of the larger economy. The factors inhibiting a more successful development of the SMME sector relate to (a) the influence of socia-political goals on the economic policies, (b) the invisibility of SMME track records because of the development of the informal sector and (c) lacking skills, both among entrepreneurs and regional/local government and agencies. A brief review of the SMME strategies and implementation by national and regional government highlights the major problem areas, being regional interpretation and implementation of what seems to be generally accepted as a fairly well-developed national SMME strategy. This appears to be due mostly to lacking co-ordination and capacity (skills and knowledge) at the regional and local levels of government. The description of the South African Breweries' KickStart programme as an example of private sector SMME development efforts highlights a few aspects that seem to ensure a greater degree of tangible, directly attributable success of SMMEs developing into a sustainable business, albeit in smaller numbers. These aspects relate to a mixture of training and mentoring that assists the entrepreneurs in becoming self-sufficient prior to the awarding of any substantial financial assistance. At a higher level, it is evident that the private sector develops a clear, simple national strategy and ensures regional execution thereof through clear guidelines and the alignment and linking thereof to local group and individual goals and performance measurement. The latter is perhaps the most evident contrast between the government and the private sector in this regard, as it had not been found discussed in relation to how government executes strategy, in any of the literature reviewed. The writer agrees with the general opinion of the private sector from the literature reviewed, in that government should playa less directly involved and interventionist role and recommended that it should focus on facilitation of the process through creating the· right environment. Typically this will take place through reviewing of legislation and administrative requirements that increases the cost and complexity of doing business. Some proposals include the consolidation of SMME development . . efforts under a single Public Private Partnership (PPP); to ensure alignment and to . draw on the energy, focus and skills of the private sector. The study concludes that close co-operation between the public and private sectors is vital for the improvement of SMME development and that government has a number of options to consider for stimulating a greater private sector effort, while at : the same time becoming less interventionist.
AFRIKAANSE OPSOMMING: Die hoofdoelwit van die studie is om te analiseer en evalueer op watter wyse die strategiee en bedryfsaspekte van die kleinsakeontwikkelingsinisiatiewe van plaaslike regering en die van die privaatsektor by mekaar inskakel. Kleinsakeontwikkeling is reeds in 1994 deur die nuwe regering as een van die sleutels tot die verwesenliking van verskeie sosio-ekonomiese doelwitte geidentifiseer. Die vernaamste hiervan is groei, indiensneming en die (her)verdeling van inkomste. Ten spyte van die insette en finansiele belegging van sowel die regering as die privaatsektor, het hierdie sektor nooit na verwagting gepresteer nie en Suid-Afrika Ie gewoonlik relatief laag op die gepubliseerde ranglyste wat innovasie betref. As agtergrond tot die studie, ondersoek die literatuurstudie kortliks die belangrikheid, sukses en beperkende faktore van kleinsakeontwikkeling in Suid-Afrika. Die data toon duidelik dat die sukses van hierdie sektor, soos in die meeste ontwikkelende lande, 'n sleutelfaktor is in die verwesenliking van sosio-ekonomiese doelwitte, wat weer direk verbind is met die struktuur en sukses van die ekonomie in sy geheel. Die faktore wat 'n meer suksesvolle ontwikkeling van die kleinsakesektor verhoed, is verwant aan (a) die uitwerking wat sosio-politieke doelwitte op ekonomiese beleid het; (b) die feit dat die prestasies van die sektor as gevolg van die ontwikkeling van die informele sektor nie sigbaar is nie; en (c) 'n gebrek aan vaardighede onder entrepreneurs sowel as plaaslike/streeksregering en -agentskappe. 'n Analise van die nasionale en plaaslike regering se kleinsakeontwikkelingstrategiee, -struktuur en -implementering wys die grootste probleemareas uit, naamlik plaaslike regering se interpretasie en implementering van wat op die oog af as 'n redelik goed ontwikkelde nasionale strategie beskou word. Hierdie gaping blyk te wyte te wees aan 'n gebrek aan koordinering en kapasiteit (vaardighede en kennis) op plaaslike regeringsvlak. Die beskrywing van die "KickStart"-program van die SAB, as voorbeeld van privaatsektorinisiatiewe, wys 'n paar faktore uit wat oenskynlik lei tot 'n groter mate van tasbare en direk verwante sukses en onderhoubare groei in klein ondernemings, alhoewel in kleiner getalle. Hierdie faktore hou verband met die vermenging van opleiding en mentorskap wat die entrepreneurs help om selfonderhoudend te wees voordat enige wesenlike finansiele bystand verleen word. Op 'n hoer vlak is dit duidelik dat die privaatsektor tipies 'n duidelike, eenvoudige nasionale strategie ontwikkel en die uitvoering daarvan verseker deur duidelike riglyne en deur dit met plaaslike groeps- en individuele doelwitte en prestasiemeting te verbind. Laasgenoemde is waarskynlik die mees wesenlike kontras tussen die regering en die privaatsektor, aangesien nie enige van die Iitteratuur verwys het na die wyse waarop die regering strategie implementeer nie. Die skrywer stem saam met die algemene opinie van die privaatsektor op grond van die literatuurstudie, naamlik dat die regering 'n minder direkte rol, in kleinsakeontwikkeling behoort te speel, en beveel aan dat die regering op die fasilitering van die proses behoort te fokus deur die skepping van 'n tegemoetkomende besigheidsomgewing, hoofsaaklik deur die hersiening van wetgewing en administratiewe regulasies wat die kompleksiteit en koste van besigheid beinvloed. Van die aanbevelings sluit in die konsolidering van kleinsakeontwikkeling in 'n enkele vennootskap tussen die publieke en privaatsektore, om te verseker dat daar 'n beter gesamentlike poging sal wees en om die energie, fokus en kennis van die privaatsektor beter te benut. Die slotsom is dat samewerking tussen die publieke en privaalsektore krities is vir die suksesvolle ontwikkeling van die kleinsakesektor en dat die regering 'n paar opsies tot sy beskikking het om 'n groter mate van betrokkenheid deur die privaatsektor te stimuleer, terwyl die regering self minder direk betrokke kan wees.
