Dissertations / Theses on the topic 'School privatization'
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Pociask, Joseph. "Public school privatization: the decision in Baltimore." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/40236.
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Casanova, Ricardo. "Privatization of telecommunications sector in Colombia." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10538.
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Dyer, Jane L. (Jane Lee) 1956. "Innovation and privatization in the telecommunications industry." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/9285.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2000.Includes bibliographical references (leaves 62-64).
The worldwide liberalization of the telecommunications industry has accelerated due to an explosion of technological innovation, growing consumer sophistication, and increasing competition. The process of privatizing state owned telecommunications corporations in Europe and other areas of the world is comparable to the deregulation of the telecommunications industry in the United States. This thesis explores the link between innovation and privatization in the telecommunications industry. In addition to providing an analysis of how innovation and privatization are connected in the telecommunications industry, the thesis also examines the structure, market trends, technology strategy, and globalization of the industry. Finally, it contrasts the management of innovation and deregulation of two incumbent telecommunications companies, Deutsche Telekom and Bell Atlantic.
by James L. Dyer.
M.B.A.
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Yung, Christian Hung Shing. "The privatization process--a system dynamics model for Brazil." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/12086.
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Ridelener, Daniel Alejandro. "The privatization of the Argentine telephone company : lessons for the future." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13620.
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Lai, Ping-wah Jonathan. "The school administration and management system in Hong Kong : a study of the privatisation of its technical support facilities /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2513999.
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Goff, Sarah LeBlanc. "When Education Ceases to be Public: The Privatization of the New Orleans School System After Hurricane Katrina." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/911.
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This study examines the privatization movement in the post-Katrina New Orleans education system. Less than a month after Katrina, a well-financed charter school movement was moving swiftly through the ravaged city. Nationally, a network of right-wing think tanks and school choice advocates descended on New Orleans shortly after the storm. Locally, state legislators and local leaders pushed from the inside for reform in the way of charter schools. Aided by a state takeover of schools and federal and corporate financing, the "great experiment" had begun. This study strives to cut through the façade of the charter school movement, and to investigate and explain the real motivations of the expected outcomes of the privatizers. Finally, the current injustices caused by the experiment being conducted in New Orleans are reviewed as an extension of the historical racial inequities of the school system.
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Jrolf, Mark Joseph, and Hanno Kai Alexander Schmidt-Gothan. "Privatization in the former German Democratic Republic : changing institutional roles in the governance and sale of industrial assets." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/12795.
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Herzberg, Marcus L. "The Development of the Concepts of the Public School and the Private School in the United States." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1038861945.
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Luke, Jeremy B. "Charter School Policies and Teachers’ Sensemaking of the Pressures to Recruit Students to Their Schools." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555601509085359.
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賴炳華 and Ping-wah Jonathan Lai. "The school administration and management system in Hong Kong: a study of the privatisation of itstechnical support facilities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31966834.
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Ferreira, Terita Michele da Silva. "Há algo de novo no ensino médio em Goiás? Os sentidos do trabalho no Programa Novo Futuro." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/7761.
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The dissertation What's new in high school in Goiás? The meanings of the work in the Novo Futuro Program is the result of a research developed in the Line of Research Education, Work and Social Movements of the Postgraduate Program of the Faculty of Education of UFG. It was investigated in this study the Novo Futuro Program whose implantation, in Goiás, occurred after the Reform of Education in this State (Pact for Education). In this sense, the aim is to understand the ideology of this program, which shows itself to be hegemonic as a model of full-time secondary education that is based on Odebrecht Entrepreneurial Technology (TEO). It is a bibliographical and documentary research that aims to understand the meanings of the work in the Novo Futuro Program. The work element is evidenced as fundamental to understand the "New Future" a posteriori. When contacting the Operational Manuals of the Program, one realizes that it is he who bases the construction of a new teaching proposal, which is innovative, and that interferes in the way of thinking the management, teaching and work of teachers and students . In this way, fundamental elements can be gathered to a better understanding of the meaning of education, especially the one destined to the middle school, in the beginning of the 21st century, to the social clashes and class interests locked in the consolidation of the dominant ideals. It is based on documentary research and the studies of authors (Nosella, Freitas, Oliveira, Alves, Frigotto, Ferretti) who think of education as a component part of a system that submits, as it also resists, the tendencies necessary for its production /reproduction.Afterwards, the data collected are categorized with inspiration in Content Analysis and analyzed in the light of the concepts of excellence training, work education, integral education, youth protagonism, among others. The study reveals that the particularity of the Goian case evidences the tendency and boldness of national public policies, as well as the international orientations, regarding the implantation of neoliberal ideals, among which stands out the rise of the managerial rationality. Pointing as a solution to the management of resources and work without going through structural issues and without knowing the work and the environment in which they intend to act these policies end up being in a trap, since by cherishing private interests deny the Access to public education, universal and quality.
