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Journal articles on the topic 'Government school system'
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1
Wang, Samuel C. "Project Hope and the Hope School System in China." education policy analysis archives 7 (September 7, 1999): 28. http://dx.doi.org/10.14507/epaa.v7n28.1999.
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I investigate the creation, development, contributions and limits of Project Hope, a huge government-endorsed education project seeking non-governmental contributions to overcome educational inadequacy in poverty-stricken rural communities in transitional China. By reexamining the composition of sponsored students, the locations of Hope Primary Schools and non-educational orientations for building and expanding schools, I argue that Project Hope and its Hope School system have not contributed to educational access, equality, equity, efficiency and quality as it should have. Poverty-reduction-oriented curriculum requirements in Hope Primary Schools are theoretically misleading and realistically problematic.
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are, Am S., Yirg T. alem, Tesfam T. aryam, Sami A. rawit, Dagi G. mawit, MenteT sinot, and T. Pri nce. "Centralized School Management System for Government Schools in Ethiopia using Distributed Database." International Journal of Engineering Trends and Technology 60, no. 2 (June 25, 2018): 97–101. http://dx.doi.org/10.14445/22315381/ijett-v60p213.
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Khoiruddin, Hafid, Bayu Triharyanto, Erwin Kristian Putra, and M. Ainul Yaqin. "Arsitektur Sistem Informasi Sekolah." Jurasik (Jurnal Riset Sistem Informasi dan Teknik Informatika) 5, no. 1 (March 1, 2020): 58. http://dx.doi.org/10.30645/jurasik.v5i1.169.
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The design of school information systems enterprise architecture is carried out to find detailed information about school activities based on government regulatory standards. So that the existing information system in the school business is in accordance with the existing standards of the government and there will be no errors in school activities later, a research is carried out that implements TOGAF ADM as a method in building the architecture of school information systems enterprise. Then the results obtained by business architecture include PSB (Acceptance of New Students), PA (Academic Process), PS (Release of Students), MTU (Management of Administration), MSP (Management of Facilities and Infrastructure), LAB (Laboratory), and the acquisition of architecture data, application architecture and technology architecture. So it can be concluded that the TOGAF ADM Method was successfully implemented in the School Information System Architecture and the School Information System Architecture can be used as a guide in the development and development of information systems in terms of data and information management in schools.
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Zafar, Sumaira, Maha Qaisar, Zainab Sohail, and Arjumand Zaidi. "Development of Government Schools in Orangi Town, Karachi." Journal of Geoscience, Engineering, Environment, and Technology 2, no. 4 (December 1, 2017): 235. http://dx.doi.org/10.24273/jgeet.2017.2.4.348.
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The primary school system in Pakistan needs improvement in order to provide the basic right of education to all. Government schools are not enough to cater the needs of increasing population of the country. The main goal of this study was to present a methodology for the development of government schools based on geographical information system (GIS) through a case study of Orangi Town in Karachi. In this study, first the adequacy of government schools in the study area was evaluated and then the need for additional schools with their suitable locations were identified. Data regarding school locations and students enrollments were collected from Sindh Basic Education Program of a non-profit NGO iMMAP. School building footprints were digitized from 2001 and 2013 Google Earth archived images. Population in 2013 was estimated by projecting 1998 census data downloaded from the website of the Census Bureau of Pakistan. An educated assumption of 20 % of the total population of Orangi Town was used to calculate number of primary school-aged children. Study results showed that schools existed in 2013 were not sufficient to serve all these children. This study also revealed that new schools were built during this time period, but the population growth rate was much higher than the growth rate of schools that created a big supply-demand gap. The most progressive Union Council (UC) of Orangi Town was Haryana Colony where 17 new schools were constructed between 2001 and 2013 though the required number of schools still fall short. New sites for schools were also proposed to optimally serve Orangi Town’s residents using GIS proximity analysis.
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FA, Ehiaghe. "THE CONTRIBUTION OF GOVERNMENT AND NON GOVERNMENTAL ORGANIZATION SUPPORT FOR EDUCATION IN BENIN CITY, NIGERIA." JOURNAL OF SOCIAL SCIENCE RESEARCH 3, no. 2 (March 28, 2014): 264–69. http://dx.doi.org/10.24297/jssr.v3i2.3109.
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This study was aimed at identifying and examining the various supports for secondary school education by the government and NGOs in Benin City. Out of the fifteen (15) experiencing government refurbishment in Edo State, 4 are in Benin metropolis and all 4 were sampled. 40 questionnaires were administered (10 for each school). The results of the investigation carried out using percentage distribution and Chi Square Testing. The contributions of both Government and NGO were responsible for the positive improvement in the educational system in Benin City and in Nigeria since independence, although NGO support have not really been significant. The Planning, Research and Statistic Department of Post Primary Education Board and that of the Ministry of Education in the state should carry out the actual counting of schools and their staffs as well as students in the school so that they can be suitably used for planning.
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Naijan, Naijan. "Kurikulum Pendidikan Sejarah di India." Jurnal Pendidikan Sejarah 4, no. 1 (August 18, 2017): 82. http://dx.doi.org/10.21009/jps.041.07.
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Schooling educational system in India uses system 5-3-2-2 in level, Lower Primary School for 5 years(class I-V), Upper Primary School for 3 years (classs VI-VIII), Secondary School 2 for years (class IXX),Higher Secondary School for 2 years (class XI-XII). Educational Curriculum ruled by a nationalcurriculum named National Curriculum Framework 2005 produced by National Council of EducationalResearch and Training (NCERT). NCERT is a governmental institution which hold education in India.NCERT is an institution belongs to Human Resource Development Ministry. Relating to the historysubject in the Indian Schools, the government puts it as an important subject, mainly for increasing thestudent’s nationalisme attitude. For this reason, the government makes the history as a compulsry subjecfor all level of school education in India, particularly the National History for class I - XII. Meanwhilethe World History taught only from class I until class X only.
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Shambaugh, David. "Training China's Political Elite: The Party School System." China Quarterly 196 (December 2008): 827–44. http://dx.doi.org/10.1017/s0305741008001148.
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AbstractOne of the most important, but under-researched and least well understood, instruments of the Chinese Communist Party (CCP) is the extensive national network of Party schools (approximately 2,700). They serve as the key institution of mid-career training and indoctrination for all Party cadres, many government cadres, some military officers and selected businessmen. In addition to its training and indoctrination functions, the Party school system (particularly the Central Party School in Beijing) is also an important generator of policy initiatives. Not all Party schools are stalwart institutions, with some being involved in corruption scandals, but on the whole they have come to play an increasingly important role in the CCP's rebuilding efforts in recent years.
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Siraj, Siraj, Sayni Nasrah, and Trisfayani Trisfayani. "The System Approach in the Perspective of Law Number 20 of 2003 concerning the National Education System." International Journal for Educational and Vocational Studies 1, no. 1 (May 7, 2019): 47. http://dx.doi.org/10.29103/ijevs.v1i1.1465.
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In the context of implementing decentralization in the education sector, there are many problems that arise, because the implementation of decentralization of education is different from the decentralization of other areas of government which is basically concentrated at the district and city level. Decentralization of education has not only stalled at the district and city level but even more so that it reaches the school level. The existence of autonomy in the management of education is a potential for schools to improve the performance of personnel, offer direct participation from relevant parties, and increase public understanding of the implementation of education in schools. Decentralization of education has encouraged the improvement of services in the field of education to the community, which leads to efforts to improve the quality of education management at the lowest level, namely schools through the implementation of School-Based Management. The implementation of School-Based Management in general is to empower or empower schools through giving authority to schools, giving schools greater flexibility to manage school resources, and encouraging the participation of school members and communities to improve the quality of education.