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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.
15
Heilbuth, Peter. "An analysis of the South African state's policy with respect to private schools : 1976 to 1990." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/17359.
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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.
17
Al-Duwaila, Abdulrahman. "A comparative study between Kuwait's government and private sector primary schools in methods of teaching and pupils' achievement in mathematics." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7503.
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The study aimed at identify the aspects associated with teaching mathematics and students’ learning through The framework for the scientific and theoretical features and properties related to: a) teaching mathematics in primary school, b) mathematics students' achievement and educational environment attributes, schools and teachers, c) nature of primary education in private and governmental schools, d) The differences between them in Kuwait in light of fifth primary class teaching methods and skills, and student learning and factors that affect it. Study sample included (20) mathematics teachers, all of whom taught fifth grade pupils from three primary schools in Kuwait (one private and two public; one for boys and the other for girls). Of these twenty, (10) were mathematics teachers in public primary schools and the other (10) were in the private primary school. Also, a sample of (80) pupils were chosen from fifth grade primary consisting of (50) pupils from the public schools (25 boys and 25 girls) and the remaining (30) pupils from the private schools (15 boys and 15 girls). Many tools were administered: a) a pilot study to define the problem and confirm the validity of the research questions ;b) questionnaire for teachers to elicit information concerning the teaching methods employed; c) Collation of pupils’ achievement data to define and discover the differences between pupils’ achievement. A number of statistical tools from the SPSS package for analysing social research data were used, the most important of which were: Cronbach's Alpha; Frequencies and percentages; and T test. Result showed that there are statistical differences between the government and private schools concerning: the attributes and characteristics of the methods of teaching mathematics; the mathematics curriculum; the components of the educational and scholastic environment; and the students' achievement. there are no statistical differences between the government and private schools concerning: the teacher's perception of student's achievement; and the teacher's skills.
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Evans, Mark R. "Through a glass, darkly : an analysis of the monitoring process used in public-private partnerships in Abu Dhabi government schools." Thesis, Open University, 2017. http://oro.open.ac.uk/51578/.
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This thesis is a study of the monitoring process used to evaluate Public-Private Partnerships (PPPs) in education in Abu Dhabi. It leads to a suggested framework that is more efficient and effective in supporting school improvement. The thrust of the literature on PPPs is to emphasise political and economic benefits, with little focus on educational outcomes. Assumptions that the use of the private sector brings about positive change are seen in the educational (as well as other) sectors, but there appears to be little data on verifiable improvements in academic outcomes. Documentation from and about the Abu Dhabi PPP project was analysed. This gave an insight into the aspirations of those who commissioned the project. It also uncovered discrepancies between the original plans and the implementation. The imaginative aims were blurred in the attempt to press for fast results. Interviews were conducted with a sample of stakeholders, including principals from government schools involved in the project, and others that have been part of the large PPP project to improve educational standards in Abu Dhabi. These interviews revealed their views as to the successes and the difficulties of the PPP itself and the monitoring of it. The analysis of the results of these two strands of investigation – documentary analysis and interviews - are drawn using a post-positivist approach, in the belief that we can know the truth, but only imperfectly. The ethical and cultural strictures within which the research was sited, are discussed in detail as they were a key element in the design of the research. They created limitations in terms of questions that could be asked and data recording methods that could be used.
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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.
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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.
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Trinkle, David S. "A vehicle for change PNGV, an experiment in government-industry cooperation /." Santa Monica, CA : RAND Corp, 2010. http://rand.org/pubs/rgs_dissertations/2010/RAND_RGSD253.pdf.
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"This document was submitted as a dissertation in December 2009 in partial fulfillment of the requirements of the doctoral degree in public policy analysis at the Pardee RAND Graduate School."Title from PDF title screen (viewed Jan. 21, 2010). Includes bibliographical references (p. 343-360).
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Mtshakaza, Lungile Eric. "An assessment of the role of the procurement committee in the management of school funds with reference to selected schools in Libode District." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1014583.
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The South African Schools Act (Act 84 of 1996) stipulates that the State must fund all the public schools from the public revenue on an equitable basis. Each school should elect a School Governing Body (SGB) whose primary function is to manage school finances. The principal of the school, who is also a member of the SGB, is the accounting officer. The SGB has to elect the finance committee which should run the school’s finances and, in turn elects the procurement committee - a sub-committee of the finance committee. In terms of the South African Schools Act, (Act 84 of 1998, as amended) there are two categories of public schools which may be created in South Africa. One category is based on Section 20 of the South Africa Schools Act with stipulated functions applicable to all public schools, while the other category is based on Section 21 of the Act which includes added stipulated functions above those applicable to all public schools. The study investigated the factors affecting the performance of procurement committees in schools. Among others, the study found that more formal training on financial management was necessary in schools in order to empower the procurement committees. Inadequate support with regard to the availability of supporting documentation and logistics was also raised as a matter of concern.
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Ewing, Angela R. "Analysis of Factors for Successful State-Level Support of Low-Performing Schools." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849605/.
