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Journal articles on the topic 'Governments schools'
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Brown, Byron W. "Why governments run schools." Economics of Education Review 11, no. 4 (December 1992): 287–300. http://dx.doi.org/10.1016/0272-7757(92)90038-5.
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Egbebi, John Oluyemi, and Olayinka Tijani Wakili. "Effective Management of Private Schools in Nigeria: Necessity for Governments’ Intervention." Randwick International of Education and Linguistics Science Journal 1, no. 2 (September 30, 2020): 208–16. http://dx.doi.org/10.47175/rielsj.v1i2.87.
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Private schools and owners invest a lot of worthwhile input in the provision of functional educational service delivery thus paving way for further access, equity and fair play to every intending learner as complement to the effort of government, the public school providers in Nigeria. This development actually met the world declaration of the expectation from all nations of the world to provide mass, quality and free education to all citizens. By and large, education service delivery as a social service requires huge sum of money in its operations across all levels of educational institutions – basic, post basic and tertiary. The paper examined effective management of private schools in Nigeria and the necessity for governments’ intervention. In a nutshell, the paper espoused: the world demand on provision of quality education; available sources of funding for private school ownership; challenges of private school ownership and management; justification for the establishment of private schools to support government established institutions; comparism of funding and management pattern of private schools in Nigeria and diaspora; and core constraints of private schools. The paper concludes and recommends that, respective governments, their agencies and parastatals should participate actively in rendering adequate support regarding award of grant-in-aid to owners of private schools; and that cost of registration and set up cost on infrastructural facilities for private schools - low, medium and high scales should be cut down by FME or SMoEs , ZIE, LIE, UBEC, TRCN, and similar institutions thus, affordable to create more access to learners with standards.
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K, Dedy Achmad. "PERENCANAAN PEMBIAYAAN PENDIDIKAN (Studi Kasus di Sekolah Dasar)." PEDAGOGIA Jurnal Ilmu Pendidikan 12, no. 2 (August 19, 2016): 40. http://dx.doi.org/10.17509/pedagogia.v12i2.3326.
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Financial planning education, especially regarding the analysis of the needs of education ( elementary school ) in the future should be able to run, so that the achievement of the plancan be realized well with effective management and efficient budget . Educational arrangements referred to in this article is how governments , agencies or schools can plan sees the need for schools , classrooms and teachers in the community standard which is based on meeting the minimum standards of education . The aim is to assist in the distribution of education and know the real condition of the school in the community . Schools targetedmainly primary school level are included in compulsory education launched by the government .Keywords : Planning , Financing , Budgeting and Mapping Guru
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Hughes, Owen E. "MPA Programs in Australia." Chinese Public Administration Review 3, no. 1/2 (November 4, 2016): 24. http://dx.doi.org/10.22140/cpar.v3i1/2.53.
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Australian universities have established specific Masters programs for public servants over the past twenty years. However, until recently, despite being established, they have not thrived by comparison with MBA and other masters courses in business. It was not easy to attract students and good staff. MPA programs have generally not captured the public sector community’s attention in the same way as is the case in a number of US schools of public administration or management. This situation changed in 2003 with the creation of the Australia and New Zealand School of Government (ANZSOG). This is a consortium of five governments - the Commonwealth government, the New Zealand government, and the three largest state governments - and nine universities set up to provide an Executive Masters in Public Administration. The ANZSOG cohort is composed of future leaders in the opinion of their governments. All students are fully funded by their governments and at a level that is more costly per student than other training. Funding of this scale reflects a major change for governments in Australia.The establishment of the Australia and New Zealand School of Government represents a major change in education of public managers in Australia. There are lessons for other countries in its establishment.
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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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Afriansyah, Anggi, Fikri Muslim, Vera Bararah Barid, and Dini Dwi Kusumaningrum. "MANAJEMEN PENGELOLAAN SMK PERIKANAN DAN KELAUTAN YANG BERBASIS KEBUTUHAN LOKAL, NASIONAL DAN GLOBAL." Jurnal Kependudukan Indonesia 15, no. 2 (March 29, 2021): 197. http://dx.doi.org/10.14203/jki.v15i2.611.
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This paper aims to analyze the management of fisheries and marine vocational secondary schools in Indonesia. This paper will discuss two parts. The first part is the management of fisheries and marine vocational high schools in Indonesia. The second part is crucial problems in managing vocational schools for fisheries and maritime affairs in Indonesia. The data used in this paper is research data in the Special Region of Yogyakarta in 2018 and several data updates carried out during 2020. This research uses qualitative methods through a combination of data collection techniques, namely interviews, focus group discussion (FGD), and observation. Observations were made at SMKN 1 Sanden, SMKN 1 Temon, and Sadeng Harbor, Gunung Kidul. The results showed that local governments role in developing Fisheries and Marine Vocational High Schools is still not optimal and needs to be improved because it can be optimized to its regional potential. The synergy between the central government and local governments in developing and managing a Fisheries and Marine Vocational School is the crucial factor that needs to be considered.
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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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Sweet, Robert. "A Profile of Private Vocational Training Schools." Canadian Journal of Higher Education 23, no. 3 (December 31, 1993): 36–63. http://dx.doi.org/10.47678/cjhe.v23i3.183171.
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This paper outlines the salient features of private vocational training schools in four major regions of Canada. Schools are further described in terms of their operating principles and practices, the range of training programs offered and, finally, the regulatory and governance structures of federal and provincial governments and of the industry itself. This profile outlines the market-oriented nature of the proprietary school industry and is presented with reference to the community college and institute system where, to a limited degree, similar entrepreneurial features are found. On the basis of this comparison, some observations are made as to the potential contribution of proprietary schools toward current government efforts at improving training provision in Canada.
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Deepak, Dey Kumar. "Socio-demographic Characteristics of School Dropouts in Mahbubnagar District of Telangana State, India." Artha - Journal of Social Sciences 15, no. 2 (April 1, 2016): 88. http://dx.doi.org/10.12724/ajss.37.6.