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McGuinn, Patrick. "Swing Issues and Policy Regimes: Federal Education Policy and the Politics of Policy Change." Journal of Policy History 18, no. 2 (April 2006): 205–40. http://dx.doi.org/10.1353/jph.2006.0005.
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Political scientists have long debated the nature of the American political system, particularly the degree to which the federal government is amenable to major policy initiation and reform. There are two basic schools of thought on this question. One school—which I will call the stasis school—argues that the system is highly resistant to major change. The other school of policymaking—which I will call the dynamic school—emphasizes the openness and responsiveness of America's political system and the relative ease of generating reform at the national level. While the stasis and dynamic schools are helpful in explaining systemic tendencies and the influence of particular forces on the policy process, they are less useful in illuminating the evolution of governmental policymaking in a single issue area over time.
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Mihalik, Jaroslav, and Daniel Klimovský. "Decentralization of Educational System and its Impact on Local Self-Government in Slovakia." Lex localis - Journal of Local Self-Government 12, no. 3 (July 9, 2014): 467–80. http://dx.doi.org/10.4335/12.3.467-480(2014).
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The decentralization of the state public administration was announced in spite of the EU integration process as well as the reform of the state public administration that proved the necessity of transforming and transferring the competences and finances to the subnational levels of governance. From this principle, among others, the regional and municipal administration of education sector evolved in Slovakia. This article aims to study the decentralization development with the particular impact on local self-government and regional school system. The authors argue about the potential threats of school decentralization and challenges that the system of regional and municipal schools brings.
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Motosaka, Masato, and Makoto Homma. "Earthquake Early Warning System Application for School Disaster Prevention." Journal of Disaster Research 4, no. 4 (August 1, 2009): 557–64. http://dx.doi.org/10.20965/jdr.2009.x0557.
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Earthquake early warning systems (EEWS) based on nationwide earthquake observation networks in Japan are applied to earthquake damage mitigation in many fields. The authors have developed a real-time earthquake information (RTEI) application for school disaster prevention. This paper describes, first an EEWS demonstration test at an elementary school in Sendai and extended demonstration tests for three other elementary schools and a junior high school. Then, the transmission of RTEI using an intranet connecting schools is described, together with demonstration test using the Schools in Wide Area Networks in Miyagi Prefecture (Miyagi-SWAN), Japan. These demonstration tests were conducted as part of a government project. This paper also addresses a questionnaire investigation on EEWS applications in schools which was also conducted in the project. The experience of a real earthquake, the June 14, 2008, Iwate-Miyagi Nairiku Earthquake (M7.2), is then described. Lessons learned from the demonstration tests in schools are summarized.
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Febrianty, Febrianty, Hendra Hadiwijaya, and D. Tri Octafian. "E-Schools Development In Filial Schools As A Solution To Improve Teaching And Learning Activities And The Effectiveness Of School Administration." JPI (Jurnal Pendidikan Indonesia) 9, no. 3 (September 4, 2020): 468. http://dx.doi.org/10.23887/jpi-undiksha.v9i3.24276.
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Lembaga Pembinaan Khusus Anak (LPKA) Class I Palembang is a pilot LPKA throughout Indonesia that has successfully implemented distance learning / filial schools with the same standards as the main schools (technical learning management schools) in collaboration with the Palembang City Education Office, Palembang City Government and Provincial Government of South Sumatra. LPKA Class I Palembang organizes formal education (filial schools) starting from elementary, middle, and high school levels. The purpose of this study is to build an e-school system as an alternative in overcoming problems in the teaching and learning process and academic administration of schools. The system development method used in this study is the Rapid Application Development (RAD) method, with the following stages: Requirements Planning, RAD Workshop Design, and Implementation. The results of this study are children's e-school systems so that it becomes a solution for LPKA Class I Palembang in implementing learning and improving the quality of children's learning.
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Watson, Louise. "Public Accountability or Fiscal Control? Benchmarks of Performance in Australian Schooling." Australian Journal of Education 40, no. 1 (April 1996): 104–23. http://dx.doi.org/10.1177/000494419604000107.
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The Industry Commission review of service provision in school education aims to define performance benchmarks for Australia's eight government education systems, by providing comparative measures of efficiency in education provision. Such benchmarks are likely to lead to a reduction in the level of public resources for government schools unless it is possible to demonstrate the link between expenditure on schooling and school effectiveness. If efficiency audits like the Industry Commission review are to deal with issues of school effectiveness adequately, they should avoid the tendency of previous public sector audits to focus on financial data on schools expenditure to the exclusion of data on student achievement. This paper suggests an approach to measuring system performance which would establish benchmarks that reflected both the efficiency and effectiveness of Australian school systems, and warns against the misuse of performance indicators as an instrument in the determination of funding levels for schools.
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George, Lucy. "Review on Public Health Services among School-Going Adolescents in Kerala." Indian Journal of Youth & Adolescent Health 07, no. 02 (December 11, 2020): 23–27. http://dx.doi.org/10.24321/2349.2880.202010.
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Background: Global investment in adolescent health is crucial. Adolescents aged 10-19 years constitute around one sixth of the world’s population, account for 6% of the global burden of disease and injury, and suffer over 1.2 million deaths each year. India is home to 253 million adolescents, accounting for 20.9% of the country’s population. Methods: The study was cross sectional and implemented in government and government aided schools in central Kerala, Pathanamthitta district. Study assessed the public health services availed in the type of schools. Total 869 schools going adolescent selected from class 5th to 12th standard and the age group between 10-18 years across the 20 schools among government and government aided school in rural, urban and semi-urban areas. Selected random sample of 50 respondents in each classes and self-administrated questionnaire were distributed. Result: Public health services provided by schools to the adolescents were studied and it was revealed that 86.8 % of adolescents were provided with iron tablets, 91.7% de-worming completed. School authorities were not engaging students in anaemia education and less than half 44.6%. 27.9% had their blood test done last five years. Two-third of the students 59.1% said that there were timely health visits by the health professionals. On account of supplementary nutrition 48.2% agreed on proper supply of cooked food within the school, Moreover 70% girls said anthropometric measurements were taken during health visits. Conclusion: The study found the need to improve adolescent public health services periodic health check-up, strengthening the school monitoring system to ensure the health, nutrition and wellbeing in largely to the aided and governments schools. Priority has to be given for improving mental health, knowledge about contraception and school retention.
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Jun Wang, Zheng-Hao Fei, and Jian-Qing Tao. "Research on the Five-Dimension Cooperative Education Mode of Local Universities in the Concept of Production-Education Integration —A Case Study of Applied Chemistry Major of Yancheng Teachers University." International Journal of Innovation Education and Research 7, no. 4 (April 30, 2019): 324–30. http://dx.doi.org/10.31686/ijier.vol7.iss4.1411.
