Journal articles: 'Government schools'

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Hind, Ian. "School Global Budgeting in Victorian Government Schools." Australian Economic Review 29, no. 4 (October 1996): 423–30. http://dx.doi.org/10.1111/j.1467-8462.1996.tb00948.x.

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Siahaan, Amiruddin, Nurika Khalila Daulay, Suriadi Panjaitan, Mayasari Mayasari, and Mukthi Halwi. "Management of Grants in The World of Education." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 7, no. 1 (July 3, 2022): 174–82. http://dx.doi.org/10.31538/ndh.v7i1.2133.

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Grants are the provision of money/goods or services from the regional government to other governments, regional companies, the community, and community organizations, whose designations have specifically been determined, are not mandatory and are not binding, and are not continuously aimed at supporting the administration of business affairs. government, or support the achievement of program targets and local government activities in mandatory and optional affairs. While the source of grant funds itself comes from the source of grants. Grants to local governments can be sourced from: a. Government; b. Other local governments; c. Domestic private agency/institution/organization; and D. Domestic community groups/individuals. Grants from the Government can be sourced from: a. APBN revenue; b. Foreign Loans; and/or c. Foreign Grants. Grants from Foreign Loans and Foreign Grants can be sourced from foreign government governments, foreign agencies/institutions, international agencies/institutions, and/or other donors. Grant funds can be a useful additional resource for educational purposes. District/city schools and schools are advised to develop skills in seeking and obtaining grants. But caution is needed so that grant applications are made wisely and strategically. Grants also have obligations to their recipients and these should be considered before applying. The best approach to establishing the grant-seeking process is to ensure that the grant program considered aligns with and supports the school's strategy or school district plan.

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Shilpa, Singh, and Mishra Sunita. "Identify the Impact of ICTs in Secondary School Education Students in Government and Private Schools." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 489–91. http://dx.doi.org/10.31142/ijtsrd12994.

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Ekwen, Tam Vivian, and Prof Fonkeng Epah George. "Human Resources Management and School Effectiveness in Government Technical Secondary and High Schools in Cameroon." International Journal of Trend in Scientific Research and Development Volume-2, Issue-6 (October 31, 2018): 721–33. http://dx.doi.org/10.31142/ijtsrd18728.

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Haswell, Ernest, and P. Meredith. "Government, Schools and the Law." British Journal of Educational Studies 40, no. 3 (August 1992): 290. http://dx.doi.org/10.2307/3120898.

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De Hollanda, Pedro Paulo Teófilo Magalhães, Cláudia Henriqueta Conde Rosa, Samantha Albano Amorim Cardoso, and Ciro Campos Christo Fernandes. "Schools of Government: a comparative study." Revista do Serviço Público 70 (December 6, 2019): 15–33. http://dx.doi.org/10.21874/rsp.v70i0.1514.

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The Schools of Government perform a central role to the public service of many countries. Despite being a disseminated and well-established phenomenon, the functions and even the concept of Schools of Government vary. Aiming to portray the functions and characteristics of Schools of Government around the world and offer a better understanding of them, this paper presents a comparative study of Schools of Government located across five continents. Based on purposive sampling, eight Schools of Government were selected to be part of this in depth study: École Nationale d'Administration, ENA – France; Canada School of Public Service, CSPS – Canada; Instituto Nacional de la Administración Pública, INAP – Argentina; Australia and New Zealand School of Government, ANZSOG – Australia and New Zealand; Civil Service College, CSC – Singapore; National School of Government, NSG – South Africa; Direcção Geral da Qualificação dos Trabalhadores em Funções Públicas, INA – Portugal; and Escuela Superior de Administración Pública, ESAP – Colombia. Data collection procedures included interviews and document analysis. Data was analyzed using content and comparative analysis. This study highlights some important dimensions of Schools of Government including the position within the government, funding, main activities, organizational structure and personnel. Other similarities (e.g. among members of Commonwealth) and possible common trends and innovation challenges are also discussed. Finally, we discuss the results comparing them to previous studies findings.

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Doyani, Illiya Babaraus, Inusa Musa, Buhari Ayuba, Sammuel Jenom Bulus, and Emmannuel Sammuel Danjuma. "ANALYSIS OF GEO-SPATIAL DATABASE AND DISTRIBUTION OF GOVERNMENT SECONDARY SCHOOLS’ USING GIS IN CHIKUN LOCAL GOVERNMENT AREA, KADUNA STATE." FUDMA JOURNAL OF SCIENCES 4, no. 3 (September 12, 2020): 107–13. http://dx.doi.org/10.33003/fjs-2020-0403-275.

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Provision of education as a global social service is champion by the public sector. Where these education facilities are located influences their utilization and efficiency. Proximity to these facilities also influences decisions to seek and patronize them. The study analyzes the geo-spatial database and distribution of Government Secondary Schools, using GIS in Chikun Local Government Area. 28 Government Secondary Schools were identified. Their geographic coordinates were established by the use of GPS device and mapped out. The data generated from the field was used to create geo-database of Government Secondary Schools. From the study, 51.4% of registered students were enrolled in the Government Junior Secondary Schools cadre while 58.6% was in Government Senior Secondary Schools. 79% of the student’s enrolments were concentrated in three communities. Nasarawa community was 43.3%, Sabo-Tasha community was 19.4% and Narayi community was 16.5%. These communities form part of Kaduna metropolis with evidence of high population concentration. Queries from the database show only 21.4% of the Schools were with fenced, 7.1% of the schools were with school halls, 25% of the schools were with school libraries and 14.3% of the schools were with computers. The distribution pattern was found to be appearing not different than random using the ArcGIS auto-correlation analysis tool. Government Secondary Schools in the study area appear to be poorly equipped for conducive learning experience. Therefore, the study recommends schools expansion, provision of new schools and upgrading existing schools to standard by all stakeholders.

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Wobete, Alebachew A., Anjali Sharma, and Swarnalata Das. "School Climate: Government and Seventh-Day Adventist Schools in Ethiopia." Journal of Research on Christian Education 28, no. 2 (May 4, 2019): 178–92. http://dx.doi.org/10.1080/10656219.2019.1631921.