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Free and compulsory education to all children up to the age of fourteen years is the commitment of the Constitution of India. The governments of India and state governments have initiated a number of programmes to achieve the goal of universalization of elementary education. Among them Sarva Shiksha Abhiyan (SSA) is the recent addition. According to the handbook of education statistics (2013-14), 38.2 per cent of children in the state who had enrolled in Class I did not reach Class X and were thus, deprived of basic education. To improve retention in government schools, understanding the socio-demographic characteristics of the parents of school dropout children would be advantageous. For the purposes of the study, a field survey was conducted in 18 villages of six rural Mandals of Mahbubnagar district with a sample of 401 respondents. Study finding revealed that both boys and girls in the age group of six to 18 years were equally vulnerable to dropouts. About 90 per cent of the school dropout children were from the government schools and three in five children in the age group of 15 to 18 years were dropped out from the school
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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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Febrianto, Priyono Tri, and Sulaiman Sulaiman. "Kajian strategis dan prioritas pembangunan pendidikan menengah untuk meningkatkan mutu pendidikan di Pulau Madura." Masyarakat, Kebudayaan dan Politik 27, no. 4 (October 1, 2014): 211. http://dx.doi.org/10.20473/mkp.v27i42014.211-220.
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Efforts in quality improvement and development of education in the era of regional autonomy are not only the responsibility of the central government and provincial governments, but also the responsibility of local governments. Quality improvement and development of education thus become strategic issues for any local government. This study aims to address issues related to: (1) the condition of school facilities and infrastructure (2) the role of school committees which is not optimal; (3) the absence of equitable distribution of teachers; and (4) the lack of Information and Communication Technology/ICT-based learning application in in secondary schools. The research was conducted in four districts, namely Bangkalan, Sampang, Pamekasan and Sumenep. The main theory employed in this study is the School Based Management (SBM) or the so-called School Based Management (SBM). The population was students, parents and teachers. The total number of samples was 250 people comprising 100 students, 100 parents and 50 teachers. The research data were obtained from primary and secondary data. The study yielded a number of key findings. First, 90% of High School (or its equivalent) teachers master the materials taught. This is due to fact that the materials taught are in accordance with the education qualification of the teacher. Secondly, the mismatch found in Madurese high schools was apparently caused by the lack of educators with suitable qualification for the subjects they teach concurrently. Almost all secondary teachers in Madura island require trainings related to the development of competency for mastering the subject materials. The last but not the least, the majority of teachers still apply simple learning methods. Although the method applied by teachers are generally similar, there are significant differences between the favorite schools and the other schools.
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Martin, Doug, and Peter Moss. "Back to the future? Remembering extended schools in a post-pandemic world." FORUM 63, no. 2 (July 1, 2021): 98–108. http://dx.doi.org/10.3898/forum.2021.63.2.09.
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The Covid-19 crisis calls for a transformation of education and schools, with the crisis having shown the many roles and purposes they do and can serve. But, the article argues, in the process of transformation there is another valuable experience to draw on: the 'Every Child Matters' policy agenda of the Labour government, including the concept of the extended school. Drawing on research into this ambitious programme, the article considers the potential of this image of the school, a rich image that has been wilfully neglected by governments since 2010.
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Blank, Jos L. T., and Thomas K. Niaounakis. "Managing Size of Public Schools and School Boards: A Multi-Level Cost Approach Applied to Dutch Primary Education." Sustainability 11, no. 23 (November 25, 2019): 6662. http://dx.doi.org/10.3390/su11236662.
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In many countries, the provision of primary education is among the core responsibilities of local governments. One of the main questions local governments face concerns the optimal configuration of school boards and size of schools. In this paper we analyse the relation between cost and scale in school boards and in schools. The influence of both the governing layer (board) and the operational layer (school) on average cost are jointly modelled. Board cost is modelled as an aggregation of individual school cost functions so that individual school cost data are not required in order to estimate the model. The results indicate that small schools (<60) pupils are operating under sizable economies of scale. The optimum school size is estimated at roughly 450 pupils, but average cost remains roughly constant with regard to size. In contrast to school size, the effect of board size (in terms of the number of schools governed) on average cost is limited. The policy recommendation is that municipalities should create at least three schoolboards within their jurisdiction and take measures in case individual school size declines below 60 pupils.
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Nkundabanyanga, Stephen Korutaro, Moses Muhwezi, and Venancio Tauringana. "Management accounting practices, governing boards and competitive advantage of Ugandan secondary schools." International Journal of Educational Management 32, no. 6 (August 13, 2018): 958–74. http://dx.doi.org/10.1108/ijem-02-2017-0034.
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Purpose The purpose of this paper is to report on the results of a study carried out to determine the use of Management Accounting Practices (MAPR) in Ugandan secondary schools. The study also sought to determine whether MAPR and governing boards (board size, gender diversity and frequency of board meetings) influence the perceived competitive advantage. Design/methodology/approach This study is cross-sectional and correlational. Data were collected through a questionnaire survey of 200 secondary schools. The data were analysed through ordinary least squares regression using Statistical Package for Social Scientists. Findings There are wide variations in MAP in terms of the extent to which the schools employ management accounting techniques. Also, MAP and governing boards have a predictive force on the schools’ competitive advantage. However, governing board’s size has no effect on competitive advantage. In terms of the control variables, the results suggest that while government school ownership has a positive effect on competitive advantage, the school’s size has no effect. There are intertwining relationships of frequency of board meetings, board size and school size. Research limitations/implications The present study was limited to the secondary schools in Uganda which limits generalisability. Still, the results offer important implications for secondary schools’ governing boards, owners and for similar African governments who are a major stakeholder in the secondary school education system. The exact mechanism by which intertwining relationships of frequency of board meetings, board size and school size impact competitive advantage is not been explored in this paper. Future researchers may direct research effort in this endeavour. Originality/value To the authors’ knowledge, this is the first study to investigate use of MAPR in secondary schools and to provide evidence of their efficacy.
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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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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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CUI, Guihua. "Organizing vocational education and training in schools: A case study of Australian Governments’ educational policies." Advances in Social Sciences Research Journal 7, no. 1 (January 22, 2020): 247–67. http://dx.doi.org/10.14738/assrj.71.7517.