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This study provides a qualitative look at Texas' Professional Service Providers' (PSPs) strategies for supporting low-performing schools. Four PSPs were selected for participation based on the number of schools they helped exit the Texas Title I School Improvement Program from 2007-2012. Data collected and analyzed included provider and principal interviews, providers' progress reports documenting services, and principals' evaluations of provider services. Results indicated key support strategies in two of four cases were supporting and mentoring/coaching while communicating and building trust were important in the other two cases. Communicating, reviewing information, and planning were important across all cases. The quality indicators aligning with the PSPs' strategies were fit, comprehensiveness, and coherence. They were also the most common across all cases. Finally, analysis of the evaluation of provider services revealed PSP-1 with the highest ratings, followed by PSP-2, PSP-3, and PSP-4 respectively. The findings suggest, first, that PSP support has a dual nature. Contextual support was provided based on the campus leaderships' skills and requests. PSPs also ensured coherence among the strategies of all stakeholders. Secondly, a hierarchy of quality service indicators aligned to the PSPs' strategies: fit, comprehensiveness, and coherence. Finally relationships are vital to a successful provider-campus relationship. The findings have implications for PSP selection, professional development, and evaluation.
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Tanner, Janet Jeffery. "Financial Analysis and Fiscal Viability of Secondary Schools in Mukono District, Uganda." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/1289.
Full textAbstract:
Within the worldwide business community, many analysis tools and techniques have evolved to assist in the evaluation and encouragement of financial health and fiscal viability. However, in the educational community, such analysis is uncommon. It has long been argued that educational institutions bear little resemblance to, and should not be treated like, businesses. This research identifies an educational environment where educational institutions are, indeed, businesses, and may greatly benefit from the use of business analyses. The worldwide effort of Education for All (EFA) has focused on primary education, particularly in less developed countries (LDCs). In Sub-Saharan Africa, Uganda increased its primary school enrollments from 2.7 million in 1996 to 7.6 million in 2003. This rapid primary school expansion substantially increased the demand for secondary education. Limited government funding for secondary schools created an educational bottleneck. In response to this demand, laws were passed to allow the establishment of private secondary schools, operated and taxed as businesses. Revenue reports, filed by individual private schools with the Uganda Revenue Authority, formed the database for the financial analysis portion of this research. These reports, required of all profitable businesses in Uganda, are similar to audited corporate financial statements. Survey data and national examination (UNEB) scores were also utilized. This research explored standard business financial analysis tools, including financial statement ratio analysis, and evaluated the applicability of each to this LDC educational environment. A model for financial assessment was developed and industry averages were calculated for private secondary schools in the Mukono District of Uganda. Industry averages can be used by individual schools as benchmarks in assessing their own financial health. Substantial deviations from the norms signal areas of potential concern. Schools may take appropriate corrective action, leading to sustainable fiscal viability. An example of such analysis is provided. Finally, school financial health, defined by eight financial measures, was compared with quality of education, defined by UNEB scores. Worldwide, much attention is given to education and its role in development. This research, with its model for financial assessment of private LDC schools, offers a new and pragmatic perspective.
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Brown, Clive Jimmy William. "Teachers’ and parents’ experiences regarding the no-fee policy in a historically disadvantaged school." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2531.
Full textAbstract:
Thesis (MEd)--Cape Peninsula University of Technology, 2016.Many schools in the Western Cape Province of South Africa have opted to change from a fee-paying school to that of no-fee paying school, due to the small or no income of funding received annually from learners from poor economic backgrounds. The study aimed to investigate whether this school fee system was able to successfully address barriers which the previous system was unable to, and for this reason I addressed the stakeholders who are involved in the implementation of this no-fee school policy. This study aimed to explore the experiences of teachers and parents at the no-fee school well after its transition from feepaying. In summary, the study examined whether the no-fee allocated funds per learner were able to improve the school performance indicators (school facilities, resources, teacher complement, pass rates, infrastructure, etc.), since the change took place. The study applied a qualitative case study methodology to realize its purpose. I used purposeful sampling to select one newly declared no-fee school. From this school, one principal, six teachers and four sets of parents were interviewed on their experiences regarding this policy. Semi-structured interviews and observation with document analysis were triangulated to collect and enrich the data. The study revealed that this no-fee school was able to address the needs of the poor in the Lotus River historically disadvantaged community.
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McClusky, Beverley. "Investigating the relationships between education and culture for female students in tertiary settings in the UAE." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1974.
Full textAbstract:
This research is about the higher education of Indigenous Emirati women and how they balance the intricate demands of higher education with the social customs of a traditional society and the expectations placed on women. The study sought to identify and comprehend the issues which have affected the educational changes that are taking place, including culture, gender, religion, the influence of Western education processes, and the desire of an Indigenous population to raise their educational practices to an internationally recognised benchmark.
The research was aimed at providing insights into the distinctiveness of this group of women from their social and educational perspectives, and provides an alternative view of Emirati women, altogether different from the media stereotypes which have largely become accepted as representations of Arab women. It offers educators and researchers a deeper understanding of the relevant issues, and challenges preconceptions of educated women’s contribution to the workforce in a 21st century Gulf Arab nation. The experiences articulated about their educational encounters in a variety of pre-university environments, their reflections on contemporary university life, and the impact of Westernised influences on higher education in the UAE are put under the spotlight.
This qualitative study was undertaken within a constructivist, interpretive paradigm. A total of 43 media students were surveyed and interviewed to understand more about their attitudes and opinions on education and culture. Areas under consideration related to educational environments, learning styles and students’ relationships with teachers, as well as matters relating to cultural identity, cultural sensitivity and gender capital. The analysis extends the sparse knowledge and prevailing attitudes about Arab women held by many Western nations, and unearthed important factors, such as alignment of choosing a university with the established ethos of a conservative religious society. High school experiences, critical thinking, and English language skills all affected success at university. Emirati dress code was seen as an issue of personal choice and encapsulated Emirati identity, while being covered was not regarded as subjugation but as an expression of distinctiveness and leadership. Approval, deference and respect for the family underpinned most decisions about educational preferences and career choices. Attitudes towards financial recompense, job selection, finding a satisfactory work/life balance to sustain a traditional lifestyle and participate in the economic development of the UAE, were all pertinent considerations for this group of undergraduate women.
This research argues that higher education and Emirati culture are intrinsically linked, and the relationship between these two tenets influences the perspectives, and opinions of Indigenous undergraduate Arab women enrolled in a media course.