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Suwanto, Slamet, and Fadhlur Rahman. "The Implementation of TEYL in Indonesia Revisited: A Study at Primary Schools in Bandung." International Journal of Education, Language, and Religion 4, no. 1 (May 29, 2022): 19. http://dx.doi.org/10.35308/ijelr.v4i1.5462.

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This study explored Teaching English to Young Learners (TEYL) implementation in elementary schools in Bandung, Indonesia. Surveys, interviews, observation, and document analysis were used to obtain data. The survey was distributed to 30 TEYL teachers from 30 schools within the region. Interviews were conducted with four teachers from four different schools. The data were triangulated and descriptively examined to assess TEYL in primary schools. The findings showed a mismatch between the government's policy on English instruction in primary schools and TEYL's implementation. In the 30 schools investigated, English was taught as local content in 21 schools (70%) and extracurricular in 7 schools (23%). Meanwhile, only 2 schools (7%) did not conduct English in their teaching-learning process. Due to the lack of government supervision, teachers are free to construct their own TEYL course content. According to the interviews, adopting TEYL is challenging due to varying teacher abilities and the availability of school’s infrastructure. The discussion suggests some recommendations on how to utilize the TEYL curriculum in Indonesian's primary schools effectively.

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Sana Said Bdair, Sana Said Bdair. "The Role of School Administration in Developing Creativity and Its Obstacles as Perceived by School Principals in Government Schools in the Directorate of University District: دور الإدارة المدرسية في تنمية الإبداع ومعيقاته من وجهة نظر مديري ومديرات المدارس الحكومية في مديرية لواء الجامعة." مجلة العلوم التربوية و النفسية 5, no. 39 (October 28, 2021): 22–1. http://dx.doi.org/10.26389/ajsrp.n270421.

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This study aims at identifying the role of school administration in developing creativity and its obstacles as perceived by school principals in government schools in the directorate of University District. This may be attributed to variables of gender, academic qualification, years of experience, and school level. The researcher has used the descriptive analytical method through employing the use of a questionnaire. This questionnaire has been made of 36 sections. 28 sections were designed to identify the role of school administration in developing creativity in the government schools in the directorate of the university district, and 8 to identify the obstacles that face the school’s administration. A sample of 55 male and female principals in government schools in the directorate of the university district have been chosen for the academic year 2019/2020. The results of the study showed that the application of creativity by the school principals in government schools have an overall average of (3.5 out of 5), which is rated as high. For the other two main areas, the administration one resulted with an average of (4.03) with a high rate, and for the obstacles area it resulted with (3.68) and was rated as large obstacles. It also has shown that there were no statistically significant differences in the role of school administration in developing creativity in government schools, which might be attributed to variables of academic qualification, years of experience, and school’s level. However, there was a significant difference attributed to the gender variable, and it was in the favor of females. Based on those results, the researcher suggested a number of recommendations for developing creativity and limiting its obstacles at Jordanian Schools and other Arab countries.

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Haye, Beverly La. "Whose Ethics in the Government Schools?" Kappa Delta Pi Record 23, no. 3 (April 1987): 72–75. http://dx.doi.org/10.1080/00228958.1987.10518351.

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Ngwa, Emmanuel Shu, Kwanda Valantine Mbuobogho, Moses Chu Ambei, and Patrick Kongnyuy Wanyu. "School-Community Relations and Secondary Schools’ Development in North West, Cameroon." Journal of Education and Teaching Methods 2, no. 1 (February 6, 2023): 8–22. http://dx.doi.org/10.58425/jetm.v2i1.117.

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Purpose: This study examined school-community relationship and government secondary schools’ development in the North West Region of Cameroon. It specifically, investigated how the relationship between school leaders (principals) and the school- host communities in terms of communication and leadership attitude, determined government secondary schools’ development in Mezam Division of North West Cameroon. Methodology: A mixed method, sequential explanatory design was adopted in carrying out the study. A sample size of 230 government secondary school stakeholders – made up of 200 school-host community members and 30 school principals were sampled from four government secondary schools in using the Krejcie and Morgan table of sample size determination. A structured close-ended likert-scale questionnaire for school-host community members and interview guide for principals were used to collect data. Descriptive statistics (in the form of frequencies, percentages, charts and tables) and inferential statistics (the two-way ANOVA and Regression analysis) were used in analysing the data to answer the research questions and test the hypotheses. Finding: The regression coefficient showed that when the principal has zero school-community communication strategy, government secondary schools’ development is at 27.315. Also, when principals’ school-community communication strategy increases by one unit, government secondary schools’ development increases by 0.235. This increase is significant as indicated by F (1,198) = 17.220 with p = 0.000 (p < 0.05). The regression coefficient revealed that when the principal has zero or negative school-community leadership attitude, government secondary schools’ development is at 30.553. However, when principals’ school-community leadership attitude increases by one unit, government secondary school development increases by 0.117. This increase is significant as indicated by F (1,198) = 8.074 with p = 0.005 (p < 0.05). Conclusion: School-community communication and attitude have positive effect on government secondary schools’ development. Recommendation: The study recommend government to adopt pertinent policy measures to motivate greater and inclusive community participation in secondary schools’ development in the region. The study also recommend school leaders to offer opportunities for refreshed in-service trainings on the effective management of school-community relationship on top of creating a positive attitude and working climate with host-communities. This is important considering the critical role of school-host communities and stakeholders in not only school but educational development as a whole.

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ISMAİL, Mamdooha, Ali KHATİBİ, and S. M. Ferdous AZAM. "Impact of School Culture on School Effectiveness in Government Schools in Maldives." Participatory Educational Research 9, no. 2 (March 1, 2022): 261–79. http://dx.doi.org/10.17275/per.22.39.9.2.

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Romanowski, Michael H., Reem K. Abu-Shawish, and Nora Merouani. "Principals’ perspectives on faculty diversity in Qatar’s government schools." Educational Management Administration & Leadership 47, no. 5 (February 18, 2018): 730–48. http://dx.doi.org/10.1177/1741143218759089.