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Australian Governments of different levels have initiated and carried out some policies to reform vocational education and training in schools to ensure school to work successful transition. This article takes the New Framework as the target policy for analysis, supplemented by other related policies to investigate Governments’ purposes, principles and measures for organizing vocational education and training in schools. Dramaturgical coding method, together with excerpt-commentary analysis, has been adopted in the policy analysis. It is found that the partnerships among different levels and different agencies are key to the organizational changes in the success of vocational education and training in schools in effecting a seamless work/study transition. This approach offers an informed representation of the information that is conveyed in the New Framework by vividly interpreting its terms and conventions. The most important factor promoted by these policies was the promotion of partnerships between schools and industries.
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AKOMOLAFE Oluwayemisi Damilola. "ASSESSMENT AND EVALUATION STRATEGIES FOR BOOSTING TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS." International Journal on Integrated Education 3, no. 11 (November 13, 2020): 103–7. http://dx.doi.org/10.31149/ijie.v3i11.842.
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This paper discussed secondary education as well as governments’ rationale for its establishment. The paper also discussed assessment and the various strategies for the assessment of teaching-learning processes at the level. Moreover, the paper discussed evaluation of teaching and learning, and the strategies that could be employed in executing evaluation in schools, with explicit key differences between assessment and evaluation highlighted. In all, the paper concluded that assessment and evaluation are vital procedures for boosting teaching and learning activities in secondary schools in Nigeria; and suggested that assessment and evaluation strategies be enshrined in the secondary school curriculum, teachers be regularly trained and re-trained in the art of assessment and evaluation; government and education ministries should provide the needed tools and instruments for implementing assessment and evaluation of the teaching-learning processes, and education inspectors should frequently visit secondary schools as to ascertain teachers’ level of compliance with government policies on assessment and evaluation.
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Letelier S, Leonardo, and Hector Ormeño C. "Education and fiscal decentralization. The case of municipal education in Chile." Environment and Planning C: Politics and Space 36, no. 8 (April 2, 2018): 1499–521. http://dx.doi.org/10.1177/2399654418761888.
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Chile implemented a radical reform in favor of decentralization at the beginning of the 1980s, with municipalities taking over the administration of public school education. The government that came to power in 2014 is committed to revert this reform, removing public schools from municipal control. Using panel data gathered between 2005 and 2013, this study shows that municipalities with greater autonomy performed better when administrating schools. Two major conclusions may be drawn. First, selective decentralization in favor of more autonomous municipalities is a better public policy approach relative to an all across the board solution. Second, since this autonomy is very unevenly distributed across municipal governments, a renewed and more effective fiscal equalization system should be established in Chile.
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Valant, Jon, and Daniel A. Newark. "The Word on the Street or the Number from the State? Government-Provided Information and Americans’ Opinions of Schools." Journal of Public Administration Research and Theory 30, no. 4 (April 2, 2020): 674–92. http://dx.doi.org/10.1093/jopart/muaa010.
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Abstract Public institutions seeking to facilitate effective decision making by boundedly rational constituents often must determine what information to provide and in what form to provide it. Ideally, this determination would reflect an understanding of how different kinds, forms, and sources of information are processed by constituents and influence constituents’ beliefs. However, research on this topic—especially in the context of educational institutions, and with a focus on official numerical information versus electronic word of mouth—has been minimal. Considering the case of state governments wishing to inform citizens about their schools, we examine how parents and the US public evaluate schools after receiving two increasingly abundant kinds of school quality information: numerical government ratings and online parent comments. Using an online survey experiment with a nationally representative sample, we find that perceptions of school quality are heavily influenced by parent comments even when these comments appear alongside official ratings. By contrast, the effects of official numerical ratings appear modest. Additional findings suggest that the comments’ influence results from preferences for the information’s source (parents over government) and style (narrative over numerical), and that nonprofit organizations are more trusted messengers of performance information than state governments. These results advance our theoretical understanding of the effects of different kinds of information on belief, and we conclude the article by discussing their implications for how public institutions disseminate information to their constituents.
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Khan, Shakeel, Muhammad Hashim Khan, and Dur-e.-Nayab Gul. "Comparative Analysis of Education Policy Reforms of Khyber Pakhtunkhuwa (KP) Pakistan since 2008-18." Review of Education, Administration & LAW 3, no. 2 (September 30, 2020): 165–73. http://dx.doi.org/10.47067/real.v3i2.50.
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The aim of this study is to compare the educational reforms of two governments in public sector schools within the Khyber Pakhtunkhwa (KPK) region and finds the difference in educational reforms between the government elected in 2008 and government elected in 2013 in KPK. The study uses quantitative approach and used secondary data which is collected from the Annual statistical Report issued from 2009 to 2015. This research explains relationship between independent variables and dependent variable through linear and multiple regression technique. The analysis shows that three independent variables namely Basic facilities, Number of teachers, Number of institution has great impact on student’s enrollment which shows changes made by present government in the education policy has increased the student’s enrollment in public sector schools. The study focuses only on three independent variables while there are some other factors which can affect the student’s enrollment in public sector school.
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Allen, Graham. "Teaching social behaviour in schools – what can governments do?" Health Education 107, no. 1 (January 2, 2007): 5–9. http://dx.doi.org/10.1108/09654280710716842.
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Brkovic, Marta, Oriol Pons, and Rosie Parnell. "Where Sustainable School Meets the ‘Tthird Teacher’: Primary School Case Study From Barcelona, Spain." International Journal of Architectural Research: ArchNet-IJAR 9, no. 2 (July 13, 2015): 77. http://dx.doi.org/10.26687/archnet-ijar.v9i2.539.
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Participatory evaluation of aspiring sustainable schools and their pedagogical potential has recently come into focus. A few authors have made a significant start in examining schools as both environmentally and socially sustainable environments, which might simultaneously represent the ‘third teacher’. However, discussion around this idea is new in Spain. This paper describes a participatory post-occupancy study conducted with teachers and pupils in Fort Pienc School, Barcelona, Spain. Findings reveal the pedagogical potential of the school’s spaces and fabric, characterised as ‘sustainable’, and highlight the aspects that the research participants feel are performing and underperforming. The paper concludes that if we want sustainable schools to be a strategy for renovating the educational process and for leading us towards a better tomorrow globally and locally, new models for exploring the pedagogical potential of sustainable schools should be developed and the efforts of all relevant parties synchronised; from architects to governments, from pupils to teachers.