A dissertação “O que há de novo no ensino médio em Goiás? Os sentidos do trabalho no Programa Novo Futuro” é fruto de uma pesquisa desenvolvida na Linha de Pesquisa Educação, Trabalho e Movimentos Sociais no Programa de Pós Graduação da Faculdade de Educação da UFG. Foi investigado nesse estudo os Manuais Operacionais do Programa Novo Futuro cuja implantação, em Goiás, se deu após a Reforma de Ensino neste Estado (Pacto pela Educação). Nesse sentido, busca-se compreender a ideologia deste Programa que se mostra hegemônico enquanto modelo de ensino médio de tempo integral que é baseado na Tecnologia Empresarial Odebrecht (TEO). Trata-se de uma pesquisa bibliográfica e documental que tem como objetivo principal compreender os sentidos do trabalho no Programa Novo Futuro. O conceito da categoria, trabalho se evidencia como fundamental para entender o “Novo Futuro” a posteriori. Quando do contato com os materiais analisados percebe-se que é ele, o trabalho, quem embasa a construção de uma nova proposta de ensino, que se diz inovadora, e que interfere na forma de pensar a gestão, o ensino e o trabalho dos professores e alunos. Desse modo, pode-se colher elementos fundamentais a uma melhor compreensão do significado da educação, especialmente a destinada ao ensino médio, nesse início do século XXI, dos embates sociais e dos interesses de classe travados na consolidação dos ideais dominantes. Parte-se da pesquisa documental e dos estudos de autores como (Nosella, Freitas, Oliveira, Alves, Frigotto, Ferretti) que pensam a educação como parte componente de um sistema que a submete, posto que também resiste, as tendências necessárias a sua produção/reprodução. Posteriormente, os dados levantados são categorizados com inspiração na Análise de Conteúdo e analisados à luz dos conceitos de formação de excelência, educação pelo trabalho, educação integral, protagonismo juvenil, dentre outros. O estudo revela que a particularidade do caso goiano coloca em evidência a tendência e a ousadia das políticas públicas nacionais, assim como das orientações internacionais, referentes à implantação dos ideais neoliberais dentre os quais se destaca a ascensão da racionalidade gestionária. Apontando como solução a gestão de recursos e do trabalho sem passar por questões de ordem estrutural e sem conhecer o trabalho e o meio em que pretendem atuar essas políticas são, minimamente, contraditórias, uma vez que ao prezar por interesses de caráter privado negam o acesso à educação pública, universal e de qualidade.
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Bolger, Mary. "An Anthropological Case Study on the Impact of the "No Zero" Homework Policy on Teacher Culture in Two Central Florida Middle Schools." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5907.
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No Child Left Behind and Race to the Top are Federal educational policies that have evoked criticism from teachers and administrators. Both policies extended the federal government's reach into local education by tying federal funds to a school's student growth and teacher effectiveness. With an increasing emphasis on economic mechanisms such as choice and competition, teachers' effectiveness is now determined by standardized and quantifiable measurements. These policies have created a data driven and high stakes accountability culture within each school. Teachers are finding themselves in a new balancing act of recording quantifiable yearly progress for all students while trying to work against environmental factors that are out of their control. The rising trend to utilize a “no zero” homework policy under these new pressures merits investigation into its role within teacher culture and these current tensions.