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Globalization requires the Gulf Cooperation Countries (GCC) to experience numerous economic, social, and educational changes. In particular, Qatar’s unprecedented economic growth has created a flow of high- and low-skilled expatriate workers resulting in a significant imbalance between nationals and expatriates. The implications are evident in Qatar’s government schools where approximately 72% of teachers are expatriates and 99% of the principals are Qatari nationals. Although diversity can enrich schools, it could create conflicts that might hamper the school’s success. Despite the large body of research on school leadership and student diversity, little is written about principals and faculty diversity especially within the GCC. Semi-structured interviews were used to explore 20 Qatari principals’ perspectives regarding their understandings of diversity and experiences with faculty diversity. Findings demonstrate that principals perceive diversity in terms of nationality. They experienced positive and negative influences of diversity and are confronted with challenges that often center on ethnical and cultural issues. Principals addressed how they manage the issues of nationality, culture, and equality. The study suggests that school leadership in a multicultural society such as Qatar demands more competencies to manage faculty diversity. Several recommendations are offered for principals for working with a diverse faculty.

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Sharma, Anuradha, and Surbhi a. "PREVALENCE OF SCHOOL VIOLENCE IN GOVERNMENT AND PRIVATE SECONDARY SCHOOLS IN CHANDIGARH." International Journal of Advanced Research 9, no. 09 (September 30, 2021): 05–17. http://dx.doi.org/10.21474/ijar01/13368.

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Violence in schools is a pervasive problem and one that requires greater attention from educators, policy makers, and researchers. The present study aimed at finding the rate of prevalence of different types of violence such as student to student, teachers to the student, and student to teachers in government and private schools. For this data was collected from the students of government and private schools of Chandigarh. It was found that the rate of school violence was high in both government and private schools. The details of various forms of violence have been given in this paper. In the end, a few recommendations have been suggested to prevent it.

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Shaibu, S. I., O. O. Morenikeji, O. O. Idowu, S. Medayese, C. B. Ohadugha, M. S. Oliver, and M. Y. Jimoh. "A Spatial Framework for the Distribution of Public Primary Schools in Munya Local Government Area of Niger State, Nigeria." LAUTECH Journal of Civil and Environmental Studies 5, no. 1 (September 27, 2020): 18–27. http://dx.doi.org/10.36108/laujoces/0202/50(0130).

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Education is the key to development in any society and it is true that the educational institutions in any given society reflect the standard of living and the attitudes towards life of that society. This study presents a spatial framework of public primary schools in Munya Local Government Area of Niger state with the specific objectives of identifying the various public primary schools in the study area, attempt a spatial mapping and distribution pattern of the schools; determine spatial equity and accessibility of pupils to the schools and finally to advance appropriate planning policy measures to resolve the identified problems. The main sources of data for the study are through the primary and secondary sources. The location quotient, distributional equity, Gini co – efficient and P – median techniques were used for data analysis. It is observed that primary school’s provision has surpassed the maximum required in the area. It is therefore recommended that there should be be guided in the sitting of future schools, while maintenance of the existing ones should be pursued to sustain the likely future growth in school’s enrolment. Furthermore, the establishment of future public schools should be based on threshold population in the study area.

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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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Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick, and Lea Waters. "Understanding the Priorities of Australian Secondary Schools Through an Analysis of Their Mission and Vision Statements." Educational Administration Quarterly 54, no. 2 (February 20, 2018): 249–74. http://dx.doi.org/10.1177/0013161x18758655.

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Purpose: The vision or mission statement of a school outlines the school’s purpose and defines the context, goals, and aspirations that govern the institution. Using vision and mission statements, the present descriptive research study investigated trends in Australian secondary schools’ priorities. Research Methods: A stratified sample of secondary school vision and mission statements across 308 schools from government, independent, and Catholic sectors in Victoria, Australia, was analyzed using qualitative and quantitative approaches. Findings: Academic achievement was the most common theme, with school belonging and mental health promotion themes cited by over half of the schools. School belonging was emphasized more often by Catholic schools compared with independent and government schools, and by rural schools compared with urban schools. Implications: Australian schools are seemingly adopting a dual purpose: to be academic institutions and well-being enhancing institutions. Understanding the priorities of schools using vision and mission statements may guide researchers, administrators, and teachers about how to better meet the academic and psychological needs of the students. The priorities of schools also have implications for how research in this area is communicated to schools, and this study provides a method for capturing these priorities.

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Reschovsky, Andrew. "The Impact of State Government Fiscal Crises on Local Governments and Schools." State and Local Government Review 36, no. 2 (August 2004): 86–102. http://dx.doi.org/10.1177/0160323x0403600201.

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Harinath, Silveru, and Nagaraju Gundemeda. "Dalits and Choice of School: A Sociological Study of Private Schools in Telangana State." Sociological Bulletin 70, no. 2 (February 28, 2021): 214–31. http://dx.doi.org/10.1177/0038022921993969.

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Why parents prefer private schools when the government schools provide education free of cost is the major question confronting the social scientists in contemporary India. What constitutes school choice and what is the nature of the relationship between the socio-economic background of the children studying in government and private schools are some of the key research questions addressed in this article. What is the response of the Dalits towards government and private schools, as most of the previous empirical studies are based on government schools? The current article, based on an empirical study conducted in private schools in Telangana, argues that caste, class and gender play a significant role in shaping school choice among the Dalits. Though a Dalit middle-class parent provides equal opportunity for his/her daughter on par with a son, working-class Dalit parents prefer a private school for sons and a government school for daughters. As English as medium of instruction provided in private schools is perceived as a standard of quality, and, therefore, the aspired option tends to attract Dalits to private schools, they experience the paradoxical situation. On the one hand, they are not happy with the functioning of government schools; on the other, they find it extremely difficult to cope up with the multiple demands of private schools such as higher fees and hidden forms of discrimination on the lines of caste and class.

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Dardiri, Ahmadi Hasanuddin, and Mifathuddin Miftahuddin. "Formulation of the Proposed Regional Regulation (Raperda) on Islamic Boarding Schools in Salatiga City after the Ratification of Law No. 18 of 2019 concerning Islamic Boarding Schools in the Era of Regional Autonomy." Jurnal Mahkamah : Kajian Ilmu Hukum Dan Hukum Islam 6, no. 2 (December 31, 2021): 197–216. http://dx.doi.org/10.25217/jm.v6i2.2006.