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Shafik, Nargis, Yasser Mansour, Shaimaa Kamel, and Ruby Morcos. "The Impact of the Cairo Streets Development Project on the Independent Mobility of Children: A Field Study on the Streets of Heliopolis, Egypt." Infrastructures 6, no. 7 (July 6, 2021): 98. http://dx.doi.org/10.3390/infrastructures6070098.
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Due to significant changes in Cairo’s streets today, young children may face difficulties finding opportunities to be safe and active. They can encounter low independent mobility, limiting their access to places in their neighborhoods, and can have poor access to their schools. This study aims to examine governmental primary school children’s access to schools in their neighborhoods after street modifications in Heliopolis, Cairo, seeking to evaluate the potential risks to child pedestrians. This will subsequently aid in developing a methodology for consistently and fairly evaluating hazards along the route to schools. A survey of six governmental primary schools in Heliopolis, Cairo, was conducted through interviews with children and their parents. Furthermore, a behavioral map of the local neighborhood was completed by children (7–12 years old) of six primary schools from the areas surrounding their schools in which the modifications took place. The results indicate that the most common ways of travelling to school, according to the questionnaire, are either by public transportation (30%) or by a small van/private bus (42%). More than half of the children expressed their wish to walk or cycle to school. The result also found that 69% of the children expressed anxiety about crossing streets. In conclusion, for some children, opportunities to be active in the local neighborhood may be limited due to the new modifications to the streets, resulting in limited independent mobility. To promote a sense of neighborhood safety and increase access to neighborhood public spaces, it is important to work with urban planners and local governments.
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Tamtik, Merli, and Angela O'Brien-Klewchuk. "The political process of international education: Complementarities and clashes in the Manitoba K-12 sector through a multi-level governance lens." education policy analysis archives 28 (January 6, 2020): 1. http://dx.doi.org/10.14507/epaa.28.4609.
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International education has become a policy sector of growing importance to Canada. With increased government regulations, disconnect is often observed between the intended policy outcomes and practice. This study aims to explain this disconnect by analyzing the heterogeneity among stakeholder interests. It focuses on 1) distribution of authority; 2) heterogeneity of values; and 3) complementarities and clashes in policy issues. A multi-level governance (MLG) framework (Chou et. al., 2017; Hooghe Marks, 2003), as a guiding theoretical lens, is applied to examine the interactions among governments (federal-provincial), non-governmental organizations, school administrators, international students and their families in the context of the Manitoba K-12 sector. Data for this study were collected through document analysis and 40 semi-structured interviews. Findings indicate increased steering power of both the federal and provincial governments to regulate international education with conflicting agendas based on political ideologies. The pursuit of Canada’s economic competitiveness through K-12 international education has led to a rise in the authority of non-governmental actors, including parents and students, to shape the services, programs and curriculum content offered by public schools. The study proposes adding an additional layer to the MLG framework, that of the complexities within stakeholder groups.
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Tiwari, Rashmi. "RELEVANCE OF MID DAY MEAL PROGRAMME WITH SPECIAL REFERENCE TO LOCAL BODY SCHOOLS OF DURG AND BHILAI TOWN." International Journal of Research -GRANTHAALAYAH 5, no. 4 (April 30, 2017): 263–67. http://dx.doi.org/10.29121/granthaalayah.v5.i4.2017.1819.
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In India illiteracy is one of the major problems of Indian society. There are many programmes/schemes/projects are run by the central and state governments which meant to increase in literacy. Therefore Mid-day meal programme was introduced in 1995 with one of the aim to increase in enrollment of children in primary schools. In many evaluative studies of MDMP by the government, it is claimed that enrollment of children has increased drastically and still it is one of reasons for increase in enrollment. To evaluate the programmme, that still after more than 20 years when socio-economic scenario of the Indian society has changed the, MDMP is still equally relevant and effective for increase in enrollment, the researcher is selected 10 -10 local body schools of Durg and Bhilai towns. In local body schools of Durg a women Self Help Group "Sakhi Saheli" has been supplying the cooked food while in Bhilai "Akshay Patra Foundation" has been supplying meal. 10 children from 5th to 8th standard have been selected from each school. The primary tool of data collection is an Interview schedule. Data analysis showed that most of the children are willing to come to school even if government would have discontinue MDMP i.e. it is no longer the reason for increase in enrollment and regular attendance in schools.
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WILDE, RACHEL J., FRANCIS GREEN, PETER TAYLOR-GOOBY, and SUSANNE WIBORG. "Private Schools and the Provision of ‘Public Benefit’." Journal of Social Policy 45, no. 2 (December 10, 2015): 305–23. http://dx.doi.org/10.1017/s0047279415000719.
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AbstractLegislative changes and a recent court ruling allow private schools in England and Wales to determine how to provide the public benefits required to justify their charitable status. We investigate how private school headteachers and other informed stakeholders perceive their public benefit objectives and obligations. We find that schools interpret public beneficiaries widely to include one or more of state school pupils, local communities, other charities, and general society through raising socially responsible adults. Private schools pursue their own goals through public benefit provision, and balance the advantages of public benefit activities against the costs. The schools are not constrained by the ‘more than tokenistic’ minimum set by the regulator. The findings highlight the difficulties faced by governments who seek to pursue redistributive educational policies through charitable law.
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Ray, Andrew, Tanya McCormack, and Helen Evans. "Value Added in English Schools." Education Finance and Policy 4, no. 4 (October 2009): 415–38. http://dx.doi.org/10.1162/edfp.2009.4.4.415.
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Value-added indicators are now a central part of school accountability in England, and value-added information is routinely used in school improvement at both the national and the local levels. This article describes the value-added models that are being used in the academic year 2007–8 by schools, parents, school inspectors, and other professionals in local and national governments. The article outlines the development of value-added models in England following the introduction of national testing at ages seven, eleven, and fourteen in the 1990s. It describes the current “contextual” value-added models in detail, looking at the mathematical specification of the multilevel models and discussing the practical choice of explanatory attainment and contextual variables. The article also describes various uses of the value-added models, including in the published school achievement and attainment tables and in the RAISEonline system that supports schools in their self-evaluation and development planning and informs external inspection.