The recent call for anthropology to re-enter the classroom as a cultural site allows the researcher to provide context to the fluid relationships that often lead to the reproduction of or resistance against dominant ideology. Using the case study method, this ethnography employs the critical theory framework to examine policy impact on teacher culture and gain an understanding for how and why trends such as the “no zero” homework become a part of school policy. By looking at a “school of choice” and a traditional “feeder middle school,” this thesis gives context to how the local trends illuminate larger cultural shifts.M.A.
Masters
Anthropology
Sciences
Anthropology
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McKinney, Judith. "The Privatization of Special Education." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2387.
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This study, The Privatization of Special Education, addresses a shift in the provision of special education and related services to students with disabilities in the Commonwealth of Virginia. Students with disabilities are being publicly placed in private day and residential schools at public expense. In Virginia, 125 private schools are licensed by the Virginia Department of Education to serve students with Disabilities. The purpose of this study was to develop a profile of programs, services, and interventions offered in private education schools. This nonexperimental design study focused on a secondary data source: the Virginia Department of Education, Private Schools for Students With Disabilities 2010 Annual Survey. Completed surveys were returned by all 125 schools. Results indicated that the majority of private schools licensed to serve students with disabilities are day schools. Students with an Emotional Disability, Other Health Impairment, Specific Learning Disability, and Autism are the most frequently reported disability classifications. Schools tend to be run by corporations and report being accredited by the Virginia Association of Special Education Facilities. Schools offer varying curricula, programs, and services in a variety of settings. This comprehensive profile adds to the body of knowledge or private schools serving students with disabilities in the Commonwealth of Virginia.
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Glenda, Toneff-Cotner E. "Transformation or Tragedy?A Retrospective Phenomenological Study of School Closure." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1433316650.
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Boone, Randall L. "Privatizing public education." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.
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Yost, Barry D. "Privatization of Educational Services by Contractual Agreement in Virginia Public Schools." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/37489.
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Public school districts in Virginia face increasing calls for academic and fiscal accountability due to societal and governmental concerns. School districts are being pressed by community and governmental agencies to offer more services to meet the unique demands of each locality. As demands on time, on service provision, and for instructional accountability rise, financial assistance is not increasing at a rate to offset the service costs.
Historically public school districts have accepted the responsibility for management, supervision, and provision of services such as transportation, custodial services, and instruction. As stresses mount on the administrators of public schools in Virginia, districts must become creative in the provision of services. Privatization is an alternative management strategy that school districts are using to provide educational services.
The purpose of this study was to present, through description and analysis, the current status of the privatization of educational services by contractual agreement in the public school districts in Virginia. The study provided information indicating the current status of privatization and factors associated with contracting out such as the perceived effectiveness of contracted services, the annual budget allocation, the contractual arrangement, and the future status of privatization. This research will benefit the professionals responsible for the financial and service delivery processes in the public schools.
The research instrument was mailed to the superintendents of the 132 public school districts in Virginia. The superintendents were to complete the survey or to forward it to their designees. Effective responses were received from 85 school districts; this represents a 64.39% return rate.
An analysis of the data revealed that the public school districts in Virginia privatized 44 instructional and non-instructional services. The services most often provided by the private sector are school audits (64.7%), physical therapy (62.4%), legal services (58.8%), occupational therapy (56.5%), and HVAC maintenance (24.7%). The most privatized services require specialized skill and training. For school districts in Virginia, school audits are required by law to be performed by an outside agency or contractor. This indicates the data might not be a complete representation of the services privatized in the public schools.
Public school districts in Virginia contract with the private sector to increase service effectiveness, to reduce service costs, to acquire expert personnel, and to eliminate capital outlay. Of the respondents, 88.2% indicated that the school districts received at least the same or better services from the private sector. The respondents also reported an anticipated increase of 31.8% for contracted services in the future. The majority of school districts do not expect to change the mode of service provision.Ed. D.