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This research discusses the formulation of the proposed Raperda in Salatiga City which until now has not published the Raperda Pesantren as a mandate from Law no.18 of 2019 concerning Islamic Boarding Schools. This research is expected to be a guide for the Salatiga city government in making the Raperda Pesantren so that it does not conflict with the spirit of the issuance of the Pesantren Law. This study uses an empirical juridical method by analyzing the attribution of the Islamic boarding school law to the local government in a juridical context and conducting interviews with data sources related to the non-accommodation of the regional regulation on boarding schools in Salatiga City. The results of this study conclude two things. First, the Raperda of Islamic Boarding Schools in Salatiga City has not been accommodated because the Salatiga City Government believes that Islamic boarding schools are religious matters that cannot be autonomous, or are not educational matters. Second, the formulation of the proposed Raperda in Salatiga City covers 3 main things, namely: 1) the involvement of the Salatiga City Government in the provision of education by facilitating cottages or dormitories and mosques or prayer rooms; 2) the involvement of the Salatiga City Government in the Islamic boarding school's missionary function; and 3) the involvement of the Regional Government in the function of community empowerment.

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Subramanian, Vidya K. "From Government to Governance." Contemporary Education Dialogue 15, no. 1 (December 18, 2017): 21–50. http://dx.doi.org/10.1177/0973184917742247.

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The Teach for India (TFI) programme, an important offshoot of the Teach for All/Teach for America global education network, began as a public–private partnership in 2009 in poorly functioning municipal schools in Pune and Mumbai. Like its American counterpart, the programme in India has similar ideas of reform and recruits college graduates and young professionals to serve as teachers in under-resourced government schools and low-cost private schools as part of a two-year fellowship. Over the past 7 years, the organisation has expanded its reach to five other cities in the country—Delhi, Bangalore, Hyderabad, Chennai and Ahmedabad—and is emerging as a focal point in a growing network of urban not-for-profit organisations seeking to infuse new logics of reform in municipal school administrative bodies. This article situates the emergence of the TFI programme in the Indian context and maps its links to local, national and global actors and organisations using Social Network Analysis (SNA). Through the use of SNA, the article highlights the growing network of non-state institutions in metro cities, most notably Mumbai and Delhi, which are playing a key role in school reform focusing on school management, school leadership, advocacy and teacher training.

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Aidil Putra, Ibnu. "PERSPEKTIF KEBIJAKAN PENDIDIKAN SISTEM ZONASI DI SEKOLAH MENENGAH ATAS (SMA) KOTA DEPOK." JISPE: Journal of Islamic Primary Education 3, no. 1 (September 6, 2022): 55–66. http://dx.doi.org/10.51875/jispe.v3i1.47.

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The purpose of this study is to determine the perspectives of the school's external (community/parents) and internal (schools) regarding the zoning system policies that have occurred and the effects that has been felt positively and negatively. Based on these objectives, this research is a qualitative one using a perspective approach. With the perspective approach can describe the results of data collection through observation, interviews and documentation. Based on research that has been done this zoning system policy will eliminate the nickname of favorite schools, leveling schools in every village in Depok, saving transportation costs because of the distance from schools that relatively close, completing existing facilities in every public school in Depok in order to improve quality service in each of these schools. Suggestions in this thesis are (1) if the regional or central government creates two schools with a large population in an area, (2) holds one or two special learning classes for children who have overrated academic abilities. (3) improving the teaching human resources and infrastructures for newly built or held public schools; (4) local governments must work together to encourage students when new they are recruited for housing.

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Lodhi, Muhammad Arfan, Abdul Hye Sahar, Numra Qayyum, Samreen Iqbal, and Huma Shareef. "Relationship of School Environment and English Language Learning at Government Schools." Public Administration Research 8, no. 1 (April 28, 2019): 1. http://dx.doi.org/10.5539/par.v8n1p1.

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Academic success of language learners is not only determined by their level of intelligence but it is also associated with the learning environment provided to them. The current study is an attempt to investigate the factors which affect learning environment of English language learners at government schools. In this context a survey based research design was selected by following quantitative methodology. Sample was drawn from the population parameter of government schools. The students were selected randomly whereas teachers and head teachers were selected by using convenient sampling technique. A questionnaire was developed, validated and administered to know the perspectives of the selected respondents. Findings of the study revealed that suitable school environment provides significant contributions to ESL learners’ performance and accomplishment. The study also found that student-teacher and teacher-parent relationship promote and strengthen language learning capacity of ESL learners. It is highly recommended to develop such school environment which is conducive to English language learning; as environmental factors at school are as important as pedagogical interventions of ESL teachers.

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Zayim-Kurtay, Merve, and Chang Zhu. "School leaders’ perspectives on government-initiated changes in Flemish secondary schools." Journal of Educational Administration and History 51, no. 4 (April 15, 2019): 352–68. http://dx.doi.org/10.1080/00220620.2019.1605342.

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Faulkner, Michael. "J. R. McLeod: An innovating school psychologist, in Victorian government schools." Melbourne Studies in Education 41, no. 1 (May 2000): 115–36. http://dx.doi.org/10.1080/17508480009556346.

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Abdolhosseinzadeh, Mohammad, and Mahdi Abdolhamid. "Presentation of a school of government model through a comparative study of selected schools." Kybernetes 49, no. 12 (February 7, 2020): 2947–76. http://dx.doi.org/10.1108/k-05-2019-0328.

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Purpose The purpose of this paper is to promote governance quality by presenting a school of government model. Design/methodology/approach To this end, seven schools were selected from among 25 outstanding existing schools of government by purposive sampling. Subsequently, these schools were carefully examined and categorized into primary and support processes through a comparative study and the categorical content analysis approach. Findings The resulting four primary processes of education, research and agenda-setting, discourse-making and networking, and training and cadre-building, and the five sub-systems of schools of government were extracted. The outputs of the school of government model were classified into the three categories of training cadres experienced in public policy and administration, discourse-making and influencing the environment and theorizing. Finally, the extracted categories were approved by the relevant experts through the fuzzy Delphi method. Originality/value This paper can contribute to the training of policymakers and policy researchers, as well as to the establishment, and more effective management, of schools of government.