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Under the background of production-education integration, cooperation between school and government, school and industry, school and enterprises, and school and research institutes, the construction of five-dimensional collaborative education mode needs to be oriented to serve the regional chemical industry. The five parties, such as schools, local governments, enterprises, industries and research institutes, participated in the construction of five-dimensional collaborative education mode, focusing on the construction of collaborative education platform, talent training objectives, curriculum system, teaching staff, practical teaching system and institutional mechanism in order to promote the integration of the curriculum chain, the talent chain and the industrial chain. The construction of this mode has an important reference value for realizing the scientific development of applied chemistry talent training in China.
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Brinck, N., M. Weinreich Hansen, and N. Heine Kristensen. "Forty days of free school meals as a tool for introducing market-based healthy school meal systems in 35 Danish schools." Perspectives in Public Health 131, no. 6 (November 2011): 280–82. http://dx.doi.org/10.1177/1757913911419910.
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Aims: When approaching school meal systems, different concepts can guide the design of the food preparation and serving activities. This paper presents a government-planned intervention concept of 40 days of free school meals. The argument behind this intervention was to kick-start the implementation of healthy school meal systems in Danish schools. This paper argues that the initiative (in reality) invited the establishment of a service system concept, which dominated the initiative and led to a lack of involvement of important key players needed in health promotion. Methods: The method used for data collection was semi-structured, qualitative interviews. Results: The main results from a systematic examination of the 35 participating schools show that the systems were mainly organized with external suppliers, and only a few of the 35 schools succeeded in establishing a user-paid school meal system afterwards. Conclusions: The established meal systems contained a lack of embedding factors, which is pointed to as one of the main challenges to a user-financed school meal system. The experiences of these 35 participating schools show that a period of free school meals is not a sustainable tool for achieving the goal of establishing new, healthy and user-paid school meals.
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Gallagher-Mackay, Kelly. "Affirmative Action and Aboriginal Government: The Case for Legal Education in Nunavut." Canadian journal of law and society 14, no. 2 (1999): 21–75. http://dx.doi.org/10.1017/s0829320100006062.
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AbstractThe Nunavut Land Claim Agreement commits federal and territorial governments to the recruitment and training of Inuit for positions throughout government. In the justice sector, there is currently a major shortage of Inuit lawyers or future judges. However, there also appears to be a fundamental mismatch between what existing law schools offer and what Inuit students are prepared to accept. A northern-based law school might remedy some of these problems. However, support for a law school requires un-thinking certain key tenets of legal education as we know it in Canada. In particular, it may require a step outside the university-based law school system. Universities appear to be accepted as the exclusive guardian of the concept of academic standards. Admission standards, in particular, serve as both a positivist technology of exclusion, and a political rationale for the persistence of majoritarian institutions as the major means of training members of disadvantaged communities. Distinctive institutions – eventually working with university-based law schools – have the potential to help bridge the education gap between Inuit and other Canadians. In so doing, they have the potential to train a critical mass of Inuit to meaningfully adapt the justice system to become a pillar of the public government in the Inuit homeland of Nunavut.
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Pawlak, Robert. "School Reforms and Educational Inequalities in Post-Communist Poland." Filosofiya osvity. Philosophy of Education 19, no. 2 (December 23, 2016): 189–205. http://dx.doi.org/10.31874/2309-1606-2016-19-2-189-205.
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The paper is devoted to the presentation of the results of a study about stratification in the school system in Poland. The research was conducted in Krakow, the former capital of Poland, in 2011-2012. The data come from statistics on local education system, individual in-depth interviews with school masters and teachers from lower secondary schools as well as politicians representing the local government. Special attention was paid to school recruitment policies, unequal access to education for students from different backgrounds, and the local government strategy for education. As a result, three types of lower secondary schools were identified: 1) elite non-public schools; 2) the best public lower secondary schools and 3) schools for students from poor families, facing enormous problems and substantial educational needs. We concluded that the education policy of the local authorities of Krakow is not effective in terms of equalization of opportunities of the children and youth from socially neglected and marginalized communities.
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Rayani, Ernida. "Survey Tentang Kebijakan Pemerintah Terhadap Jarak Sekolah dengan Rumah Menurut Prespektif Orang Tua." Jurnal Pendidikan Kebutuhan Khusus 4, no. 2 (November 29, 2020): 34–37. http://dx.doi.org/10.24036/jpkk.v4i2.561.
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The school is a formal institution to gain knowledge, the school plays an important role in achieving the goals of national education Every parent would want their children to go to a favorite school, proper school. Even though the school is far from where they live. environment close to children. According to (Verdiyani, 2016) strategic location and proximity to schools are the main factors parents in choosing schools. In accordance with government policies related to the zoning system this applies to children with special needs. Where children with special needs can attend school in accordance with their residence. This study aims to find out how parents' views are related to government policies, where students should study near their homes.
Keywords: School, distance, school
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Asim, Salman. "The Public School System in Sindh: Empirical Insights." LAHORE JOURNAL OF ECONOMICS 18, Special Edition (September 1, 2013): 49–66. http://dx.doi.org/10.35536/lje.2013.v18.isp.a3.
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This paper presents descriptive statistics on the government school education system in Sindh. The data are obtained from the latest administrative annual school census in Sindh (2011/12). The province’s schooling system comprises 48,932 schools of which 47,000 are primary, middle, and elementary schools, giving Sindh one of the densest public schooling systems in the world with almost 1.8 schools for every 1,000 people in rural Sindh. The functional schooling capacity, however, is low, with less than 15 percent of these schools having at least two teachers and access to basic facilities such as toilets, drinking water, electricity, and boundary walls. Against this backdrop, we examine key trends in education outcomes using the Pakistan Living Standards and Measurement surveys for 2004/05 and 2010/11. We find that the net enrollment rates (NERs) at primary, middle, and secondary level in Sindh stagnated, at best, during 2007–11 after a sharp increase registered in 2006; this trend is similar to that of the rest of Pakistan. Gains in NER vary significantly across districts with some performing exceptionally better than others. Finally, we cross-validate these statistics using independent household- and school-level census data on 300 communities, collected as part of an ongoing impact evaluation study in three districts of rural Sindh.
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Hutrianto, Hutrianto, and Baibul Tujni. "Geographic Information System for Schools Mapping in Tugumulyo District, Musi Rawas Regency." Journal of Information Systems and Informatics 1, no. 2 (September 2, 2019): 98–106. http://dx.doi.org/10.33557/journalisi.v1i2.22.
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School is institution that provide educational services to the community formed by the government in the form of organizational means to educate the nation's life. To guarantee the implementation of good education and in accordance with regulations set by the government, each school or school educational institution must follow accreditation. The spread of school locations certainly makes it difficult to access for assessors when they are going to do an accreditation assessment. In addition, other constraints experienced by the unavailability of school location information can be used as a reference for assessors in the accreditation assessment process. Under these conditions, it will certainly cause problems or obstacles in the accreditation process such as (1) the accreditation assessment process is not on schedule, (2) inaccurate assessment of the schedule, and (3) the quality of the accreditation assessment itself. Based on these conditions, in this study the development of a school mapping geographic information system can be used as a means of information for assessors in conducting accreditation assessments. the results of research that has been done show that geographic information systems can provide information on the distribution of schools both middle and upper levels. The information system can also function properly based on test results
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Sulistiani, Irna, Alizar Isna, and Sendy Noviko. "Evaluasi Implementasi Sistem Zonasi Pendidikan (Studi Kasus di SMP Negeri 2 dan 7 Purwokerto)." Jurnal Ilmu Administrasi Negara ASIAN (Asosiasi Ilmuwan Administrasi Negara) 8, no. 01 (March 3, 2020): 20–26. http://dx.doi.org/10.47828/jianaasian.v8i01.28.