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Bengtsson, Terese, and Amina Peco. "Privatization of upper-secondary schools in Sweden: the impact on teachers' wage." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-34968.
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The main objective of this bachelor essay is to analyse the impact of increased competition on upper-secondary teachers’ wage. In 1994, the introduction of a school voucher system in Sweden facilitated the expansion of private upper-secondary schools. Based on monopsony and quasi-market, we assess the extent to which the tendency towards increased competition has had any significant effect on upper-secondary teachers’ wage. Using a semi-logarithmic wage equation and cross-sectional individual data we found that upper-secondary school teachers employed in 2010 in the region characterised by the highest degree of competition had significantly higher wage compared to teachers employed in regions with a lower degree of competition. In addition, our findings suggest that upper-secondary teachers employed in the public sector had on average higher wages than private employees. To investigate the wage gap between the two sectors further, we perform a quantile regression. We found that up to the 80th percentile teachers employed in private school experience, ceteris paribus, a wage penalty. On the other hand, in the upper tail of the wage distribution we found a significant wage premium for teachers in the private sector.
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Cota, Hortensia Meg, and Hortensia Meg Cota. "Mobility, Choice and Motivations: Parental Use of Open Enrollment in Arizona Title I Schools." Diss., The University of Arizona, 2018. http://hdl.handle.net/10150/626660.
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Inequities in education have long been the driving force behind school reform movements. In efforts to desegregate schools and offer more equitable education opportunities, more privatized and marketized school systems have emerged. This movement has been referred to as neoliberalism. This term encompasses the individual’s right to make school selections based on their personal preferences or desires. Current school choice research suggests parents seek schools with better resources or curriculum, desire the social connections certain schools can offer them, or select schools based on right fit for their families. Neoliberals argue that schools will be reformed or transformed as a result of changing to meet the needs of their customers. They believe competitive school markets will lead to better education systems. However, outcomes of choice movements have been inconsistent and have not demonstrated that choice has impacted achievement or addressed educational disparities. Some argue that it has further segregated schools and has led to greater inequities, particularly for minority or disadvantaged students. Furthermore, the research suggests that access may be facilitated or hindered by an individual’s cultural or social capital. Conversely, the research on student mobility suggests that minority and disadvantaged student populations are often highly mobile students. Frequent school moves for these student groups are detrimental to their academic success and can affect their school experience on multiple levels. The result is two opposing views on how to best ensure student achievement. One view encourages movement, the other does not. This study examined the use of open-enrollment in highly-mobile, high poverty schools. The findings suggest that a connection between student mobility and use of open-enrollment exists. Additionally, the findings revealed that barriers continue to hinder true choice access and motivations for school choice differs in parents at high-poverty, high-mobility schools. The parents in this study did not exercise choice to improve academic outcomes. This is counter to the intent of school choice. Factors such as safety, happiness and relationships were more valued and sought. Moreover, school movement was often prompted by negative events resulting in situational movement. In these instances, open enrollment was utilized to facilitate a reactionary response instead of being utilized to improve achievement outcomes. Based on the results of this study, an evaluation of current school choice practices, legislation and funding may be necessary to ensure the future success of students when exercising choice opportunities.
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Miller, Timothy W. "Philly-for-profit predicting the success of Edison Schools Inc. in Philadelphia /." Diss., Connect to the thesis, 2004. http://thesis.haverford.edu/73/01/2004MillerT.pdf.
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Peck, Mikaere Michelle S. "Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system." The University of Waikato, 2009. http://hdl.handle.net/10289/2794.
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The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.
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Sobhy, Ramadan Hania. "Education and the production of citizenship in the Late Mubarak era : privatization, discipline and the construction of the nation in Egyptian secondary schools." Thesis, SOAS, University of London, 2012. http://eprints.soas.ac.uk/13607/.
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Karaba, Robert G. "Making Sense of Freedom in Education: Three Elements of Neoliberal and Pragmatic Philosophical Frameworks." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1184089472.
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Brown, Amy Elizabeth 1979. "Strings attached : performance and privatization in an urban public school." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3215.