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Uke, Shailaja, Tilak Bang, Yashodhan Bankar, Mohanjeetsingh Bansal, and Awanti Bagade. "Attendance System for Students of Government-Aided Schools." International Journal for Research in Applied Science and Engineering Technology 10, no. 12 (December 31, 2022): 182–87. http://dx.doi.org/10.22214/ijraset.2022.47820.

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Abstract: Every year, many students get admission to Government aided schools. As the number of students keeps on increasing, this also increases the paperwork generated for each of those students. One of those generated data is the attendance of the students. Hence, the management of this data becomes a huge issue. Current attendance management systems are manual, costly, and not quite environment-friendly. Thus, there is a grave necessity for a potent and low-cost attendance management system that can be used by not just one or two schools but all government-aided schools collectively. Hence, we have developed an Attendance System for Students of Government Aided Schools where students from all over the state can give their attendance for their respective schools and the teachers/principal can view/edit the attendance quite easily. Also, all the teachers/principals/students can analyze their attendance on a daily/weekly/monthly basis.

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Raju, Olev. "Economic Crisis and Local Governments Budget in Estonia." Regional Formation and Development Studies 8, no. 3 (January 25, 2022): 177–89. http://dx.doi.org/10.15181/rfds.v7i2.2373.

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The system of local governments financing, which is used in Estonia is based on personal income tax and supports paid by the state. A system of that kind creates enormous inequality between the local governments. The continuing decrease of income taxes and the increase of tax-free minimum arises the role of state supports. Central government reduced essentially the part of income taxes assigned for local governments and supports in 2007–2010. That’s why the municipalities met a difficult economic situation. The greatest costs for municipalities is education. Government has taken a course to abolishing rural schools. As the analyses demonstrate the schools are enormous source of incomes for municipalities. Therefore the abolishment of schools would made the financial situation of municipalities worse even more. A special method wasn’t created for the analysis. The classical economic means – tables, indexes and marginal analyses were used.

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Ntare, Privatus. "DISTRIBUTION AND PREDICTIVE OWNERSHIP OF PRIMARY SCHOOLS IN TANZANIA MAINLAND." Business Education Journal 10, no. 2 (August 16, 2021): 1–10. http://dx.doi.org/10.54156/cbe.bej.10.2.288.

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This study attempted to explore the distribution of primary schools and the predictive ownership of primary school teachers in Tanzania's Mainland. The dataset used in this study was collected in 2016 by the Tanzania National Bureau of Statistics. To attain the objectives of this study the descriptive statistical analysis and logistic regression model were adopted. A total of 17,094 schools were included in the study. The findings revealed that there was an unequal distribution of primary schools as well as primary school teachers in Tanzania's Mainland. Tanga was the region with many government primary schools (992) and Dar es Salaam was the region with many non-government schools (245). Katavi was the region with few government primary schools (175) and non-government schools (2). There were more permanent female teachers (104052) than permanent male teachers (98028) while in the case of the temporary teachers, males (2660) were more than females (1970). Also, the data showed that 94.1% of all schools were owned by the government. The logistic regression results indicated that the permanent female teachers were negatively connected with non-government schools while the permanent and temporary male teachers were likely to be in non-government schools. The logistic regression model successfully predicted the school ownership for 13663 schools with a reasonably high accuracy of 94.75%

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Ashley, Laura Day. "Inter‐school working involving private school outreach initiatives and government schools in India." Compare: A Journal of Comparative and International Education 36, no. 4 (December 2006): 481–96. http://dx.doi.org/10.1080/03057920601024941.

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Abdul-Rahaman, Nurudeen, Zhou Rongting, Ming Wan, Issah Iddrisu, Abdul Basit Abdul Rahaman, and Latif Amadu. "The impact of government funding on senior high enrolment in Ghana." South African Journal of Education 40, no. 4 (November 30, 2020): 1–10. http://dx.doi.org/10.15700/saje.v40n4a1648.

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Successive governments, both military and civilian regimes, funded senior high school education in Ghana to increase access and improve quality since the nation attained independence on 6 March 1957. In the study reported on here we adopted a quantitative research method using secondary data from five public senior high schools in the Wa Municipality, as these schools are beneficiaries of government funding in Ghana. We used the generalised linear model to test the impact of government funding on student enrolment. The study reveals that government funding has a significant impact on increasing enrolment among girls but it is not statistically significant in increasing boys’ enrolment.

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Altaf, Faiza, Somiya Sabeeh Awan, Uzma Naaz, Saba Riaz, Rahat Ayub, and Tamkana Ilyas. "Childhood Obesity in Public and Private Middle School Students." Pakistan Journal of Medical and Health Sciences 15, no. 11 (November 30, 2021): 3392–94. http://dx.doi.org/10.53350/pjmhs2115113392.

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Background: Obesity is defined as the syndrome in which excessive fat deposits in the adipose tissues, which affects the normal functioning of the body. Childhood obesity is the great challenge these days. In Pakistan recent study on children 10-15 years of age shows high prevalence of childhood obesity. The present study will help to inform the community regarding the frequency and percentage of overweight and obese children in middle standard schools. Objective: Objective so this study were to identify the recent estimate of frequency of obesity in middle school students in year 2017 and then to compare the frequency of obesity in public and private sector schools. Material and methods: This Descriptive cross sectional study was conducted in 2 private schools of Sahiwal and 2 government schools of Lahore, Punjab, Pakistan. About 324 children (81 from each school) were recruited randomly and interviewed about their physical activities. Height and weight were measured and BMI was calculated. Children were distributed in different BMI group and obesity as assessed. Results: The mean age of children in government school was 13.01 ± 1.09 years while in private school was 12.75 ± 1.08. 50% were females from government school and 50% from private school. 50% were male students from government school and 50% from private schools. The mean BMI of participants was 18.48 ± 3.36 kg/m2 in government school while 20.14 ± 3.66 kg/m2 in private school. When frequency of government and private school was compared results shows that out of 162 students from each school, 13 (8%) in government schools and 24 (14.8%) in private schools are overweight, while 8 (4.9%) in government schools and 17 (10.5%) in private schools are obese. Conclusion: High frequency of obesity and over weight in children of middle schools was noted. This frequency is greater in students of private schools both males and females as compared to students of government schools both males and females. Keywords: Obesity, school going Children, private school, government school, body mass index, height, weight

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Buckingham, Janet Epp. "Ruling Restricts Government Funding for Religious Schools." Oxford Journal of Law and Religion 6, no. 3 (September 25, 2017): 600–603. http://dx.doi.org/10.1093/ojlr/rwx036.