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Nikkhah, Akbar. "Postmodern Governments and Global Science Education." Journal of Public Administration and Governance 1, no. 1 (June 11, 2011): 71. http://dx.doi.org/10.5296/jpag.v1i1.702.
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The objective is to describe global governments’ responsibilities in making and supporting educational policies for improvements in the public creation and utilization of science. The necessity of the world human populations to be more similarly educated increases. Such a necessity stems from a global demand for timely expansion and effective utilization of new life technologies. Governments play key roles in maintaining publics adequately cognizant of the demand. In addition, governments are increasingly responsible for making new policies that will allow public education sectors to practice refined education programs. Such a global education, most fundamentally, starts from elementary schools and evolves through guidance and high schools, colleges, universities and industrial centers. Governments can foster new education policies in three distinct groups including governors, educators, and learners. The governors include ministers and all related officials and administrative professionals. The educators include science and technology mentors and trainers in schools, colleges, universities, industries, and private and semi-private institutes. The learners, by definition, are those enrolled in academic and non-academic institutions to obtain expertise and excellence in various fields of science and technology. These categories will have their own specified educators who revisit concepts and update members with most recent concepts and practices while reviewing major earlier principles. In the post-modern time, mentors and trainers themselves require frequent timely education to remain most up-to-date and functional. Constant education of educators faces more practical challenges than education of learners. Special courses and sessions are to be developed for governors, educators, mentors, advisors and teachers. It is only with such an interrelated structure that governors and policy makers will most profoundly realize the importance and necessity of adequate public education considerations. Such policies are to be supervised and supported by global sources to ensure practices in different world regions. The more extensive implementation of the policies will lead to more efficient and earlier accomplishment of preset goals. Effectual education of governments on ‘science education policies’ will be a turning point in enabling continual improvements in global science and life qualities.
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Shah, Qasir. "Academisation: Who now holds the key to the secret garden?" Power and Education 10, no. 3 (April 4, 2018): 215–32. http://dx.doi.org/10.1177/1757743818764746.
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This article aims to demonstrate the hazards of an education system controlled by any one group – in this case, governments – by examining the recent drive for the academisation of English state schools. This article highlights the need for education’s independence from political control. The once ‘secret garden’ of the curriculum is now firmly in the government’s grasp. Academies were introduced in England in 2000 by the Labour government; originally called ‘city academies’, they were claimed to break the cycle of underperformance and the low expectations of failing inner-city schools. But they are now promoted as the only means of providing ‘outstanding’ education. The author argues that the current drive for academisation forms part of the market-oriented narrative which believes that market forces offer the best solution to all the needs of society. As well as delivering substantial changes in governance and accountability, academisation conceals a radical shift in education’s purpose, yet it is being pushed through without real debate. The academisation process offers an insight into how governments can, and do, use the state apparatus to ignore, subvert and diminish opposition. To highlight this, the author uses Steven Lukes’ conceptualisation of power: the public, the hidden and the invisible.
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Bakken, Larry. "AALS Panel – Global Legal Education – Can American Law Schools Respond to the Opportunities?" German Law Journal 5, no. 3 (March 1, 2004): 335–38. http://dx.doi.org/10.1017/s2071832200012475.
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During the past decade many American law schools have identified and responded to the opportunity and necessity of training law students and lawyers for the challenges created by globalization. Opportunities are certainly available to schools with strong business, international trade and human rights programs. Opportunities are, however, also available to schools with interests and strengths in the newer disciplines such as conflict resolution, intellectual property and environment protection. Law schools which have ventured into global oriented training have recognized that the market is not simply a one-way-street for domestic students but also includes training of foreign law students and lawyers. Private foundations in the United States and abroad, foreign governments and our national government have helped finance foreign lawyer visits and training events throughout America. When international lawyers visit the United States, domestic law schools are involved as hosts, training sites, and sources of professional expertise. There has also been a simultaneous movement of domestic lawyers and law students through foreign law school programs and other study abroad opportunities. When all these international experiences are taken together one realizes the need for law schools to become more involved in the development and implementation of training and development of globally oriented legal education.
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Luca Sugawara, Carmen, Jocelyn Clare R. Hermoso, Eva Anđela Delale, Kay Hoffman, and Diana Lupšić. "Parental Involvement in an Emerging Democracy: The Case of Croatia." Advances in Social Work 13, no. 2 (May 31, 2012): 451–70. http://dx.doi.org/10.18060/1965.
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Parental involvement in schools in an emerging democracy has gained significant attention among school administrators, educators, parents, local governments, and the international development community; yet, empirical data on this subject remains sparse. This study aims to examine the patterns of parental involvement in schools in Croatian communities. Using mixed-methods, the sample size consists of 294 elementary school parents, two focus groups (parents and teachers), and nine interviews with national and international stakeholders. The study found that, apart from the educational outcomes for children, parental involvement also may be an important platform through which parents can practice democratic behaviors and engage in community-building initiatives. Through school-related activities, parents learn to interact with a government institution, voice their interests, participate in decision-making, leverage and use power, and cooperate with each other and the community. Findings from this study can have implications for social work practice and social development assistance by recognizing how engaging parents in school-based activities can become a platform for community participation and democratic behavior.
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Hadeishi, Makoto, and Kazuhiro Fukuyo. "The Effective Use of Social Capital for the Declining-population Society." Journal on Innovation and Sustainability. RISUS ISSN 2179-3565 3, no. 2 (August 27, 2012): 3. http://dx.doi.org/10.24212/2179-3565.2012v3i2p3-10.
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Japan has become a declining-population society. It causes closing of more than 450schools annually. More than 30 % of closed schools in Japan are not fully utilized at present.The closed schools should be utilized as the social capital and used for not only “public use” butalso “business use” for the regional revitalization. Especially, in the hilly and mountainous area, effective measures for closed schools is required to cope with the declining birthrate and agingpopulation, increase employment, promote agriculture, and contribute to the regional market.For the promotion of the business, local governments and the non-governmental business operatorsshould cooperate together to expedite the business use for the closed schools proactively.