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Since the 2017/2018 school year the Banyumas Regency government has been organizing Acceptance of New Students at the junior high school level, one of which uses the zoning system. This is motivated because the quality of education in Banyumas Regency especially at the JHS level is uneven, as evidenced by the naming of favorite and non-favorite schools in the community. Since the implementation of the zoning system in Banyumas Regency has created new problems. This study aims to evaluate the implementation of education zoning policies in JHS 2 and 7 Purwokerto based on the applicable policy guidelines and to determine the supporting and inhibiting factors of JHS 2 and 7 Purwokerto in achieving the objectives of the education zoning system policy. The method used in this research is qualitative. The selection of informants uses purposive sampling technique. Data collection uses in-depth interviews, observation and documentation study. Data analysis method used is an interactive analysis method. The results showed that JHS 2 Purwokerto as a favorite school and JHS as a non-favorite school had complied with the applicable policy guidelines, there were supporting factors which were the decentralization of power from the central government to regional governments and there were inhibiting factors namely the presence of blank spots and the desire of the community to enter favorite schools. The findings of the study are that JHS 7 Purwokerto as a non-favorite school has not been able to capture children of good quality because it is inferior to the 15% quota for achievement paths so that children who have good grades prefer to enroll in schools that are considered favorites. The school should also do active socialization and publication related to the achievements obtained to prospective students and parents of students, it is hoped that in this way it can generate trust to attend school at the school.
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Song, Chengcheng. "The Residential School Experiences in Drew Hayden Taylor’s Motorcycles & Sweetgrass and Tomson Highway’s Kiss of the Fur Queen." Theory and Practice in Language Studies 8, no. 12 (December 1, 2018): 1575. http://dx.doi.org/10.17507/tpls.0812.02.
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In Canada, the residential school system established in the nineteenth century remains a dark chapter in the nation’s history. The schools operated under that system were one of the major instruments used by the government to assimilate Aboriginal people into mainstream Canadian society. Based on the assumption that children were easier to manipulate and control than adults, the residential school system targeted Aboriginal children. As a common theme in Canadian Aboriginal literature, residential school experiences are represented in Drew Hayden Taylor’s Motorcycles & Sweetgrass and Tomson Highway’s Kiss of the Fur Queen. The present paper focuses on the traumatic residential school experiences depicted in the two novels as well as their long-term effects. Healing the wounds of history remains a daunting task for the Canadian government.
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Ramadhani, Lisa, and Suparno Suparno. "PENGARUH SISTEM PENGENDALIAN INTERNAL PEMERINTAH (SPIP) DAN PERAN KOMITE SEKOLAH TERHADAP PENCEGAHAN FRAUD PENGELOLAAN DANA BANTUAN OPERASIONAL SEKOLAH (BOS) PADA SMP NEGERI DI BANDA ACEH." Jurnal Ilmiah Mahasiswa Ekonomi Akuntansi 5, no. 3 (August 1, 2020): 400–411. http://dx.doi.org/10.24815/jimeka.v5i3.16047.
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This study aims to determine the effect of the Government Internal Control System (SPIP) and the role of school committee on the fraud prevention of management of school operational funds (BOS). The population of this research were headmaster, vice principal, and BOS treasurer of 19 Junior High Schools in Banda Aceh with the total 57 respondents. The research was conducted by using census method. The data source in this study are primary data obtained from questionnaires to the respondents. The testing of the influences of independent variables toward dependent variable was done by using multiple linear regressions model. The results of this research show that both partially simultaneously, Government Internal Control System (SPIP) and the role of school comittee are significantly influential to the fraud prevention of management of school operational funds (BOS) of Junior High Schools in Banda Aceh.
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Al Dakheel, Joud, Kheira Tabet Aoul, and Ahmed Hassan. "Enhancing Green Building Rating of a School under the Hot Climate of UAE; Renewable Energy Application and System Integration." Energies 11, no. 9 (September 17, 2018): 2465. http://dx.doi.org/10.3390/en11092465.
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Similar to many fast growing countries, the United Arab Emirates (UAE) witnessed fast population and urbanization growth. The building sector accounts for a major share of its electricity consumption, reaching up to 70%. To encourage sustainable development and reduce energy consumption and emissions, the government introduced a sustainability initiative called “Estidama”, which employs the use of the Pearl Building Rating System (PBRS). Government buildings, which constitute 20% of the built environment, aim to lead the way, and are therefore required to attain a high level of achievement, based on their PBRS ranking (minimum of two out of five pearls). Schools, led by Abu Dhabi Educational Council (ADEC), are governmental buildings and aim to attain a higher level of achievement (three out of five pearls). The ADEC plans to build one hundred schools to be built by 2020, through its Future Schools Program. Over half of the schools have been completed, but only 20% reached the targeted rating (of three out of five pearls). The Renewable Energy (RE) application in the UAE is minimal, although it represents 25% of the local rating code. The objective of this paper is to explore the sustainable performance of one representative school that did not reach the desired green rating level, with the objective to assess opportunities for an enhanced performance. This is done through testing the performance and the application of three RE systems comprising of photovoltaics (PV) array, an absorption cooling system and a geothermal cooling system through Transient Systems Simulation (TRNSYS) software. Cumulatively, implementation of these options results in RE potentially contributing to 19% of the school’s annual energy consumption, enhancing the school’s performance by up to 14 additional credit points, and reaching the target level of achievement (a three pearl rating). Furthermore, system integration of RE into the existing school were also considered. Results indicate the significant potential of integrating RE systems in future schools in hot climatic contexts, for an improved energy performance.
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Zaib, Dr Nadia, Mahrukh Zafar, Rabia Masood, and Amber Kiyani. "Comparison of Oral Health Status of Students Attending Three Different Education Systems in Pakistan." BIOMEDICA 36, no. 4 (December 31, 2020): 356–62. http://dx.doi.org/10.51441/biomedica/5-79.
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Background and Objective: The objective of this study was to compare the prevalence of dental caries through the Decayed, Missing and Filled Teeth (DMFT) index of students belonging to the three different education systems of Pakistan in order to ascertain the baseline statistics for the Pakistani student population. Methods: A cross-sectional study was conducted during the year 2018 to record DMFT scores of students studying in madrassas, government and private schools of Rawalpindi and Islamabad. A total of 663 students underwent a DMFT evaluation by trained dentists following the consent of their parents. The results were analyzed by using one way ANOVA and post-hoc tests for comparing DMFT scores among the students of different school system using Statistical Package for Social Sciences (SPSS) version 23 and a P-value of <0.05 was taken as significant. Results: Madrassa group of students had the best DMFT scores; mean DMFT of 1.2 ± 1.9 whereas private school students had a mean DMFT of 2.17 ± 2.9 and Government school children had a mean DMFT score of 2.09 ± 2.08. While comparing the DMFT scores of madrassa students with government and private school students, statistically significant results were observed. Conclusion: Although an acceptable DMFT score was obtained for each of the three education systems; madrassa, government and private schools; the DMFT scores were the lowest for the madrassa students indicating best dental health in them.