In highlighting the experiences of women’s transition from higher education to achieving personal goals and becoming effective members of the workforce, the thesis challenges preconceived opinions of educators and external agencies. In the UAE, the result has been significant societal change due to economic development, higher education and the national desire to create a workforce of highly educated females. Nevertheless, these changes are inherently directed by the powerful yet subtle influences of this traditional society, and how far female graduates will go to alter their familiar way of life.
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Smith, CD. "Resource allocation in non-government schools." Thesis, 1987. https://eprints.utas.edu.au/21610/1/whole_SmithChristopherDavid1988_thesis.pdf.
Full textAbstract:
The purpose of the study was to investigate the way in which resources were allocated within non-government schools in Australia. A particular emphasis was the study of the budgeting process in schools which had been identified as effective schools and the identification of the skills evident in those who were involved. The study formed the non-government schools component of the Effective Resource Allocation in Schools Project, a Project of National Significance funded by the Commonwealth Schools Commission.
The first stage of the study was a survey of systemic education offices to investigate the manner in which funds were allocated to schools. A questionnaire was sent to all offices in Australia and details sought on the extent to which budgetary decisions were decentralized to the schools. It was found that the extent to which the individual school was involved tended to vary according to the category of expenditure being considered, and that the individual school had more influence in the areas of teaching materials than in any other area. On the basis of the survey results Tasmania and South Australia were chosen as the two states for further study. Systemic offices in these two states gave individual schools a reasonable degree of autonomy in budgeting decisions.
The second stage of the study was a survey of a representative sample of the non-government schools in South Australia and Tasmania. The questionnaire sought information on budgeting within schools and, particularly, the involvement of various parties in the decision making process. Data were analysed to identify any variations in practice according to the type of school (systemic or non-systemic, large or small, primary or secondary). The survey package also sought opinions from principals, board members, teachers and parents on aspects of budgeting theory and practice, and indications of the satisfaction of these parties with their level of involvement in the budgeting process.
It was found that budgeting tended to be a centralized process in most schools, with the main parties involved being the principal, bursar and board of management. There was general satisfaction with the degree of involvement in the budgeting process, although teachers and parents wished to be more involved in some areas. The educational role of budgeting was accepted by most, and the importance of training in budgeting acknowledged.
The third stage of the study comprised case studies of eight schools in South Australia and eight in Tasmania. These schools had been identified as effective by a number of knowledgeable 'raters'. The purpose was to see how these schools allocated their resources and to identify the skills evident in those involved in the budgeting process.
The case studies showed that the schools had a well organized and timetabled budgeting process, and that an atmosphere of open communication existed in matters related to resource allocation. Teachers tended only to be involved in areas that closely affected them, such as teaching materials, library materials and furniture. There was generally a formalised procedure for evaluating the budget financially but that educational evaluation was carried out on a much more informal basis. Most principals had not had any training in financial management but saw training in the school situation as the main source of their expertise. There was no uniform pattern of resource allocation in these effective schools.
The implications of the results from the study concern the role of teachers in the resource allocation process. It was shown that although teachers tended not to be involved to a great degree, many of the respondents felt that involvement of teachers would be motivating and lead to greater efficiency. Many also felt that teacher education programs should contain a component on budgeting. Further implications concerned the provision of training in budgeting skills for others connected with schools, and the integration of financial and educational planning to ensure that educational goals are matched by the pattern of resource allocation.
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CHU, PEI-CHEN, and 朱珮甄. "Effects of School Performance and Financial Information Disclosure of Private High schools and Private Vocational high schools on Government Financial Support and Private Donation." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/22724654191541377914.
Full textAbstract:
碩士逢甲大學
會計所
100
In this study, schools for private high schools,in the socio-demographic structure of the phenomenon of the low birth rate, explore the school''s performance, and financial information disclosure on the impact of government subsidies and external fundraising. The aim is to understand and review its influencing factors, not only can be used as schools increase the index of government grants and external fund-raising efforts to improve its future students less than in the low fertility of low birth rate under the influence of the school to raise funding sources reference, also can act as the reference set by the Government to grant school rules and schools financial information bulletin to expose rules. The main sources of information made by the school and its associated Web site notice, during the study period from the 97-99 school year, a total of three years. School financial disclosure information to be compiled to quantify, using data envelopment analysis (DEA) to calculate each school operating performance value, re-use regression analysis to identify the main factors. The results are as follows: 1. Schools to improve school performance, and financial information to expose the greater the extent and size of the school have a positive benefit to the government grants.2. Religious support and the competent authority under the Ministry of Education Central Office of schools, can achieve more outside contributions.3. The school''s performance and financial information disclosure on the acquisition of external grant amount is no significant relationship.
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Moyle, Kathryn. "Digital technologies in Australian public schools : a narrative study of government policies /." 2002. http://adt.lib.swin.edu.au/public/adt-VSWT20060508.111453/index.html.
Full text
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Ndlangamandla, Eward Dumisa. "The delivery of sport at schools in Swaziland." Thesis, 2012. http://hdl.handle.net/10210/5386.