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This dissertation breaks new ground in qualitative educational research by looking closely at the community and curricula of a well-resourced seven-year-old public high school in a New York City borough, which I call the Legal Studies Academy (LSA). This school created its own nonprofit organization in order to accrue private donations. Its most important “funder and founder” is an elite Manhattan law firm. The relationship between the firm and the school is emblematic of the direction that many urban public schools in the United States are moving: toward increased dependence on private funds to secure the resources deemed necessary for quality twenty-first century education (Anyon 1997; Lipman 2004; 2005). My project explores how the privatization of public institutions affects definitions of social justice and good education in the United States.
I document the ways that students and teachers in the LSA community both reproduce and contest school norms. My methods in this two-year study included: teacher-research, participant observation of teachers and students, extensive interviews with teachers, students and parents, conduct of a summer book club / cultural circle, and analysis of data from a schoolwide student questionnaire. I also examine materials the school uses to solicit donations from its funders in relation to cultural constructions of urban students and their teachers in literature and the media. I explore what students’ and teachers’ daily practices of resistance or conformity to these cultural constructions might reveal about the place of democracy, humanization, character education, and critical pedagogy in U.S. public schools that depend on private or corporate philanthropists for resources. This ethnography nuances the often polarized debate around issues of achievement in education in the context of the demands of a global economy by documenting how the daily practices of students, families and teachers reflect on a social structure of education and achievement that, in the United States, ever more unequivocally aligns one’s identity and success with marketability. On a larger scale, it inspires critical questions about the place of democracy and citizenship as juxtaposed with inequities furthered by global racial capitalism.text
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LIN, TENG-HSUAN, and 林登軒. "Legal Issues Concerning Privatization of the Public Elementary School and Junior High School–take Public Private Partnership as the Theme." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/q8k6db.
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碩士國立雲林科技大學
科技法律研究所
104
In recent years, Taiwan's society is facing declining birthrate phenomenon, born population decreased, the change in population structure, ecological changes caused by educational institutions in the world, a wave of privatization, the local government set up to promote the many public private educational institutions, from kindergartens, in primary school, to adult education, the Ministry of Education also contributed a small school-run private programs, like open a door general, active in Taiwan's education system, provide an opportunity for educational innovation, improving the financial capacity of the school by public interaction of private schools and the community and the like manner, partial small rural school cut down and merge the school crisis, the transfer of the management team running the pressure became public private schools. Currently the number of students in Taiwan schools with less than 50. 432 Elementary school and, 18 junior high school, in the low birth rate trend, the declining number of students, school operating costs relative increase, more and more small schools and school faced closure or crisis . The Ministry of Education is open small private school public, and have a legal basis through the experiment three methods, future agricultural and fishing villages, small tribes in the country can be appointed by the civil society operations. Ministry of Education, State Education Department considers this policy is intended to encourage schools to promote education innovation, rather than let the partial commercialization of rural education. In this study, the Department of Partnership for the Centre to explore the legal issues from privatization for government affairs and administrative affairs, education, analysis of privately run public schools entrusted to handle the constitutional admissibility of relevant local laws and regulations, contracts of their problems suffered further formed Solutions may be put forward the rule of law.
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Hsin-Ming, Lo, and 羅新明. "The Correlation Study of Consumer’s Participate Motivate, Perceived Service Quality and Satisfaction of School Sport Facilities Privatization: Case Study on Heng Yee High School Sports Center." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/53967812515065948237.