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Gurd, Bruce. "Rising accountability of Australian non-government schools." Public Money & Management 33, no. 6 (November 2013): 415–20. http://dx.doi.org/10.1080/09540962.2013.836002.

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Jay, Hilda L. "Government Documents and Their Use in Schools." Collection Management 7, no. 3-4 (December 1985): 295–312. http://dx.doi.org/10.1300/j105v07n03_29.

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Roberts, Kenneth. "Young People, Schools, Sport and Government Policies." Sport, Education and Society 1, no. 1 (March 1996): 47–57. http://dx.doi.org/10.1080/1357332960010103.

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Gouda, Jitendra, Kailash Chandra Das, Srinivas Goli, and Ladumai Maikho Apollo Pou. "Government versus private primary schools in India." International Journal of Sociology and Social Policy 33, no. 11/12 (October 21, 2013): 708–24. http://dx.doi.org/10.1108/ijssp-12-2012-0105.

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Edwards, D. Brent, Steven J. Klees, and Janet L. Wildish. "Dynamics of Low-Fee Private Schools in Kenya: Governmental Legitimation, School-Community Dependence, and Resource Uncertainty." Teachers College Record: The Voice of Scholarship in Education 119, no. 7 (July 2017): 1–42. http://dx.doi.org/10.1177/016146811711900702.

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Background/Context The UN Sustainable Development Goals include a renewed commitment to inclusive and equitable education for all and will maintain pressure on governments in low-income countries to ensure this provision. A range of prominent researchers and institutional actors continue to explore and to promote low-fee private schools (LFPSs) as a viable option for achieving universal access to basic education. The emphasis on LFPSs can be seen as part of the push for education policies that attempt to improve educational access and quality not through the strengthening of public education but through the establishment of public–private partnerships. Focus of Study In this paper we explore the Kenyan government's engagement with LFPSs, document and assess the impact of this support on the behavior of LFPS and clarify key actor perspectives and responses within this context. Research Design Through a qualitative case study of two LFPSs in a large urban informal settlement near Nairobi, we focus on the dynamic interaction and delicate equilibrium within which government officials, LFPS representatives, parents, and students not only interact with but influence each other. Data for the study were gathered over the course of 8 weeks during May and June of 2010 in the urban slum called Mathare Village in Nairobi through document review, 35 interviews, and school visits. Conclusions The findings suggest that LFPSs do not function in practice as in theory, and crucially, that there are inherent trade-offs, tensions, and unexpected dynamics in operation that have serious consequences for such issues as quality and equity, even when supported by formal government policy designed to address these aspects. The study reinforces the importance of national governments and international bodies increasing the resources devoted to improving access to, and the quality of, public education.

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Beyonyi, Eugene Y. "Exploring Funding Models in ‘’No-Fee’’ Schools in Cape Town: Evidence from Selected Public Primary Schools." American Journal of Education and Practice 6, no. 2 (July 20, 2022): 67–85. http://dx.doi.org/10.47672/ajep.1129.

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Purpose: The explicit goal of education funding policy is to raise educational standards by addressing historical financial disparities. This study, explored the funding models in three no-fees public primary schools within the Western Cape Education Department in Cape Town. The specific objective of this study was to explore and discuss the funding models’ initiatives of schools in resources scarce communities in Cape Town. Methodology: A qualitative research model was adopted for the investigation. Semi-structured guided questions were used to obtain the data. Using intentional sampling, which selects individuals based on their backgrounds and expertise, a total of nine people was recruited. Three school principals, three chairs of the governing body, and three administrators of the school's finances made up the group of participants. Due to the COVID-19 pandemic, data were recorded using telephone conversations. The researcher used a thematic data analysis approach to analyse the data after recording and meticulously transcribing the talks. Individual interviews, participant data, and document analysis were all merged by the researcher in order to make the research conclusions credible. Findings: As a result, it was determined whether the information from the case study and the interviews headed in the same direction. Additionally, the researcher gave each participant a chance to confirm that the facts were what they had provided as data. The study indicated that despite receiving 75% of their income from the government, certain no-fee public primary schools still had a high level of resource reliance. A sizeable part of school funding—25%—comes from voluntary donations. The funding attempts, however, have not succeeded in bringing in the money the schools sorely need. Due to government rules, schools feel they have too little money left over and are unable to make significant improvements. The study also showed that fundraising campaigns have an impact on education since they interfere with class time. Additionally, the study demonstrates that learner’s social competition has increased as a result of selling products on campus to raise extra money since learners whose parents cannot afford it do not want to feel afraid or humiliated. Recommendations: Selected schools should raise funds using stronger and more innovative funding initiatives rather than traditional, hands-on approaches. The government should rethink amending schooling policies to legally accord schools to collect fees, since studies show that parents in low-resource communities are removing their children from low-resource schools to well-resource schools. Governments also need to rethink school policy changes to give schools the flexibility to make significant budget changes.

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Yadav, Deepmala, and Suma Singh. "The Recent Trends of Public Expenditure on Education in Karnataka." Shanlax International Journal of Economics 8, no. 3 (June 1, 2020): 75–82. http://dx.doi.org/10.34293/economics.v8i3.2370.

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The very recent and emerging trends of the primary education system in Karnataka show that the enrollments of government schools have come down, Even though the Government expenditure on various schemes to promote Universalisation of Elementary Education (UEE), has been increasing in every consecutive year, these schemes are not fulfilling the Government’s aim to improve enrollment and retention rate. On the other hand, private schools have become synonymous with a quality education that is leading to an increase in the number and the enrollments of private schools and is causing the shutdown of government schools. To deal with the problems of providing quality education and keeping the increasing number of private schools in view, the government has involved private sector by passing the bill of Right to Education Act (2009), which in turn has added one more financial responsibility to shoulder for the government in the form of reimbursement to private schools. Reimbursement is a financial burden on government and, at the same time, is not enough to meet the per-child expenditure of (some) private schools. In this changing scenario, the government pattern of spending on elementary education has also changed. Thus, analyzing the pattern and composition of expenditure is crucial to make any government policy feasible, needbased, and result-oriented.