Full textAbstract:
M.Phil.Against the background of the global interest in offering quality physical education and sport at school level, this study aims to determine how sport and physical activities are delivered in Swaziland schools with an applied focus on total and effective practices. The study highlights the importance of sport in human development and how it can contribute to an enabling school environment. It also outlines the roles played by various stakeholders in Swaziland school sport. The study reviewed the important areas of school sport management and delivery of organised physical activity at schools, while identifying good practice and highlighting challenges. For this descriptive survey, a stratified random sampling procedure was employed. Data were collected and triangulated using a mixed-method approach. A total of 68 head teachers, 66 sports teachers and 405 learners completed questionnaires, and two presidents and three secretaries of sports associations were interviewed. There were 80 participating schools, which is 10 per cent of the total schools in Swaziland. Participating schools were evenly distributed throughout the country as they were randomly stratified according to regions, location and school level. Results indicated that all tiers of research participants (head teachers, sports teachers, and learners) are positive about an active lifestyle and are of the opinion that sport holds special value for learners. Fifty-nine per cent of the participating schools are affiliated to the Swaziland School Sports Association and participate in their activities, while only 21% of learners participate in organised sport activities at their respective schools. From the population of learners, only 23% of boys and 19% of girls participate in school sport, due to various limiting factors such as lack of facilities and relatively poor governance of school sport by the Swaziland School Sports Association, as evidenced in the absence of adequate leadership and strategic documentation on how to achieve envisaged targets. Strategic leadership and active engagement in school sport are also absent from the Ministry of Education and Training, while different international stakeholders such as the Australian Sports Commission and UNICEF offer sport for development programmes without a clear synergy between all the existing structures. Recommendations are made regarding the need for an active policy implementation and national leadership that should strive towards a professional adherence to a philosophy of a holistic development of the Swaziland youth. Key words: School sport, governance, sports teacher, physical education, Swaziland.
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"從國傢理論觀點分析戰後香港政府對私立中學的政策 =: Hong Kong government policy on private secondary school in the post-war period : a state-theory perspective." 香港中文大學, 1995. http://library.cuhk.edu.hk/record=b5895573.
Full textAbstract:
吳慕姿.論文(碩士) -- 香港中文大學硏究院敎育學部, 1995.
參考文獻: leaves 116-122.
Wu Muzi.
Chapter 第一章 --- 問題說明 --- p.1
前言 --- p.1
Chapter 第一節 --- 私校學生人數與普及教育發展 --- p.3
Chapter ´(إ) --- 就讀私校的學生人數升降的現象 --- p.3
Chapter (二） --- 港府發展公營中小學敎育的各個階段，各階段中港府的私校政策以至各 階段中的私校發展 --- p.4
Chapter 第二節 --- 國家理論與香港私校發展 --- p.7
Chapter ´(إ) --- 政府政策作爲國家行動和霸權工程 --- p.7
Chapter (二） --- 國家作爲行動者 --- p.7
Chapter (三） --- 國家工程(State Project)、霸權工程(Hegemonic Project)和國家 果效（State Effect) --- p.8
Chapter (四） --- 有關推展霸權工程的策略 --- p.10
Chapter (五） --- 應用國家理論來分析香港具況 --- p.11
Chapter 第二章 --- 文獻評述 --- p.13
Chapter 第一節 --- 國家(state )的自主性(autonomy ) --- p.13
Chapter (一) --- 自由主義學派 --- p.13
Chapter (二） --- 馬克斯及新馬克斯主義理論 --- p.16
Chapter (三） --- 國家主義者（statist)的立場 --- p.22
Chapter (四） --- Bob Jessop的策略性關係性角度 (strategic-relational approach ) --- p.23
Chapter (五） --- 有關如何推展霸權工程的策略 --- p.26
Chapter 第二節 --- 如何應用國家理論於解釋香港的具體情況 --- p.30
Chapter (一） --- 如何應用國家理論於本研究中 --- p.30
Chapter (二） --- 體系層面 --- p.32
Chapter (三） --- 制度性層面 --- p.35
Chapter (四） --- 政治運作層面 --- p.39
Chapter (五） --- 三種層面的因素透過一項工程去整合 --- p.42
Chapter 第三章 --- 硏究設計 --- p.43
Chapter 第一節 --- 分析架構 --- p.43
Chapter 第二節 --- 分析架構中採用的重要概念及名詞的界說 --- p.45
Chapter (一) --- 「國家」在本硏究裏的意義 --- p.45
Chapter (二） --- 國家政策、教育政策、私校政策 --- p.46
Chapter (三） --- 私校、私立中學和私立中學發展 --- p.47
Chapter (四） --- 受助學買位 --- p.48
Chapter 第三節 --- 劃分階段 --- p.48
Chapter ´(إ) --- 1949年至1967年的私校發展情況及背景 --- p.48
Chapter (二） --- 1968年至1988年私立中學發展情況及背景 --- p.50
Chapter 第四節 --- 研究問題 --- p.52
Chapter ´(إ) --- 1949年至1967年的私校發展情況及背景 --- p.52
Chapter (二） --- 1968年至1988年私立中學發展情況及背景 --- p.52
Chapter 第五節 --- 研究方法 --- p.53
Chapter 第六節 --- 研究限制 --- p.56
Chapter 第四章 --- 國家性質的轉變及其對私校政策的影響 --- p.57
Chapter 第一節 --- Mini mal state時期香港政府對私立中學的政策 --- p.59
Chapter ´(إ) --- 來自體系性層面的因素 --- p.59
Chapter (二） --- 來自制度性層面的因素 --- p.61
Chapter (三） --- 來自政治運作層面的因素 --- p.62
Chapter 第二節 --- Mini mal state 性質轉變與教育政策轉變 --- p.63
Chapter 第三節 --- 教育政策轉變作為國家行動 --- p.68
Chapter ´(إ) --- 來自體系性層面的因素 --- p.68
Chapter (二） --- 來自制度性層面的因素 --- p.70
Chapter (三） --- 來自政治運作層面的因素 --- p.78
Chapter 第五章 --- 蒙混過關（Muddling Through)式的學額擴展過程 --- p.80
Chapter 第六章 --- 吸納與排´拒´ؤؤ從國家理論觀點看私校轉津問題 --- p.88
Chapter 第一節 --- 公營中學教育擴展，辦學團體情況出現出現什麽轉變? --- p.88
Chapter 第二節 --- 哪些學校是吸納的對象 --- p.92
Chapter 第三節 --- 被吸納與不被吸納反映政府如何選取合作伙伴 --- p.95
Chapter 第七章 --- 私校政策作爲霸權工程的一部分 --- p.99
Chapter 第八章 --- 結論 --- p.108
Chapter 第一節 --- 研究結果 --- p.108
Chapter 第二節 --- 研究的意義和局限 --- p.110
註釋 --- p.112
參考書目 --- p.116
附錄一 --- p.124
附録二 --- p.131
附錄三 --- p.135
附錄四 --- p.138
附録五 --- p.148
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Thwala, Sipho Moses. "The management of "no fee" schools in the Mpumalanga : a case study of selected secondary schools." Diss., 2010. http://hdl.handle.net/10500/3707.