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Christopher, Millah, and Sundjo Fabien. "AN EMPIRICAL INVESTIGATION INTO THE DRIVERS OF SECONDARY SCHOOL FUNDING DISPARITIES AND THEIR EFFECTS ON SCHOOL PERFORMANCE: EVIDENCE FROM SELECTED PUBLIC SECONDARY GENERAL EDUCATION SCHOOLS IN THE NORTH WEST REGION OF CAMEROON." Journal of Education and Practice 3, no. 2 (November 25, 2019): 20. http://dx.doi.org/10.47941/jep.350.
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Purpose: School funding has been and remains a source of worry to governments of many countries in the world. The government of Cameroon in an attempt to attend to this worry spends huge financial resources each year as funding to the school system. This study attempted to investigate into the appropriateness of government funding to public secondary general education schools in Cameroon, using the North West Region as a case study. Specifically, the study aimed at: (a) investigating the causes of funding disparities between schools, (b) scrutinizing the effects of funding on school performance, and (c) elucidating the grass root perspectives on appropriate measures to enhance funding to schools.Methodology: The study made use of the stratified random sampling technique to select a total of 115 schools, and data was collected using questionnaires. To ascertain the reliability of the instrument used, a pilot test was carried out. The data was analysed using both descriptive and inferential statistics. The probit and ordered logistic regression models were employed to test the hypotheses of the study.Findings: The findings from the study reveal among others that: (a) school enrolment, school needs, influence by some stakeholders and age of school all have significant effects on funding, (b) that funding in the form of infrastructure, running credits and staffing all affect school performance, and (c) that schools should be funded based on their actual needs.Contribution to policy, practice and policy: These results policy-wise suggest that funding to schools should take into consideration the enrolment, needs, and age of the school. Also, that adequate infrastructure, running credits and staff should be provided to schools since these affect academic performance.
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Dusaliev, Muysin. "SOCIAL STRUCTURE AND EDUCATIONAL LEVEL OF TEACHERS OF THE UZBEKISTAN SSR." JOURNAL OF LOOK TO THE PAST 4, no. 7 (July 30, 2021): 34–43. http://dx.doi.org/10.26739/2181-9599-2021-7-6.
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The article highlights the problems and needs of the population for education as a result of the concentration of the Soviet government on the formation of a public education system in the spirit of its socialist ideas by creating new Soviet schools and increasing their number.In November 1918,the Soviet government of Turkestan decided to separate church from state and school from church. Although the existing private old religious schools were not completely banned by this decision, the creation of new Soviet schools and the increase in their number became more and more important. It is clear that this is a sign that the system is completely politicized. The schools were divided into two levels: the first level educational institutions included the first three classes, and the second level consisted of four classes. There was also a high school with three classes. Under the conditions of that time, more primary schools were opened in the country.This article discusses the current problem in the Soviet-era public education system under the Soviet government from 1994 to 1991, as well as the impact of this problem on today's education system
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O'Brien, Grace, and Michelle Trudgett. "School House to Big House." Australian Journal of Indigenous Education 49, no. 1 (August 29, 2018): 98–106. http://dx.doi.org/10.1017/jie.2018.13.
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In 1991, the Australian Government released the Royal Commission into Aboriginal Deaths in Custody Report. Of the 339 recommendations, Recommendation 62 identified that there was an alarming over-representation of Indigenous youth in contact with the criminal justice system. The report called for immediate action by governments to develop strategies that would urgently reduce retention rates of Indigenous youth within the prison system. Analysis of the literature indicates that almost three decades after the release of this report, the high numbers of Indigenous youth who are incarcerated, or who have come into contact with the juvenile justice system remains the same. Although there is a good deal of literature investigating the criminological characteristics of this phenomena; there is a substantial gap in the literature surrounding the educational exclusion of young Indigenous males from the formal education system. This paper focusses specifically on the literature surrounding student exclusion from state schools and how this may provide some insight into the subsequent over-representation of young Indigenous males within the Queensland juvenile justice system.
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Kann, Laura, Steve Kinchen, Bill Modzelski, Madeline Sullivan, Dana Carr, Stephanie Zaza, Corinne Graffunder, and Marty Cetron. "ILI-Related School Dismissal Monitoring System: An Overview and Assessment." Disaster Medicine and Public Health Preparedness 6, no. 2 (June 2012): 104–12. http://dx.doi.org/10.1001/dmp.2012.13.
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ABSTRACTObjective: This report provides an overview and assessment of the School Dismissal Monitoring System (SDMS) that was developed by the Centers for Disease Control and Prevention (CDC) and the US Department of Education (ED) to monitor influenza-like illness (ILI)-related school dismissals during the 2009-2010 school year in the United States.Methods: SDMS was developed with considerable consultation with CDC's and ED's partners. Further, each state appointed a single school dismissal monitoring contact, even if that state also had its own school-dismissal monitoring system in place. The SDMS received data from three sources: (1) direct reports submitted through CDC's Web site, (2) state monitoring systems, and (3) media scans and online searches. All cases identified through any of the three data sources were verified.Results: Between August 3, 2009, and December 18, 2009, a total of 812 dismissal events (ie, a single school dismissal or dismissal of all schools in a district) were reported in the United States. These dismissal events had an impact on 1947 schools, approximately 623 616 students, and 40 521 teachers.Conclusions: The SDMS yielded real-time, national summary data that were used widely throughout the US government for situational awareness to assess the impact of CDC guidance and community mitigation efforts and to inform the development of guidance, resources, and tools for schools.(Disaster Med Public Health Preparedness. 2012;6:104-112)
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Acharya, Lal Mani, and Ram Krishna Maharjan. "Instructional Facilities in Secondary Level School of Banke District, Nepal." Journal of Advanced Academic Research 4, no. 2 (April 1, 2018): 119–29. http://dx.doi.org/10.3126/jaar.v4i2.19542.
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Talking about the instructional facilities indicates the facilities available for the classroom teaching and learning of students. This is the age of modern technology so students want to learn with new tools and techniques. In this context, school should be aware on the management of such basic facilities in school. The aim of this study is to identify the instructional facilities in secondary level school of Banke district of Nepal. The study was based on the descriptive and exploratory research design. In total 674 students from public and private secondary schools were selected for the study. Structure questionnaire survey was done to collect the data. The result shows that comparatively, the instructional facilities were better in private school than the public school. Private school had managed the computer aided teaching system, separate computer and science lab better than the public school. Considering the better result in final exam, private school has managed the additional coaching class for their students than the public school. Public schools are service oriented supported by Nepal Government so government should be responsible to improve the quality of teaching, learning and infrastructure development as the demand of modern teaching system.
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Sariwulan, Tuty, Iskandar Agung, Genardi Atmadiredja, and Unggul Sudrajat. "The Problem of Dormitory Schools as Human Resources Development for Native Papuan Children, Indonesia." Asian Social Science 15, no. 7 (June 30, 2019): 28. http://dx.doi.org/10.5539/ass.v15n7p28.
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This paper aims to examine the effect of government policy variables, continuance commitment, school image, and parents' aspirations on dormitory school performance. Data collection is done by distributing questionnaires to teacher respondents, interviews, and focus group discussions. The study found that government policies and continuance commitment had a positive influence on school performance, while the school image variables and the aspirations of parents did not have a positive influence. A more coordinated and synergic operational mechanism is needed between the government (central, provincial, district) and schools to improve dormitory school performance. The government needs to give priority to honorary teachers in recruiting workers with work agreements (PP No. 48/2018), by not implementing a system of employment agreements (contracts), but as non-ASN permanent teachers who get salary / wages in accordance with applicable regulations (recommended based on regional minimum wages), the right to take competency tests and get teacher professional allowances, family health insurance, leave rights, capacity building training, and others.