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Jacob, W. James, Donald B. Holsinger, and Christopher B. Mugimu. "Private Secondary Education in Uganda: Implications for Planning." Teachers College Record: The Voice of Scholarship in Education 110, no. 4 (April 2008): 867–93. http://dx.doi.org/10.1177/016146810811000404.

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Purpose of Study A fundamental question for educational planners and policy makers is which secondary school providers are most efficient in raising student learning for the most youth, given an available level of resources. Considerable attention has been devoted in recent years to the proposition that private providers offer efficient alternatives to government-financed and administered secondary schools. This study examines the rise of private secondary schools in Uganda and calculates a unit cost estimate for representative samples of secondary schools, both private and government. Setting A unit cost analysis was conducted among 28 randomly selected secondary schools in Uganda. Research Design A national sample of secondary schools was stratified in three ways. First, schools were selected according to the type of school, allowing half of the sample to be government schools and the other half private schools. A second stratification involved urbanicity, so both urban and rural schools were included in adequate numbers to allow subsequent comparison. Finally, the school sample was stratified by the four primary geographic regions in Uganda: Central (n = 10), Eastern (n = 6), Northern (n = 6), and Western (n = 6) Regions. All findings are based on analysis of sample survey data derived from randomly selected administrators, teachers, and parents of students. Using secondary school leaving examinations as the measure of effect, the article examines the relative cost effectiveness of private and government schools. Results Private schools in Uganda appear to be attractive, low-cost alternatives to government secondary schools. Per-pupil spending is significantly related to learning achievement, regardless of whether a student attends a private or government school. Thus, if higher performance is the desired ultimate student outcome, additional spending will be required. For their per-pupil cost, this article shows that private schools produce good learning gains—better, in fact, on a dollar basis, than government schools. Conclusions/Recommendations Unit cost data, when combined with reliable and valid measures of student learning achievement, are helpful to policy analysts and policy makers in determining the most efficient use of money. Although the comparatively high unit costs of government schools in this study are affected by the inclusion of capital costs, there is strong evidence to support the contention that private schools are a cost-effective alternative to government schools in the provision of general secondary education. Recommendations for future research include extending the analysis beyond the comparison of costs and examination scores by also considering the intangible component gains of schooling experiences in both private and government schools.

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Wataba, Hellen Kabasinguzi, and Nafiu Lukman Abiodun. "Boards of Governors' Roles and Management of Government Aided Secondary Schools in Kyenjojo District, Uganda." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 1, no. 2 (December 26, 2018): 138–50. http://dx.doi.org/10.53449/ije.v1i2.61.

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This study sought to establish the relationship between boards of governors' (BOGs) roles and management of government aided secondary schools in Kyenjojo District. The objectives were to establish the relationship between BOGs' planning role and management of government aided secondary schools, to establish the relationship between BOGs' supervisory role and management of government aided secondary schools, to establish the relationship between BOGs' control role and management of government aided secondary schools; and to determine the major predictor of management of government aided secondary schools out of the three aspects of BOGs' roles. A correlational research design was used. A total of 90 respondents drawn from 108 BOGs and nine head teachers were selected as sample for the study using stratified random sampling and census inquiry respectively. The instruments used were questionnaire and interview guide. Quantitative data was analysed using Pearson product-moment correlation and regression, while thematic analysis was used on qualitative data. The study found a statistically moderate positive and significant relationship between BOGs' planning role and management of government aided secondary schools (r=.626, p=.000); a statistically moderate positive and significant relationship between BOGs' supervisory role and management of government aided secondary schools(r=.591, p=.000); and a statistically weak positive and significant relationship between BOGs' control role and management of government aided secondary schools(r=.280, p=.015). All the three aspects of BOGs roles account for 38.4% of the influence on management of government aided secondary schools in Kyenjojo district (adjusted r2=0.384, p=.000). The researchers recommend that BOGs should be well trained in management of schools in order to be effective in their work. Head teachers should not be dictators but create a conducive climate for planning, supervision and control by the BOGs.

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Chen, Song. "Writing for Local Government Schools: Authors and Themes in Song-dynasty School Inscriptions." Journal of Chinese History 4, no. 2 (July 2020): 305–46. http://dx.doi.org/10.1017/jch.2020.11.

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AbstractA hallmark of the Song dynasty's achievements was the creation of a national network of state-sponsored local schools. This engendered an exponential growth of commemorative inscriptions dedicated to local government schools. Many authors used these inscriptions as an avenue to expound and disseminate their visions of schools and education. Using the methods of network analysis and document clustering, this article analyzes all the inscriptions extant from Song times for local government schools. It reveals a structural schism in the diffusion of ideas between the Upper Yangzi and other regions of the Song. It also demonstrates the growing intellectual influence of Neo-Confucian ideologues that gradually overtook that of renowned prose-writers. Methodologically, this article provides an example of how diverse digital methods enable us to handle a large body of texts from multiple perspectives and invite us to explore connections we might not have otherwise thought of.

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Ugbudu, Martin Iorgbir, and Esther Nguamo Ashir. "Government funding and quality of education in Nigeria: the imperative role of non-governmental organizations." Journal of Global Social Sciences 2, no. 7 (September 1, 2021): 1–15. http://dx.doi.org/10.31039/jgss.v2i7.22.

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The imperative for sound and quality education cannot be overemphasized. Education is fundamental to the construction of a knowledge economy and society in all nations. It provides the needed manpower for the overall turn- around of a nation. In Nigeria, the educational system is bedevilled by poor funding characterized by incessant strikes, closures of schools and decay in infrastructure. This study examines the issue of government playing a dominant role in financing public schools vis-a-vis the quality of education in Nigeria. The fundamental questioned that is posed is, in a nation where educational policies, infrastructure, personnel and programs are provided mainly by the government, can education develop beyond what the government can provide? Using a descriptive approach, the study, which relies on secondary data and adopts the systems theory as its frame of the analysis found out that government funding of the educational sector has eroded the quality of education in Nigeria. Based on this, it recommends a funding strategy where Non-Governmental Organizations will complement government efforts to fund education in the country.