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碩士輔仁大學
體育學系碩士班
99
The participants of this study were consumers of Heng Yee high school sports center. Mainly investigating the discrepancies of participate motivation, service of quality, satisfaction and variable of population statistics and analyzing the correlation situation. The method of the study was questionnaires, the samples of survey were 450 participants, effective questionnaires were 426 and the recovery rate was 94.66%. After analyzing the information through descriptive statistics, One-way Anova, Scheffe’ method Pearson’s product-moment correlation and Canonical analysis, below were the obtained conclusions : most of the consumers of sports center were female who’s age below 20 years old and mostly students. The average participate situation was 2-3 times a week, 2hours per time, 1~2 year seniority and 15 minutes below of average distance of sports situation. The intense of participate motivation from high to low were: mental, physical health, achievement and society needs. The analysis of variance of consumer participation showed the apparent discrepancy of mental physical health needs and society needs was changeable according to the age difference, mental and physical health needs showed discrepancy upon the level of education background, the needs of consumers who’s education background was elementary school, junior senior high school, university or above was higher than illiterate consumers. The need of consumer’s education background was junior, senior high school, university or above was apparently difference from illiterate consumers. The dimensions of society and metal physical health needs showed apparently discrepancies upon the different occupations. The study also showed the analysis of variance of the population statistics variable to the quality of service. The dimensions of “course facilities” and “unique” showed apparently discrepancy upon different occupations. The requirement of “course facilities” dimension of retired consumers was higher than house wives. The analysis of variance of population statistics variable to satisfaction showed that the male felt higher satisfaction of “product information” than female. The people service dimension showed apparently discrepancy according to the difference education backgrounds. The satisfaction of consumer whose education background was university or above was higher than the illiterate consumers. The dimensions of “product information”, “people service” and “actual perceived feelings” showed apparently discrepancies upon different occupations. The dimension of “product information” and “actual perceived feelings” showed higher satisfaction of retired consumers than house wives and students. According to the correlation study between the dimensions of” inquiry needs” , ”service quality”, and “satisfaction”, the result showed obvious quality and positive relative connections. “Mental Physical needs”, “service quality” and “course facilities “of “service quality” achieved related of the dimensions of ” inquiry motivation” and “service quality”. The rest of the dimensions only achieved lower related in this study.
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Van, Heerden Pieter Willem Adriaan. "Geprivatiseerde onderwys en die Afrikanervolkstrewe." Thesis, 2014. http://hdl.handle.net/10210/12700.
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Cifuentes, Onate Pamela. "Percepciones de directores de establecimientos acerca de los impactos de las políticas de regulación sobre su trabajo : estudio comparado Quebec y Chile." Thèse, 2018. http://hdl.handle.net/1866/22834.
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Chang, Yu-Tzu, and 張鈺姿. "Political Economy of the Textbook Privatization Policy for Elementary and Junior High Schools in Taiwan." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/90543524604063878017.
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碩士國立臺灣大學
國家發展研究所
101
In 1989, as the Taiwan Government progressively relaxed its regulation on the approved version of textbooks for the elementary and junior high school, the scale of the textbook market in Taiwan has expanded as a result. The privatization of the textbook market also brings worries and questions until nowadays. The study aims to discover the issue of textbook privatization beyond the perspectives of educational sphere and the textbook provision. First, adopting the “Political economy” perspective, the study discovers how the policy of Taiwan’s textbook privatization formed in the political processes. And then with the “Mixed Economy of Welfare” perspective that goes beyond the public/private dichotomy, the study further presents the mixed form of the textbook reform in a three-dimensional framework of provision, finance and regulation. Lastly, the study analyzes the controversies arising from particular mixed textbook markets and its influence on the making of textbook policies. The transformation of the mixed textbook market in Taiwan shows that the role of market indeed gradually replaces the role of the government, and becomes the dominant power in the textbook provision. The government, however, was transformed to serve as a managerial role, and enhanced its regulatory power step by step. The textbook privatization reform is built upon collective political processes in reshaping the boundaries between the government and market, as a result, such a reform was never the product of public consensus. In addition, the provision of textbooks, which ought to be part of the social welfare, was penetrated by the market mechanism. In light with the high textbook price and inappropriate textbook marketing, the textbook privatization policies become even more controversial. While the government’s passiveness and shortsightedness on designing the textbook market framework is one of the most crucial factors that caused controversies following the opening of the textbook market. Since the opening of Taiwan’s textbook market in 1989, it is obvious that the unified version of textbooks was history, while the oligopoly that causes the loss of textbook diversity will become a major challenge faced in the future textbook market. The study presents three-dimensional framework of provision, finance and regulation to clarify the meaning behind Taiwan’s textbook privatization, and provides a new perspective, besides the dimension of provision, for future researchers to analyze the privatization of Taiwan’s education policies.