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Agrawal, S., and R. D. Gupta. "SCHOOL MAPPING AND GEOSPATIAL ANALYSIS OF THE SCHOOLS IN JASRA DEVELOPMENT BLOCK OF INDIA." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B2 (June 7, 2016): 145–50. http://dx.doi.org/10.5194/isprsarchives-xli-b2-145-2016.
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GIS is a collection of tools and techniques that works on the geospatial data and is used in the analysis and decision making. Education is an inherent part of any civil society. Proper educational facilities generate the high quality human resource for any nation. Therefore, government needs an efficient system that can help in analysing the current state of education and its progress. Government also needs a system that can support in decision making and policy framing. GIS can serve the mentioned requirements not only for government but also for the general public. In order to meet the standards of human development, it is necessary for the government and decision makers to have a close watch on the existing education policy and its implementation condition. School mapping plays an important role in this aspect. School mapping consists of building the geospatial database of schools that supports in the infrastructure development, policy analysis and decision making. The present research work is an attempt for supporting Right to Education (RTE) and Sarv Sikha Abhiyaan (SSA) programmes run by Government of India through the use of GIS. School mapping of the study area is performed which is followed by the geospatial analysis. This research work will help in assessing the present status of educational infrastructure in Jasra block of Allahabad district, India.
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Agrawal, S., and R. D. Gupta. "SCHOOL MAPPING AND GEOSPATIAL ANALYSIS OF THE SCHOOLS IN JASRA DEVELOPMENT BLOCK OF INDIA." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B2 (June 7, 2016): 145–50. http://dx.doi.org/10.5194/isprs-archives-xli-b2-145-2016.
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GIS is a collection of tools and techniques that works on the geospatial data and is used in the analysis and decision making. Education is an inherent part of any civil society. Proper educational facilities generate the high quality human resource for any nation. Therefore, government needs an efficient system that can help in analysing the current state of education and its progress. Government also needs a system that can support in decision making and policy framing. GIS can serve the mentioned requirements not only for government but also for the general public. In order to meet the standards of human development, it is necessary for the government and decision makers to have a close watch on the existing education policy and its implementation condition. School mapping plays an important role in this aspect. School mapping consists of building the geospatial database of schools that supports in the infrastructure development, policy analysis and decision making. The present research work is an attempt for supporting Right to Education (RTE) and Sarv Sikha Abhiyaan (SSA) programmes run by Government of India through the use of GIS. School mapping of the study area is performed which is followed by the geospatial analysis. This research work will help in assessing the present status of educational infrastructure in Jasra block of Allahabad district, India.
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Kurzyna-Chmiel, Danuta. "Establishing a school network from the perspective of the competences of the school superintendent – an analysis of legal solutions in the light of the recent reform of the educational system." Opolskie Studia Administracyjno-Prawne 17, no. 4 (January 27, 2020): 79–94. http://dx.doi.org/10.25167/osap.1887.
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The local schools authorities represented by chief education officers perform pedagogical supervision and control. They also cooperate with local government units which are responsible for realization of most of the educational tasks. The latest reform of the educational system has considerably broadened the superintendents’ competences in many aspects, for example as regards evaluation of schools networks. Undoubtedly, the competences of the school superintendent limit the independence of local self-governments as far as their deciding about schools is concerned. In essence, the problem concerns the creation of legal solutions that allow universal access to education. One should strive to create a network of schools, which will remain unchanged for many years. The network must ensure a sense of security in the implementation of educational benefits to residents.
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Mutungi, Benjamin, Mabel Minishi-Majanja, and Nampombe Mnkeni-Saurombe. "THE STATUS OF SCHOOL LIBRARIES IN KENYA: THE CASE OF PUBLIC SECONDARY SCHOOLS IN NAIROBI COUNTY." Mousaion: South African Journal of Information Studies 32, no. 2 (October 3, 2016): 150–72. http://dx.doi.org/10.25159/0027-2639/1694.
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In order for school libraries to contribute sufficiently to better information skills development and the creation of a culture of lifelong learning among students, they require backing through well-articulated policies both at national and individual school level. This article reports on a study that investigated the prevailing status of school libraries in public secondary schools in Nairobi County, Kenya. Using a survey research design, with a response rate of 68 per cent for school principals and 66 per cent for school librarians, the study established that the majority of the schools had school libraries but these were as a result of individual schools’ efforts and not a nationwide government policy. Moreover, the school libraries lacked policies; had not embraced contemporary trends in technology; and lacked financial support. The study concluded that school libraries in Nairobi County were inadequately resourced and supported and recommended that the government of Kenya should develop national policies to entrench and support school libraries in the education system.
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Jingqi, Mo, and Tom Ulmet. "The Origin of NCCT International School Accreditation in China." Journal of Research in International Education 18, no. 1 (March 27, 2019): 42–59. http://dx.doi.org/10.1177/1475240919837008.
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This article is a condensed translation from Chinese of the original PhD thesis by Dr Mo Jingqi and illustrates how international accreditation was introduced in China during a time of rapid government structural change. The article is valuable from three perspectives: first, it provides a rare insight into the means for introducing change in the education system in China; secondly, it describes the evolution of the role of the National Center for Curriculum and Textbook Development, a non-governmental organization, and how it became authorized by the Ministry of Education to implement education policy in China; and thirdly, the idea of transplanting into China a joint accreditation system for international schools is by itself a major historical change, the model of which may one day expand to other types of schools in China. It should be noted that the titles of Chinese references have not been translated as they can be found only in Chinese language. In addition, during those years of rapid change, the titles and roles of many government organizations also changed, including that of the National Center for School Curriculum and Textbook Development (NCCT). It is important to appreciate the challenges of language translation as many of the concepts have different meanings in Chinese and have changed during that time period. This includes the meanings of ‘international school’ and ‘accreditation’.
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Setia, Shinta, Pwee Leng, Yurillah Endah Mauliate, Dian Ekowati, and Dwi Ratmawati. "The Principal Leadership in Developing Inclusive Education for Diverse Students." International Journal of Emerging Issues in Early Childhood Education 3, no. 1 (May 30, 2021): 08–24. http://dx.doi.org/10.31098/ijeiece.v3i1.519.
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Background – Zonasi, a new ‘zoning-based school’ system implemented by the Indonesian government in June 2019 has created a significatnt impact on student enrollment in all public schools across the country. Before June 2019, student enrollment in public schools were based on its schools selection process, mainly academic achievement, whilst for past 2 years (2019 and 2020) students enrollment has been based on “zonasi”, a geographical distance between student’s home and the chosen school. The closer the distance, the bigger chance to get acceptance. As as result, public schools nowadays has more diverse students than before. Purpose - This research aimed to explore leadership practices of secondary public school principal in transforming a regular public school into inclusive public school through the act of leadership practices. The school was acknowledged by local government and communities as one of the successful inclusive public high school in Surabaya.Design/methodology/approach - This research used a qualitative approach within a case study design. The data collection techniques used in this research were interviews, observations, and school documents. Data were collected from the principal, 2 counseling teachers, 2 special education teachers, and head of educational in the district.Findings - The result revealed four principal leadership behaviour to transform regular public school into inclusive public school i.e. (1) changing mindset the teachers and non-academic staffs, (2) promoting inclusive practices within the school through various programs, (3) promoting inclusive practive in teaching-learning process, (4) building connection with parents & local communities, and seeking government support on the innitiatives.Research limitations – This study only investigated one public school, with the involvement of a school principal and 4 teachers. It would be better if the scope of the research could be broader, for example covering elementary and high schools, and involving more participants, such as the vice principal of the curriculum field, students and parents.Originality/value – This study contributes to leadership research in the context of secondary school education, which has undergone a transformation from the previously students tend to be homogeneous because they are based on standardized academic qualification, nowadays students at schools have more diverse social backgrounds as a result of the implementation of the zoning system in Indonesia. The findings of this paper can be used as a tool. a guide for policy makers and educational planners regarding zoning system in Indonesia. Such practices can also be learned, adapted and imitated by other schools.