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Fonseca, Diogo Ribeiro da, Marizaura Reis de Souza Camões, Pedro Luiz Costa Cavalcante, Joselene Lemos, and Pedro Lucas de Moura Palotti. "Schools of Government’s roles and challenges for institutionalization: a comparative study in the Brazilian Federal Public Sector." Revista do Serviço Público 70 (December 6, 2019): 71–106. http://dx.doi.org/10.21874/rsp.v70i0.1458.

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The role of Schools of Government has been relatively vague in the literature and in several countries’ public administrations. Consequently, schools operate in normative contexts that do not address their specific needs and purposes as educational entities. The present study seeks to comparatively describe institutional, strategic and educational characteristics of 17 Brazilian Federal Schools of Government to define aspects for their distinctive characterization. The qualitative research was based in document analysis and structured interviews with heads in schools. The results present a common identity between schools, as well as differences regarding their configurations. We attempt to propose a typology for the sampled schools which, we suggest, may be used as a means for a general theory for the comprehension of varying characteristics between schools of government, relating to their roles and formats. The study contributes to a better understanding regarding the role of schools of government and proposes further research to support their institutionalization and development.

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Volkova, E. Yu. "Transformation of the instruments of government regulation of the economy: from non-interference to strategic managementt." Economics and Management 28, no. 1 (February 4, 2022): 92–104. http://dx.doi.org/10.35854/1998-1627-2022-1-92-104.

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Aim. The presented study aims to investigate the evolution of interpretations of the government's role in the economy and to identify and describe the modern functions of the government in the economy and the corresponding regulatory instruments.Tasks. The authors theoretically analyze the approaches of major economic schools to the interpretation of the government's role in the economy in different periods; identify historical patterns in the transformation of government functions depending on external conditions; describe economic problems in the modern world; determine government functions and effective instruments for their implementation in the current context.Methods. This study uses general and special methods, such as induction and deduction, analysis and synthesis, generalization, systematization, comparative analysis, and content analysis. The methodological basis of the study includes the works of economists of various historical eras representing major economic schools, as well as modern research on the history of economic thought and government regulation.Results. The approaches of leading economic schools to substantiating the adequate degree of government intervention in the economy are analyzed – from the pre-scientific period to modern Nobel laureates. The historical and economic features of different eras are established, and the most effective instruments of government regulation of the economy are indicated for each era. Based on global development trends, the main economic features and problems of the XXI century are highlighted, which are universal in the context of globalization. The transformation of government functions in the modern economy is substantiated. The authors propose an original approach to the classification of government functions depending on their focus on solving specific problems and identify instruments for implementing new functions.Conclusions. The study highlights universal government functions in any society, such as producing public goods, protecting law and order, and updating legislation. The scope of government intervention in the economy and the selection of regulatory instruments are justified differently in the concepts of economic schools, depending on the characteristics of the external environment. During the development of human society, the degree of government influence on the economy changes. As social relations and technology become more advanced, government functions in the economy become more complex and new goals and forms of regulation appear. Government functions in the modern economy can be divided into four categories: ensuring economic development, facilitating technological progress, maintaining human capital, and economic globalization. The focus is shifting towards instruments for strategic planning, forecasting, and management and a program-oriented approach to the implementation of government functions.

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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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WIBORG, SUSANNE, FRANCIS GREEN, PETER TAYLOR-GOOBY, and RACHEL J. WILDE. "Free Schools in England: ‘Not Unlike other Schools’?" Journal of Social Policy 47, no. 1 (April 27, 2017): 119–37. http://dx.doi.org/10.1017/s004727941700023x.

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AbstractThe aim of this article is to investigate the argument that choice and competition will unleash entrepreneurial innovation in free schools. Free schools were introduced as a subset of the Academies by the Conservative–Liberal Democrat Coalition government, following the general election in 2010. The government made it possible for non-state providers to set up their own independent, state-funded schools in order to create more choice, competition and innovation. We conclude that a higher level of substantive innovation is taking place in regards to management practices than in respect of curriculum and pedagogical practices. Innovation in curriculum and pedagogical practices is very limited. Creating a free school offer that seems to differ from other schools appears to be done through marketing and branding rather than innovation. We argue that parents, OFSTED, and the relative isolation of free schools constrain innovation from taking place.

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Hameed, Shahul, Gousiya Mubashireen Muskan, Chethana K, and Kiran KG. "Prevalence of Anaemia among Adolescent Girls on Weekly Iron and Folic Acid Supplementation (WIFS) and Non WIFS Group in Rural Schools of Mangalore, Karnataka; a Comparative Study." National Journal of Community Medicine 13, no. 2 (February 28, 2022): 104–7. http://dx.doi.org/10.55489/njcm1322022159.

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Background: Weekly Iron and Folic Acid Supplementation (WIFS) Programme is an initiative to decrease the burden of anaemia among adolescents studying in Government schools. Objective: To assess the difference in prevalence of anaemia among Government school-going adolescents girls on WIFS as compared to private school girls not on WIFS. Methods: Cross-sectional study was conducted among adolescent girls, 7th to 10th standard in Government schools (on WIFS) and private schools (not on WIFS). The sample size in each group was 104, selected by multi-stage sampling. Data was collected using semi-structured questionnaire, clinical examination and haemoglobin estimation. Chi-square test and Unpaired t test used to compare the categorical and continuous variables respectively. Results: The prevalence of anaemia among the school children in government schools was 51% and in the private schools it was 64.4%. The mean haemoglobin was 11.77 ± 1.41 and 11.34 ± 1.49 in government and private school girls, respectively, which was statistically significant (p=0.013). Conclusions: The prevalence of anaemia among the government school girls was lesser as compared to the private schools girls, suggesting the role of WIFS in the reduction of prevalence of anemia. WIFS programme may be extended to private schools as well.

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Journal articles on the topic 'Government schools'

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