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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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Asiago, Dorcah, and Christine A. Akello. "CHALLENGES FACING HEAD TEACHER’S ROLE IN THE IMPLEMENTATION OF THE SCHOOL FEEDING PROGRAMME IN PUBLIC PRIMARY SCHOOLS, IN NAIROBI PROVINCE, KENYA." International Journal for Innovation Education and Research 2, no. 6 (June 30, 2014): 1–11. http://dx.doi.org/10.31686/ijier.vol2.iss6.189.
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Many programs have been implemented in developing countries to improve both the physical health and the psychosocial health of students. School feeding is a long standing and popular development assistance program; implemented in over 72 countries by the World Food Programs (WFP) alone in developing countries (WFP, 2008). In these developing countries, School Feeding Program (SFP) is offered by non-governmental organizations or other large organizations in collaboration with national governments (Bennett, 2003)
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VanGronigen, Bryan A., and Coby V. Meyers. "Buyer beware: Using external providers to improve schools." Phi Delta Kappan 102, no. 2 (September 22, 2020): 26–31. http://dx.doi.org/10.1177/0031721720963226.
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Governments have injected billions of dollars into the massive school improvement industry, but little is known about the providers that offer services and whether their services actually improve schools. Bryan VanGronigen and Coby Meyers highlight their research the topic, which has found that few states monitor and evaluate provider performance and many state-approved or recommended providers offer services not based in or informed by research. They offer considerations for school, district, and state educational leaders about how to navigate some of the many challenges present within these murky waters.
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Sariwulan, Tuty, Widodo, Novrian Satria Perdana, Fajarini, and Iskandar Agung. "The Influence of Absorption Graduates Vocational Education: A Case Study." Academic Journal of Interdisciplinary Studies 9, no. 2 (March 10, 2020): 55. http://dx.doi.org/10.36941/ajis-2020-0023.
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This study aims to determine the factors that influence employment absorption of vocational high school (SMK) graduates. This research is a case study in three Vocational Schools with a sample of 120 people from 11-12th grade students. Data collection was carried out using a questionnaire and analyzed with the help of the Lisrel 8.80 program. This study found that the School Management (SM) and Industrial Environment (IE) variables had a positive effect on the Teaching Factory (TF) variable. Furthermore, all three variables (SM, IE, and TF) have a positive effect on the absorption variable of vocational high school graduates (ALV). Even the SM and IE variables have a greater positive effect than TF on the ALV variable. This means that the Tefa (TF) program still does not support graduates in getting jobs, especially because it is more directed towards low skills and unable to meet DUDI needs for middle and highs level competencies. It is recommended that the government needs to authorize schools to develop education in accordance with environmental condition potential, increase cooperation between schools - local governments - DUDI, enhance Tefa learning which refers to developing secondary and high skills to meet competencies according to the needs of the world of work by developing curricula and work practices together.
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Liu, Jingjing. "Students in Poverty: How to Keep Persistent in Schooling—A Case Study on the Poor Students’ Pursuing Schooling Experience in Different Ages of China." International Journal of Education 11, no. 4 (December 20, 2019): 17. http://dx.doi.org/10.5296/ije.v11i4.15505.
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Education of citizens is a hot topic concerned by governments and educators in China. Over the past 60 years, the Chinese government has adopted different policies of educational subsidies in different periods, benefiting many students from poor families. In addition to direct financial aid, there are other factors affecting poor students’ schooling. This study interviewed seven individuals from low-income families who studied in different ages, from 1950s to 2010s. The issues covered in the interview included the family's economic situation during their schooling, kinds of financial support they once got from schools and the government, parents’ attitude towards their studying, and the attitude of individuals towards learning in financial difficulty, etc. and studied individuals how to overcome the economic difficulties and complete the learning process under the influence of internal and external factors. The study showed that the respondents’ successful ones of different ages were all benefited from the financial support from the state and schools. Their yearning for formal school education and their recognition of the value of knowledge are the intrinsic driving forces for them to adhere to their studies. When the government and schools provide much direct financial assistance to poor students, they should also take active measures to improve students’ attitude towards school education and knowledge, stimulating their enthusiasm and initiative in learning, take measures to promote students’ learning ability, improving their academic self-confidence, which plays an important role in deciding whether poor individuals can persisting in schooling.
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Ejore, Paul Ekeno, Daniel Komo Gakunga, and Musembi Nungu. "Effect of School Feeding Programme on Pastoralists’ Pupils’ Participation in Regular and Mobile Primary Schools in Turkana County, Kenya." Journal of Studies in Education 10, no. 4 (October 20, 2020): 40. http://dx.doi.org/10.5296/jse.v10i4.17747.
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Kenya’s Turkana County, being an arid area, is faced with numerous challenges that hinder education programs especially among school going pupils. Therefore, the study sought to establish the effectiveness of the government interventions measures on pastoralists’ pupils’ participation in regular and mobile primary schools in Turkana County. Based on the study, this paper explores the effectiveness of the school feeding programme in promoting access to education among pupils from pastoralist communities in the County. The study utilized both descriptive survey as well as mixed methods. It utilised a sample of 75 head teachers, 225 teachers, 375 pupils, 85 parents, 3 education officers (1 from each sub-county), 1 County Director of Education and 1 County Commissioner. For data collection, the study employed questionnaires, interview schedules and focus group discussions. Quantitative data was coded and keyed into the computer using Statistical Package for Social Science (SPSS). In order to test the effectiveness of the government intervention, regression test an (inferential statistics) was applied. The analysed data was presented using tables. The qualitative data from interview schedules and focused group discussion was organized into major themes as per the research objectives. The results were presented thematically using extensive description and direct quotations. Hypotheses were analysed using regression analysis. The findings of the study showed that the feeding programme influenced many pastoralists’ pupils’ participation in both regular and mobile primary schools. The study recommends that the government should make efforts to ensure that food is supplied to schools in in time. There is also need to enrich the nutritional quality of the food supplied to schools. This paper highlights the major contribution of school feeding interventions in increasing access to quality education among marginalised communities. It will inform future policies aimed at such interventions by governments and education stakeholders.