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Lai, Chih-feng, and 賴志峰. "The Study on Privatization of Elementary and Secondary Schools in Taiwan: Theory, Policy, and Implementation." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/30859623103127342416.
Full textAbstract:
博士國立政治大學
教育研究所
94
The purposes of the research are as follows: (1)clarifying the theory of school privatization, including the definition, scope, concepts and models, in order to establish concretely a theoretical framework; (2)analyzing the purpose of the policy and the law regarding school privatization, the school orientation towards being public or private, and the evaluation of schools, in order to make suggestions for policy modification and enhance the quality of policy-making; (3) exploring the models, current conditions, distinctive characteristics, problems, and development of school privatization, as well as understanding parents and teachers’ opinions about school privatization, the degree of their satisfaction with schools, and their viewpoint about students’ enrollment motivation, in order to show the key points of the Commissioning the Operation of the Public Elementary and Secondary Schools to Private Sector Act, and to provide suggestions for the formulation of the policy. The research, by adopting methods of documentary analysis, interview, and questionnaire survey, probes into the three dimensions of theory, policy, and implementation of school privatization. The research reviews and analyzes 26 theses and related literature. In addition, interviews were done with 17 pertinent persons, including (1)principles, teachers, and parents of the three privatized schools-- the Seedling Elementary School, the Jen-Wen Elementary School, and the Waldorf Junior High and Elementary School, and also staffs of schools preparing for privatization, (2)experts, and (3)administrative officials of Yilan and Taipei County government. Moreover, a questionnaire survey was conducted with a self-designed “Questionnaire on Policy and Implementation of School Privatization in Taiwan” among teachers and parents of the three schools mentioned above. 200 parents of the total 484 parents responded the questionnaire, for a response rate of 41.32%. Of the total 41 teachers, 10 teachers with their children studying in these three schools were excluded from the survey. Of the 31 teachers given the questionnaire, 9 responded, for a response rate of 29.03%. The result of the questionnaire survey is concluded through a series of statistical analysis, including descriptive statistics, ANOVA, MANOVA, and Scheffĕ method. Finally, this research draws conclusions and proposes suggestions according to the result of documentary analysis, interviews, and the questionnaire survey. Keywords: school privatization, privatized school, educational policy
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Chen-Lu, Chiang, and 江振陸. "A study of the privatization of Lunch Services in Junior High Schools And Elementary Schools: The Case of Kaohsiung City." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/69106110466181396707.
Full textAbstract:
碩士義守大學
管理科學研究所
89
Abstract The purpose of the study is to explore private management of public schools lunch. Then, the subjects are discussed including the related privatization''s theories , applied models, possible decision making. According to the research''s results, several recommendations are proposed as the reference of improvement or promotion for relative programs. To achieve the goals above, the research adopts the literature review and on site interview . With those adopted research methods, this paper conciudes the following statements. 1. Healthy children are nation''s precious assets and teen-age education system lays a solid foundation for future hope. By providing lunch, schools enjoy a lot of vale- added benefits. However, potential problems arise from the privatization of school lunch program. School lunch privatization which shifts services from public sector to private sector can’t be satisfied the need of three policy goals: wider range options, better resources allocation, and higher quality. 2. To improve school lunch privatization, it is necessary to have a series of corresponding strategies which include systemic analysis, planning design, evaluation ,monitor. Finally, the research offers several policy suggestions for privatization of school lunch. 1. It is nessary to pass the related policy to fulfill the need of suppliers, law enforcers and the related public administrators as well as public interest. 2.In order o enlarge a lot of added benefits, school stakeholder (administrators, teachers, parents, students, and dietetics) should involve decision making about school lunch privatization''s implementation t 3.After school lunch privatization, stakeholder should take the responsibility of supervision to maintain the quality of lunch service. Key Word：Privatization, Public Policy, School District, Public management.