Full textAbstract:
The study focuses on the extent to which the “no fee” policy affects the financial management and support for educational programmes at “no fee” secondary schools in Mpumalanga. The “no fee” policy derives from the Education Laws Amendment Act (Act No. 24 of 2005) according to which the levying of mandatory fees have been abolished at public schools that are declared “no fee” institutions. The State has subsequently assumed the role of funding these “no fee” schools in order to create greater access to quality education and to improve the supply of educational resources as well as equipment in the impoverished schools.
The findings of the research study eventually led to the recommendations that are presented as guidelines for the SGBs, principals as well as education authorities on the management of “no fee” schools.Further Teacher Education
M.A. (Education Management)
33
Mehrotra, Anju. "A comparative study of leadership styles of Principals in relation to job satisfaction of teachers and organisational climate in government and private senior secondary schools of Delhi." Thesis, 2002. http://hdl.handle.net/2009/1114.
Full text
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Kabayiza, Barnabe. "Exploring the collaborative role of government and the Catholic Church in education decentralization in Rwanda : a case study of two secondary schools in Nyarugenge District." Thesis, 2012. http://hdl.handle.net/10539/11407.
Full textAbstract:
The aim of this study was to explore and understand the kind of partnership that exists at secondary school level between government, Catholic Church, school administration and parents. And the way these parties perceive and assume their respective duties and responsibilities, and the relationships with one another in the new school decentralised dispensation. By 2000, Rwanda restructured the education system by initiating school decentralisation reforms and devolving more powers and responsibilities to districts, schools and community.
The literature on education decentralization, state and non-government provider partnerships in education theories is reviewed to identify the main issues to investigate. This study relies on taped in-depth interviews with school committees‘ members, education officers as well as documents analysis. All this enabled the researcher to answer four research sub-questions: (1) how do school committees perceive and exercise their powers and responsibilities in contributing to school development?; (2) how do school committees and the school administration work together in contributing to school development?; (3) how do Catholic Church authorities contribute to the managerial and/or professional issues and school needs? and; (4) how do the government and the Catholic Church collaborate for school development?
The study discovered that, despite the reluctance of school committees to be involved in school financial management, they were eager to be involved in schools governance and school development. They undertook activities aimed at raising school funds, volunteering in school activities requesting their expertise, contributing to some school decision making and attending successfully school meetings. Moreover, results have shown that the school committees and the school community (school principals, teachers and staff) manage to work together to face the challenges of lack of capacity. Even though the Catholic Church financial support to schools has been reduced, the Catholic Church contributes via its teaching to the mobilization of the community for school development, for charitable actions, and collecting funds from aid agencies.
The study recommends that the government and Catholic Church continue to collaborate to build the governance capacity of the school committees, that school principals and teachers manage to create a welcoming school environment, that the department establish a system
vi
support that provides information about schools‘ academic and financial performance relative to other schools, closing the gap in the existing regulations and guidelines on the respective power and responsibilities pertaining to each of stakeholders in partnership for school development. The study recommends further studies on the implementation of school decentralization in remote rural schools; the impact of the socio-economic status of school committee members on their commitment to their children‘s school development; the factors underlying teacher‘s attitude towards their involvement in financial and administrative decision making; and a comparative research of similar non catholic and Catholic schools and how they implement differently school decentralization.
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Binuyo, Monilola Mary. "The effect of school autonomy on learners’ performance in Egbeda local government secondary schools in Oyo State, Nigeria." Thesis, 2020. http://hdl.handle.net/10500/27201.
Full textAbstract:
Education plays prominent role in the development of nations considering that the progress of
nations depends on the capability of its workforce which is informed by the quality of education
offered its citizenry. Program for international students‟ assessment revealed the need to improve
upon the quality of education across nations. This need was corroborated by the unimpressive
performance of the secondary schools learners in Egbeda local Government of Oyo State.
Ironically, secondary schools management in the local government have been found to have very
little discretionary powers in the administration of their schools – a situation that could have
contributed to the poor performance of the learners. The study thus focussed on the effect of
school autonomy on learners‟ performance in Egbeda Local Government secondary schools of
Oyo State, Nigeria.
Cross-sectional survey research design was adopted for the study. The population comprised 72
Principals, 158 Vice Principals and 125 Heads of Departments from the 72 schools covered by
the study. Thirty schools were excluded from the study for not meeting selection criteria of ten
years of establishment. Sample size of 355 was purposively selected for the study. Response rate
was 97.7%. Data were analysed using descriptive and inferential statistics.
Findings revealed that school autonomy dimensions have statistically significant effect on
learners‟ work quality (F5, 341 = 221.357, Adj. R2 = 0.761, p < 0.05); school autonomy
dimensions have statistically significant effect on learners‟ affective performance (F5, 341 =
66.085, Adj. R2 = 0.492, p < 0.05); school autonomy dimensions have statistically significant
effect on learners‟ character formation (F5, 341 = 553.982, Adj. R2 = 0.889, p < 0.05); school
autonomy dimensions have statistically significant effect on learners‟ personal development (F5,
341 = 104.177, Adj. R2 = 0.599, p < 0.05); school autonomy dimensions have statistically
significant effect on learners‟ social development (F5, 341 = 45.928, Adj. R2 = 0.394, p < 0.05).