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Mojapelo, Samuel Maredi. "Challenges in establishing and maintaining functional school libraries: Lessons from Limpopo Province, South Africa." Journal of Librarianship and Information Science 50, no. 4 (October 12, 2016): 410–26. http://dx.doi.org/10.1177/0961000616667801.
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Most governments, particularly in poor and developing African countries, are hesitant to pledge themselves through a legislated school library policy to roll out an active and sustainable library and information service for their schools to improve the quality of education. In South Africa, providing schools with a well-resourced and well-staffed library and information service is even more challenging because of the inheritance of the apartheid education system prior to 1994. The article is limited to just one part of a research project which investigated the resource provision in public high schools in Limpopo Province, South Africa. The purpose of the study was to investigate challenges that negatively affect the establishment and sustainability of an active and vigorous library and information service for all schools in Limpopo Province. The study was largely quantitative, blended with triangulation of both quantitative and qualitative methods for data collection. Self-administered questionnaires were used to collect quantitative data from the principals or teacher-librarians at schools, while an interview schedule was used to collect qualitative data from education officials through face-to-face interviews. The findings established that there are daunting challenges which hinder effective establishment and maintenance of functional school library and information service. The national Department of Basic Education has a responsibility to ensure that school library policy is formulated, endorsed and implemented as a matter of urgency. The Government should also fast-track rural development to enable teachers and learners, particularly those in historically disadvantaged rural black communities, to access library materials in other amenities.
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Kharel, Khom Raj, and Suman Kharel. "Analyze the Effectiveness of Resource Mobilizations of Local Government." Management Dynamics 23, no. 1 (March 10, 2020): 169–82. http://dx.doi.org/10.3126/md.v23i1.35577.
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Local governments are the closest administrative units which deliver public services to the grassroots level of citizens. Local governments enhance the access of services to the citizens. Effectiveness of budget implementation depends on the absorptive capacity of local governments and local level transparency in their affairs. The effectiveness of budget implementation is measured in terms mobilization of local resources and development of surrounding. Through the local resource mobilization, countries accelerate their economic growth by raising and spending their own funds for public goods and services such as schools, hospitals, clean water, electricity and roads. Local government investment in their own public goods and services in infrastructure is also essential for attracting private investment and laying the foundation of long term economic growth. The Constitution of Nepal 2015 defines Nepal as a federal democratic republic organized three level governments as federal, province and local. Local governments are the development partners to the central government need to mobilize enough revenue locally to support the central government development agenda. Inadequate financial resources can undermine the effective implementation of developmental projects in Nepal. Budgets are important as they prudential manage scarce financial resources and at the same time serve as a means of expenditure authorization, control and evaluation base.
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Paillé, Gilbert G. "The importance of forestry and forest engineering: Past present future." Forestry Chronicle 79, no. 5 (October 1, 2003): 876–81. http://dx.doi.org/10.5558/tfc79876-5.
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Until 1900, Canada had no foresters involved in logging, practising forestry or doing research. Forest engineering as a discipline held no importance whatsoever. The forest was simply exploited for its timbers and most of the forest products were sold abroad. During the next 50 years, four Canadian universities opened forestry schools, some research activities were organized by the federal government, provincial governments, and industry. However, the importance of forest engineering did not grow much. Since 1950, however, the situation was turned around completely, as was the industry. While forest operations were completely mechanised everywhere in Canada with machines or concepts often developed in the USA or in Scandinavia, more forestry schools were opened, the federal government opened forest research laboratories, provincial governments acquired more expertise in this field, and forestry equipment manufacturers did considerable development work. A national forest engineering research institute was even created. In the future, the forest community will have to team up to raise the profile of forest engineering. Key words: co-operation, forest engineering, forestry, forestry education, forestry research, sustainable management
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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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Gauteplass, Asle A., and Arnt O. Hopland. "Using game theory to stimulate provision of local public facilities." Property Management 35, no. 4 (August 21, 2017): 368–79. http://dx.doi.org/10.1108/pm-04-2016-0018.
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Purpose The purpose of this paper is to study how the central government can use well-known game-theoretical concepts in order to stimulate provision of local public facilities. Design/methodology/approach The authors use the classical adverse selection framework to discuss how the central government can use investment transfers as efficiently as possible to stimulate increased provision of local public facilities. Findings The benefits of local public facilities, such as kindergartens, schools, and primary healthcare institutions are greater than what each local government takes into account. Consequently, the central government, which maximizes social welfare in total, wants more local public facilities than the individual local government find optimal to supply. The central government thus would want to stimulate additional provision of local public facilities using contracts where local governments receive a transfer as compensation for increasing their supply. Since local governments differ regarding their efficiency in supplying facilities, the required amount of facilities and the corresponding transfer size should be allowed to vary across local governments. Originality/value Almost all countries are organized with multiple tiers of government, and local governments are important providers of many important welfare services. After labor, facilities are probably the second most important input in production of local public services. This paper offers insights into how the central government can efficiently stimulate the production of local public facilities.
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Getu, Makonen. "The Role of Edify in Promoting Christ-centred Education Through Low-fee Independent Schools." Transformation: An International Journal of Holistic Mission Studies 35, no. 3 (July 2018): 167–78. http://dx.doi.org/10.1177/0265378818803484.
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Free universal primary education has been promoted globally since the declaration of Education for All in 1990. As a result, the number of school-going children in the developing world has increased at an unprecedented scale and governments have run short of educational facilities and qualified teachers. Millions of children have been left without access to school and those who enrolled received poor quality education. Low-fee independent (private) schools (LFISs), which charge small fees, have mushroomed everywhere in response to parental demand for access and quality education. Low-income families began to send their children to LFISs rather than government schools. Despite the critical role they play in providing access and quality education, LFISs were faced with challenges that hindered them from unleashing their full potential. Edify was founded in 2009 with the vision of flourishing Godly nations to stand alongside Christian LFISs through the provision of loan capital, training and education technology services to enable them to improve and expand sustainable Christ-centred education globally. During its eight years of operation, Edify has cumulatively partnered with around 3500 schools, having an impact on 1 million children. Over 20,000 school leaders and teachers have been trained in conjunction with local training partners. With the recycling of repayment through local lending partners, Edify has dispersed US$21.9 million in total loans to schools. With a brief historical background of LFISs, this article presents the rationale, content and modus operandi of Edify’s programme.