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Abu-Tineh, Abdullah, Hissa Sadiq, Fatma Al-Mutawah, and Youmen Chaaban. "An Examination of the Qatari Licensure System: Giving Voice to Educators at Government-Funded Schools." Journal of Education and Training Studies 5, no. 12 (November 29, 2017): 225. http://dx.doi.org/10.11114/jets.v5i12.2823.
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The issue of developing a comprehensive licensure system aligned with professional standards for teachers and school leaders has received considerable attention in recent years. As part of the Qatari educational reform in recent years, teachers and school leaders are held accountable to offer quality education for all students. The current study thus examined the experiences of educators in Qatar with the licensure process currently implemented at government-funded school. Using a survey study design, a total of 1,669 participants expressed their perceptions on the strengths and weaknesses of the licensure system, the professional standards, and the professional portfolio. Findings included participants’ beliefs on the importance of the licensure system in improving their performance, the necessity of using the professional standards as tools for professional growth and development, and the importance of refining the professional portfolio for authenticity and reliability. Documenting teachers’ and school leaders’ voices was fundamental in finding ways to successfully drive future developments of the licensure system. The findings may also provide implications for other countries interested in developing or refining their own appraisal systems.
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Azmat, Naveed, Khuda Bakhsh, and Khaliq Hussain. "Effectiveness of Performance Appraisal System for Government Secondary School Teachers in Punjab." Global Social Sciences Review III, no. IV (December 30, 2018): 590–600. http://dx.doi.org/10.31703/gssr.2018(iii-iv).40.
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Performance Appraisal of the team is a core element of administration to achieve the required objectives of an organization. The study was intended to measure the effectiveness of the existing performance appraisal system towards professional excellence of secondary school teachers as perceived by their principals. Two hundred secondary school principals were found available as a sample to mark the questionnaire. The researcher himself developed a questionnaire for the principals to seek their opinions on the present performance appraisal system. The data collected were analyzed with descriptive statistics. It was found that the effectiveness of the system is of moderate level in Punjab. The performance appraisal system contributed fifty-nine per cent to the professional excellence of the teachers. Some strong recommendations were also written on the basis of findings to see the performance appraisal system more effective
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Kandari, Prashant, and Uma Bahuguna. "Mediocre output from Higher education system a problem emerging from school education system: A of education system in Government schools in Uttarakhand." Educational Quest- An International Journal of Education and Applied Social Sciences 6, no. 1 (2015): 37. http://dx.doi.org/10.5958/2230-7311.2015.00006.9.
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Syafitri, Wenni, Muhamad Sadar, and Eddisyah Putra Pane. "PELATIHAN DAN SOSIALISASI SISTEM INFORMASI KEUANGAN PADA SEKOLAH ISLAM TERPADU PEKANBARU." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 2, no. 2 (December 17, 2018): 211–19. http://dx.doi.org/10.31849/dinamisia.v2i2.1258.
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SMP IT Madani as one of the schools that apply the concept of islamic in its education practice. SMPIT Madani is a school formed by amil zakat self-supporting institution ummah Riau by using theconcept of free school. SMP IT stands in 2011 with a total of 20 students. Over time, the currentnumber of junior Madani IT students amounted to 75 students. The average students who attendjunior high school IT is the students who come from poor families.SMP IT Madani has received School Operational Assistance (BOS) a few years back. The BOSprogram uses a different approach than Special Assistance for Students (BKM) ie BOS funds are notgiven to poor students but are provided to schools and managed by schools. The mechanism forcalculating BOS funds is based on the number of students in each school. So the goal of this BOScan be achieved is to free the cost of education for poor students or not able and can alleviate forother students so they can get 9 years basic education services.The obligations of schools receiving BOS programs should report the realization of the use of theprogram to the government. Currently schools are having difficulties to make reporting realizationof BOS program to government and foundation. Differences in reporting formats to foundations andgovernments make the school experience serious problems. If it does not sync between reportingbetween the government and the foundation will cause many other questions and problems. Wheninterviewed, the school is very eager for this matter to be resolved immediately.Based on the problems of the partners, it can be concluded the solution of the problem is a reportinginformation system synchronized to the government and the foundation. So that SMP IT Madani nolonger experience obstacles to the reporting of BOS program activities. As a result the name ofUnilak increasingly fragrant in the eyes of society, especially SMP IT Madani.Method of implementation of activities used is direct observation to the location of partners toperform the first phase, this stage includes data collection and data processing. When this stage takesplace, we will get an overview of the Information Technology environment, and the partner's needfor the BOS program reporting mechanism. After the first phase is done, it will be held the secondphase of socialization, this stage to do the sosiasisasi about the benefits of synchronizing BOSreporting to the government and the foundation. Then in the third stage, the authors do the designand implementation of BOS reporting system based on information obtained from the foundation.Finally, the training phase: Each partner school sends its representative two people, to attend trainingon the use of reporting system that can synchronize BOS and foundation reporting.
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Bachriwindi, Aniqoh, M. Robih Thuluz Zaman, Muhammad Naufal Firdaus, and Muhammad Ainul Yaqin. "Pengembangan Web Service Sistem Informasi Boarding School." Jurasik (Jurnal Riset Sistem Informasi dan Teknik Informatika) 5, no. 1 (March 1, 2020): 36. http://dx.doi.org/10.30645/jurasik.v5i1.167.
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The boarding school information system is a system that provides information to support the operational, management, and decision making functions of an organization. Information sources within the information system that support day-to-day management operations such as transaction processing, status clarification, and so on. Boarding school information systems generally consist of a variety of systems, including welfare systems, management, premises, procedures and policies, and staffing. With a variety of systems in a boarding school information system, it is necessary to integrate between systems that aim to avoid data duplication in each system and increase system flexibility which can be achieved by utilizing web service technology. The purpose of this study is to design a web service on boarding school information systems that conform to 52 boarding school minimum standards set by the Welsh Assembly Government. The results of the development of an information system web service design is to map class diagrams that will be made on the web service design.
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Heru, Maulidiyah Junnatul Azizah, Atika Jatimi, Fakhrun Nisa Fiddaroini, and Achmad Syamsudin. "Relationship Between the Application of a Full Day School System and Stress Levels in Junior High School." Jurnal Ners 14, no. 3 (January 1, 2020): 374. http://dx.doi.org/10.20473/jn.v14i3.17217.