The study concluded that school autonomy affected learners‟ performance. The study
recommended that education authorities should make policy provisions that will enhance school
autonomy in both private and public secondary schools in the Egbeda Local Government of Oyo
State to improve learners‟ performance.Educational Management and Leadership
Ph. D. (Education Management)
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Mabotja, Mmabusang Mathew. "Effective management of student affairs in higher education : a study of financial aid." Diss., 1999. http://hdl.handle.net/10500/17274.
Full textAbstract:
Tertiary education campuses are no more the heart of peacefulness and scholastic study. They are turned into battlefields, administration and lecture hall buildings become the objects of siege, invasion and occupation. This is caused by the demands by students for adequate financial aid, the declining financial resources from government and the government's call for more access to tertiary education especially for the historically disadvantaged students.
The problems in tertiary education pertain not only to financial problems, they also include cultural diversity, social and political issues. The financial aid to tertiary institutions is the main theme in this research. The research is based on a study of international and South African tertiary education systems in order to find ways to manage student affairs in tertiary education effectively and efficiently and to establish management strategies that will be acceptable to students, management, parents, all stakeholders and interest groups. In the end the management in tertiary education institutions should be able to effect the transformation based on the profound deficiencies of the present system which inhibit Higher Education's ability to meet the moral, social and economic demands of the new South Africa in the context of national and global opportunities and challenges.Educational Leadership and Management
M.Ed. (Educational Management)
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(13979730), John Strain. "A study of block grants for construction in three schools in Aceh, Indonesia." Thesis, 2010. https://figshare.com/articles/thesis/A_study_of_block_grants_for_construction_in_three_schools_in_Aceh_Indonesia/21358401.
Full textAbstract:
This study examines the impact of conditionality on the outcomes of Australian Government block grants for construction at three schools in Aceh. The study examines the impact of conditions designed to increase transparency, building quality, and also conditions aimed at protecting the environment; namely the condition excluding the use of unsustainably harvested timber.
A case study methodology was used to examine how conditionally affected outcomes across ten indicators of project success. This involved conducting face to face interviews in Aceh, Indonesia, with school heads, block grant committee heads, parent teacher committee heads, government officials, and Australian development practitioners. This primary data was analysed in conjunction with secondary data to draw conclusions about the impact on conditionality of block grant programs in schools.
Several conclusions are made which have implications for aid programs and individual development practitioners which are implementing community based construction methodologies. Recommendations are generated from the research findings which will improve the delivery of block grants for construction in schools in Aceh in the future.
It is recommended that:
1. Onerous conditions can be applied to block grant programs in the future, where they benefit Australian interests. However, strong engagement of government stakeholders is critical to maintaining a good relationship.
2. More effort be made by AusAID to explain onerous conditions, such as the condition not to use any non-sustainably harvested timber.
3. AusAID assesses the advantages and disadvantages of policies, such as that against the use of unsustainably harvested timber, before such policies are implemented.
4. School communities be engaged in consultation over building materials before projects begin. AusAID should decide on building materials in consultation with school communities, taking into account local capacity to maintain the selected materials.
5. Where possible, schools should be provided with as much freedom as possible over the choice of building materials.
6. In cases where AusAID deems that freedom over the choice of building materials is not possible, AusAID should take control of the building design, and the supply of building materials.
7. AusAID engages school communities on the strategies for maintenance during the design stage of infrastructure projects.
8. School communities should be required to demonstrate a capacity and a willingness to maintain infrastructure before projects are approved.
9. AusAID obtains a commitment from the Indonesian government to maintain schools as a condition of future projects.
10.More school infrastructure projects should use block grants for community based approaches to construction.
11. Schools have full financial control of their infrastructure projects.
12.Strict financial reporting requirements be continued in block grant programs.
13. Future block grant programs include the requirement of joint accounts between the school heads and the president of the school committee.
14.The condition of displaying financial reports on the school noticeboard be abolished.
15.The practice of issuing staggered payments be continued.
16.Tranche payments should be linked to satisfactory financial reporting by the school committee.
17.The practice of including a financial reporting format in the block grant agreement should also be continued.
18.The practice of transferring funds directly to the school committee be continued.
19. Schools should be required to produce evidence of land ownership as a prerequisite of the approval process.
20.The requirement of a detailed technical and financial proposal be continued in the future.
21.The condition ,requiring school committees to use separate committees for ordering and purchasing materials, should be abolished.
22. More schools be provided with the opportunity to estimate the timeframe of the implementation of their own infrastructure through block grants.
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Setoaba, Mapitsi Phineas. "The implementation of the 'no-fee' school policy in selected primary schools in Limpopo." Thesis, 2011. http://hdl.handle.net/10500/4037.
Full textAbstract:
South Africa began with the ‘no-fee’ school policy (NFSP) implementation on 01 January 2007. The policy abolished mandatory school fees in public ordinary schools to make basic education available to poor learners in the country.
However, critics argued that the NFSP implementation made poor schools poorer and needed researched. This prompted an exploration on “No-fee schools’ inability to address the needs of the poor in Limpopo”
The researcher randomly sampled ten ‘no-fee’ primary schools for the study. Data were collected through semi-structured interviews and documentation. Interviewees were principals, treasurers and chairpersons of school governing bodies from the schools studied. The collected data were analysed through inductive techniques. The study discovered that the no-fee schools were unable to address the needs of the poor in Limpopo.
The study concluded with recommendations for empowering no-fee schools on addressing the needs of the poor in Limpopo and for topics on future research.Thesis (M. Ed. (Educational Management))
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Tsai, Chih-wen, and 蔡志文. "The Study of the Interaction Model of Public- Private Partnership between NPO and Local Government Administration—A Case Study on Teachers'' Job Satisfaction with Education of Scout Movement in Elementary and Junior High Schools in Taichung County." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/93354726701065000333.