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Ukpebor, Christopher Osaretin. "Availability of Print Resources as a Factor Affecting Reading Culture of Secondary School Students in Edo State, Nigeria." Libri 70, no. 2 (May 26, 2020): 157–67. http://dx.doi.org/10.1515/libri-2018-0160.
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AbstractStudies have shown that Nigerians have a poor reading culture which could be as a result of several factors including unavailability of print resources. Literature has revealed that the quality of reading by secondary school students in Edo State was regrettably on the decline and that inadequate use of print resources was a major factor. The descriptive survey design of correlational type was adopted for the study. Stratified multi-stage sampling technique was adopted in selecting participants for this study. Fifty percent was used to select nine local governments, 10 % to select public and private secondary schools from the already selected nine local governments, making a total of 65 schools. From each of the selected 65 schools, a sampling fraction of 11 % was used to select a total of 895 students for the study. A questionnaire was used for students while an interview checklist was used for school principals in justification of the students’ responses. Regression analysis (at 0.05 level of significance) was used to analyse the data. Findings revealed that secondary school students in Edo State have print resources readily available, while secondary school students had a poor reading culture with the weighted average of 3.06. The effect of print resources (β = 0.141; p < 0.05) in predicting students’ reading culture was significant. Conclusively, the study showed that secondary school students in Edo State have a poor reading culture irrespective of the availability of print resources.
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Baytiyeh, Hoda. "Online learning during post-earthquake school closures." Disaster Prevention and Management: An International Journal 27, no. 2 (April 3, 2018): 215–27. http://dx.doi.org/10.1108/dpm-07-2017-0173.
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Purpose The purpose of this paper is to describe the impacts of earthquakes on schools and education services and demonstrate the critical role that information and communication technologies (ICTs) can play in supporting the continuity of education delivery during temporary school closures after seismic events. Design/methodology/approach This paper relies on a conceptual analysis that shows the potential role of the online educational environment during post-earthquake school closures by relying on the available ICT tools. Findings This paper proposes a pro-active strategy for schools that transforms traditional education into an online learning environment to restore education delivery during school closures after earthquake which disrupts face-to-face teaching and denies students and staffs access to schools. Originality/value The sustainability of education delivery in the aftermath of earthquakes presents a challenge to governments, schools, people and communities. This paper contributes to the literature by demonstrating the role of online learning in sustaining educational delivery services after moderate earthquakes.
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Greenberg, Barbara. "Manic Reparation." Bulletin for the Study of Religion 39, no. 1 (April 28, 2010): 7–12. http://dx.doi.org/10.1558/bsor.v39i1.003.
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The Canadian public has heard many apologies from various governments and church institutions over the last 20 years. In June 2008 Prime Minister Stephen Harper apologized to First Nations for the federal government’s role in the residential school system. First Nations have also received apologies from the United Church of Canada (UCC) for its participation in these schools. Much of the work being done on the process of apology assesses the apology in order to judge if it is convincing and worthwhile.My work asks the question: are apologies effective in their attempt to make amends for past injustices, or are they examples of what Klein calls “manic reparation”?
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IHEJIRIKA, RICHARD C., UGOMMA A. AGWUOCHA, and CHIOMA N. IBE. "An Assessment Of The Availability Of Extensive Reading Resources In Public Primary Schools In Owerri Municipal, Imo State, Nigeria." International Journal of English Language Studies 3, no. 6 (June 30, 2021): 22–29. http://dx.doi.org/10.32996/ijels.2021.3.6.3.
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Research findings have consistently pointed to the fact that there is a correlation between extensive reading and proficiency in the target language, especially in a second language situation. Since reading is a process of habit formation, some linguistic scholars have argued that the primary school level is the most suitable for laying a strong foundation for the formation of extensive reading habits. Against this background, this study assessed the availability of extensive reading resources in public primary schools in Owerrri Municipal, Imo State, Nigeria. The objective was to assess the availability of extensive reading resources in the public primary schools to determine whether the school environment is conducive enough to enhance extensive reading culture. The Behaviourist Theory of language learning guided the research and the research design was a survey method. Out of a total of twenty-seven primary schools in the Municipal, fifteen were randomly selected and investigated. With the instrument of a questionnaire, data were collected from heads of the schools. The data were analysed, using frequency count and simple percentages. From the analyses, it was revealed that virtually all the schools investigated lacked adequate extensive reading resources. Consequently, it is concluded that the non-availability of the extensive reading resources in the schools investigated may be partly responsible for the seeming poor extensive reading culture which is noticed among some contemporary students. It is, therefore, recommended that efforts should be made by the Imo State Government and, by extension, other state governments to ensure that primary schools in their states are equipped with the necessary extensive reading resources in order to encourage the pupils to cultivate an extensive reading culture in the target language.
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Pillay, Hitendra, James J. Watters, and Lutz Hoff. "Critical Attributes of Public-Private Partnerships." International Journal of Adult Vocational Education and Technology 4, no. 1 (January 2013): 31–45. http://dx.doi.org/10.4018/javet.2013010103.
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The term ‘partnership’ is increasingly used by governments, industry, community organisations and schools in supporting their daily businesses. Similar to the terms ‘ICT’ and ‘learning’, ‘partnerships’ are now ubiquitous in policy discourse. Yet, the term remains ill-defined and ambiguous. This study reviews and reflects on a government led industry-school partnership initiative in the state of Queensland, Australia, to understand how the term is used in this initiative. Given the frequent use of Public Private Partnership (PPP) language, PPP was used as a framework to review this initiative. The methodology of this qualitative case study involved consultations with stakeholders and an analysis of Gateway schools documents, policy documents, and literature. The review suggests that despite the use of terminology akin to PPP projects in Gateway school and policy documents, the implicit suggestion that this initiative is a public-private partnership is untenable. The majority of principles shaping a PPP have not been considered to a significant extent in the Gateway project. Although the review recognises the legitimate and sincere purpose of the Gateway schools initiative, the adoption of a PPP framework during the design, monitoring, or evaluation stages could have strengthened the initiative in terms of outcomes, benefits, and sustainability.