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Mattheus, Hendrik Petrus Lodewyk. "Onderwysprivatisering : 'n verkennende studie." Thesis, 1992. http://hdl.handle.net/10500/18174.
Full textAbstract:
Text in AfrikaansOuers was aanvanklik verantwoordelik vir die onderwys van hul kinders. Namate die samelewing komplekser geword het, het die staat as instelling by die onderwys betrokke geraak met die doel om individue en gemeenskappe te ontwikkel in belang van openbare welsyn. Die onderwystaak van die staat het in so 'n mate uitgebrei dat die staat vandag die onderwys monopoliseer. Mettertyd het die staat en groepe in die samelewing probleme met staatsbeheerde onderwys ervaar. Onderwys het duur geword, en bevredig ook nie die behoeftes van almal in die gemeenskap nie. Privatisering van die onderwys word toenemend beskou as 'n moontlike oplossing vir probleme van die onderwys. Privatisering vind sy oorsprong by die vryemarkdenke van die ekonomie, en dit beklemtoon verantwoordelikheid en vryheid van keuse. Alhoewel privatisering primer 'n ekonomiese motief het, het dit ook ander motiewe, waaronder 'n politieke motief. Privatisering neem verskeie vorms aan en het spesifieke doelwitte asook bepaalde voor- en nadele. Die hantering van die verskaffing van kapitaaldienste in die openbare onderwys in Suid-Afrika bewys dat sekere funksies van die staat in samewerking met die private sektor volledig en suksesvol geprivatiseer kan word. Ander onderwystake is elders geprivatiseer en hou baie voordele in, veral vir die individu en vir groepe in die gemeenskap. Privatisering van die onderwys loop uit op private skole. Bestaande private skole maak baie aansprake, onder meer dat dit onafhanklikheid en kwaliteitonderwys in die hand werk. Dit is egter baie moeilik om klinkklare bewyse vir die aansprake van private skole te vind. Alhoewel private skole van elitisme en separatisme beskuldig word, strewe openbare skole ook na 'n eie etos. Privatisering van die onderwys bied opwindende moontlikhede vir en uitdagings aan die staat, die samelewing en die private sektor. Dit behoort die verantwoordelikheid van die onderwys terug te besorg aan die ouers en die gemeenskap, en sal die soewereiniteit van die onderwys verseker. Privatisering van die onderwys moet egter altyd die belange van die kind eerste stel. Suksesvolle privatisering van die onderwys sal dus deeglike evolusionere beplanning deur die staat en die samelewing verg.
Parents were originally responsible for the education of their children. As society became more complex, the state as an institution became involved in education with the aim to develop individuals and communities in the interest of general well-being. Education has now become the responsibility of the state to such an extent that the state presently monopolises education. The state, and groups within the community, have now come to experience problems with state-controlled education. Education has become expensive and does not make provision for distinctive education for individual groups in the community. Privatisation of education is increasingly regarded as a possible way of solving problems in education. Privatisation originates in the economic concept of the free market, and it stresses responsibility and freedom of choice. Although privatisation has an economic motive, it also has other motives, including a political one. Privatisation assumes many forms and has specific aims, as well as advantages and disadvantages. The handling of the provision of capital of the services in South Africa is proof that certain functions of the state can be very successfully privatised. Other tasks in education have also been privatised and these tasks have many advantages, especially for the individual and for groups in the community. Privatisation of education culminates in the private school. Existing private schools claim, among others, that they promote independence and quality education. It is, however, very difficult to prove, unequivocally, the claims of private schools. Although private schools are accused of elitism and divisiveness, public schools also strive for an own ethos. Privatisation of education offers the state, the community and the private sector exciting possibilities of education and challenges. It should ensure the sovereignty of education and once again place the responsibility for education on the parents and the community. Privatisation of education should, however, always put the interests of the child first. The successful privatisation of education will therefore require thorough and evolutionary planning by the state and the community.
Educational Studies
D. Ed. (Vergelykende Opvoedkunde)