Full textAbstract:
碩士南華大學
非營利事業管理研究所
94
The study focuses on local government administrations and association of the local scouts work together to move education of scout movement. We discuss the key and successful elements of public- private partnership interaction model .And then, we survey teachers'' job satisfaction in junior high schools and elementary schools. The research shows that public- private partnership interaction model between local government administrations and association of the local scouts work together is meaningful and valuable . According to analytic efforts, public- private partnership interaction model is an integrated dependence type with three important elements: input resources, degree of communication, and control mechanism . We compare the difference of job satisfaction with teachers in junior high schools and elementary schools. The total mean of job satisfaction, has significant difference. Also, There are significant differencey in: demographic statistics between teachers in junior high schools and elementary schools, having ever or not participated education of scout movement, teachers'' seniority, and scout service seniority. significant difference. This study suggests that the local government should persist on promoting education of scout movement, and seek for cooperation at private sectors and NPOs. The study also gives an advice to the Scout Association of Taichung County. It suggests that the association should pursue financial independence, and promote the activities of community scout groups, hold related seminars, provide basic and advanced trainers courses, thus, to reinforce scout leadership and scouter quality and resource.
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Kim, Sung-Ju. "The impact of federal government welfare expenditures on state government expenditures and philanthropic giving to human service organizations (HSOs) : 2005-2006." Thesis, 2014. http://hdl.handle.net/1805/4523.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)A sizeable body of research has attempted to examine the interaction between government spending and private giving known as the crowd-out effect. Most researchers reported that increases of government spending cause decreases of philanthropic giving to different types of nonprofits. However, few studies have attempted to indicate the interaction between government welfare expenditures and private giving to human service organizations even though human service organizations are the most sensitive to the changes of government spending. Additionally, the estimated crowd-out effects with a simple crowd-out model have been criticized for potential endogeneity bias. This paper investigates the total effect of federal government welfare spending on state government expenditures and philanthropic giving to human service organizations (known as joint crowd-out). I used the 2005 wave of the Center on Philanthropy Panel Study (COPPS) to estimate the effect of federal human service grants on state government spending on, and donations to human services. From these reduced-form estimates I infer the levels of simple and joint crowd-out. I found that indicate federal spending on public welfare crowds out private giving to human service organizations while holding control variables constant in the donations equation. However, federal government spending on public welfare crowds in state government spending on public welfare.
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Wachtmann, Jenna Lee. "Democracy aid in post-communist Russia: case studies of the Ford Foundation, the C.S. Mott Foundation, and the National Endowment for Democracy." Thesis, 2015. http://hdl.handle.net/1805/7927.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)The collapse of communism and the fall of the Soviet Union offered an unprecedented opportunity for the international community to support transitions to democracy in a region that had long known only totalitarian rule. Among the key players engaged in supporting efforts were U.S. grantmaking institutions, including both non-state and quasi-state aid providers. This thesis explores the motivations and evolving strategies of three different types of grantmaking institutions in a single country, Russia, with a particular focus on democracy aid provision from 1988-2002. The three types of grantmaking organizations examined through case studies include: the Ford Foundation, a private foundation with a history of international grantmaking spanning several decades; the Charles Stewart Mott Foundation, a private foundation known primarily for its domestic focus with a much shorter history of international grantmaking; and, finally, the National Endowment for Democracy, a U.S. government-created and heavily taxpayer-funded organization established as a private nonprofit organization to make grants specifically for democracy promotion. Motivating factors for initiating or expanding grantmaking in Russia in the late 1980s included a previous history of grantmaking in the region, a previously established institutional commitment to democracy promotion, international peace and security concerns, and interest from a top institutional leader. Over the course of the fourteen year period studied, five grantmaking features are identified as influencing the development of grantmaking strategies: professional grantmaking staff; organizational habit; global political, social, and economic environments; market and other funding source influences; and physical presence. Though subject to constraints, the non-state and quasi-state grantmaking institutions included in this study were able to avoid weaknesses identified with private philanthropy in other research and demonstrated a willingness to experiment and take risks, an ability to operate at the non-governmental level, and a commitment to long-term grantmaking, informed by expertise.
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Mashau, Takalani Samuel. "A comparative study of state funding models of basic education : implications for the provision of quality education." Thesis, 2013. http://hdl.handle.net/11602/85.
Full text
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Ncube, Thato. "Investigating experiences of foundation phase educators and the support they receive in teaching HIV and AIDS topics in the classroom : a case study of two public schools in Johannesburg." Diss., 2014. http://hdl.handle.net/10500/19016.
Full textAbstract:
The problem this research seeks to address is the support educators receive in teaching HIV and AIDS topics in the classroom. The reason for the choice of topic is to contribute to the revival of HIV and AIDS education in all schools in South Africa. This exploratory study uses the empowerment theory and presents the qualitative research findings based on in-depth interviews with six educators, four school managers and two parents. Thematic content analysis is used to analyse the data.
The study found out that the Department of Education had in the past two years provided training workshops for principals of schools, educators and peer educators in the last two years yet the findings from the two schools under study painted a different picture all together. Findings from the interviews show that any support from the Department of Education or any other stakeholder involved in education, such as the Teacher Unions, happened some years ago. Some of the respondents were not very comfortable on this topic as to most of them HIV and AIDS education is not really being taught as it used to years ago.
Finally, the research made some recommendations to these two schools on what could be done as a way of reviving HIV and AIDS education to help children and youths to grow up better able to challenge HIV and AIDS. This is in line with the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEC) 2011 report that the education sector has a critical role to play in terms of the delivery of effective HIV and AIDS prevention and awareness programmes.
The findings were important as they highlighted the need for the Department of Education to monitor and evaluate the implementation of HIV and AIDS policies in all public schools. They also they gave recommendations on the way forward on HIV and AIDS education in primary schools.Health Studies
M.A. (Social Behaviour Studies in HIV and AIDS)