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Introduction: This research presents the relationship between the schools which implemented full day school and which did not apply the full day school to the level of stress students in junior high schools. This was influenced by the existence of regional autonomy as part of government policy and orientation toward quality education institutions.Methods: This research used a quantitative correlational approach to obtain the significance of the relationship between the variables examined. The sampling technique used purposive sampling, with samples of 37 students for a group of cases and 37 students to control groups. Data analysis was conducted using the Kolmogorov Smirnov test.Results: The results showed that in the case group there were 83.78 experiencing mild stress and 16.22 experiencing moderate stress, while in the control group there were 89.19 experiencing mild stress, and 10.81 experiencing moderate stress with P- value 0.000 (<0.05).Conclusion: The conclusion of this study is that more moderate stress levels are found in students who apply the Full Day School System in Junior High School.
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Gurkina, N. K. "Russian School during the Great Patriotic War (Features of Management and Development of the Educational System)." Administrative Consulting, no. 10 (November 27, 2020): 146–56. http://dx.doi.org/10.22394/1726-1139-2020-10-146-156.
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The Features of state management of secondary schools during the great Patriotic war were determined by the focus on solving two major problems: the preservation of the school system and its reconstruction in accordance with the requirements of wartime, and the continuation of work on the formation of the school model. The main source for studying the directions, forms and methods of the state’s school policy is the directives and resolutions of the party and government, resolutions, orders, instructions, resolutions, etc. Of the people’s Commissariat of the RSFSR lamp led lighting, performances by the people’s Commissar of education of RSFSR V. P. Potemkin.
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Gulczyńska, Justyna. "Kontrowersje wokół struktury ustrójowo-organizacyjnej i programowej szkolnictwa średniego ogólnokształcącego w Polsce w latach 1944-1948." Biuletyn Historii Wychowania, no. 23 (March 11, 2019): 47–61. http://dx.doi.org/10.14746/bhw.2007.23.4.
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A new form of government of the Polish state was combined with its rather intensive influence on the character of the educational system, including general secondary schools. That time is distinguished by numerous controversies, which then appeared in various social circles, political parties, and referred to the constitutional and organizational structure as well as the program structure of this school level. In the first years the controversies were more of an evolutionary character, as at that time discussion and exchange of opinions concerning differing standpoints and concepts for the Polish route to socialism were still possible. After 1948 there was no more room for discussion; the decisions about this sphere were also made by one group - the people related to the communist party (Pol. abbr. PZPR). Already right after the cessation of war activities, the tendencies leading to the centralization of education management were noticeable, and consequently, ever more intense influence of the government o f the working classes (lub the people’s government) on the functioning of schools, but, above all, on the teaching content. The process of centralization was linked with the so-called democratization process of school i.e., the question, of which the ruling communists made their priority.A consequence of democratization of the general secondary school and rendering it a tool for the manufacture of future citizens - devoted to and subjected to the government of the working classes - was the aspiration for closing private general secondary schools, and also the expulsion of religion from school. Such changes, falsely justified by the necessity to observe the principle of freedom of conscience and confession, led to the secularization of the school system. The discussed expulsion of the Church from schools, and at the same time from the sphere of educating a young generation, was supposed to serve the formation of a new socialist society in the future.
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Mizala, Alejandra, and Florencia Torche. "Means-Tested School Vouchers and Educational Achievement: Evidence from Chile’s Universal Voucher System." ANNALS of the American Academy of Political and Social Science 674, no. 1 (October 25, 2017): 163–83. http://dx.doi.org/10.1177/0002716217732033.
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Chile features a universal school choice system, in which a government voucher provides families an opportunity to send students to public or private schools of their choosing. Since its implementation in 1981, the amount of the voucher was flat without adjustments for family income, creating incentives for schools to enroll students from economically advantaged families. In 2008, a policy change adjusted voucher values by the poverty level of students and the proportion of poor students attending each school. We evaluate the effect of this policy on primary school students’ standardized test scores, using time-distributed fixed effects models. We find a positive and significant effect of the means-tested voucher policy on Math and Language achievement. The effect is much larger among private-voucher schools serving poor children, and it increased over the years after the policy change, suggesting that schools require some time to realize the benefits of the policy. Our findings show that moving from a flat to a means-tested voucher improves achievement and equality.
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Costa, Deborah A. "Transforming Traumatised Children within NSW Department of Education Schools: One School Counsellor's Model for Practise – REWIRE." Children Australia 42, no. 2 (June 2017): 113–26. http://dx.doi.org/10.1017/cha.2017.14.
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Adequately supporting the needs of maltreated and traumatised children within New South Wales (NSW) public education system schools is often frustrated by poor perception of the impact of developmental trauma on children's school-based functioning and the need for additional, specialist support; the push for, and provision of, behaviour diagnoses for these children to fund basic assistance and supervision; competing demands on an overextended School Counselling resource impacting capacity for school-based trauma informed psychological services, and seemingly stretched capacity of government/non-government agencies to reliably provide effective support. This is accompanied by a lack of understanding of behavioural signals of distress children display and underreporting to agencies; persistent, simplistic behaviourist views of children's behaviours within schools and low-level collaboration between schools and external agencies. Facilitating a trauma sensitive environment within NSW schools can ameliorate these frustrations and attend to these inadequacies in a pragmatic, achievable way. This practice paper presents a School Counsellor-led model (REWIRE) for achieving this.
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Edmondson, Elizabeth A. "Without Comment or Controversy: The G.I. Bill and Catholic Colleges." Church History 71, no. 4 (December 2002): 820–47. http://dx.doi.org/10.1017/s0009640700096311.
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In a 1999 speech at the Yale Law School, former Christian Coalition executive director Ralph Reed was asked to explain how school vouchers could be constitutional. The questioner argued that voucher programs that allowed government money to be used at religious schools would violate the constitutional separation of church and state. In reply, Reed argued, in part, that the voucher system was really nothing new. He failed to see the difference, he said, between the program he was advocating and an earlier program under which the federal government had paid for hundreds of thousands of individuals to go to religious schools. That program, he said, was the G.I. Bill.
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Myers, Gael, Megan Sauzier, Amanda Ferguson, and Simone Pettigrew. "Objective assessment of compliance with a state-wide school food-service policy via menu audits." Public Health Nutrition 22, no. 09 (February 22, 2019): 1696–703. http://dx.doi.org/10.1017/s1368980019000156.
Full textAbstract:
AbstractObjectiveThe Healthy Food and Drink Policy was implemented in Western Australian government schools in 2007. The aim of the present study was to assess the compliance of Western Australian school canteen menus with the policy a decade after its introduction.DesignThe traffic-light system that underpins the Healthy Food and Drink Policy categorises foods and drinks into three groups: ‘green’ healthy items, ‘amber’ items that should be selected carefully and ‘red’ items that lack nutritional value. Canteen menus were collected online and each menu item was coded as a green, amber or red choice.SettingWestern Australia.ParticipantsOnline canteen menus from 136 primary and secondary government schools.ResultsThe majority of audited school menus met policy requirements to include ≥60 % green items (84 %) and ≤40 % amber items (90 %), but only 52 % completely excluded red items. Overall, approximately half (48 %) of school canteen menus met all three traffic-light targets. On average, 70 % of the menu items were green, 28 % were amber and 2 % were red. Primary-school canteen menus were more likely than those from secondary schools to meet the requirements of the policy.ConclusionsWhile the sampled Western Australian government school canteen menus were highly compliant with most of the requirements of the Healthy Food and Drink Policy, many offered red foods and/or drinks. Providing all schools with further education about identifying red items and offering additional services to secondary schools may help improve compliance rates.