Relevant bibliographies by topics / School sectors

Academic literature on the topic 'School sectors'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School sectors"

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Jabbar, Huriya, Andrene Castro, and Emily Germain. "To Switch or Not to Switch? The Influence of School Choice and Labor Market Segmentation on Teachers’ Job Searches." Educational Evaluation and Policy Analysis 41, no. 3 (July 8, 2019): 375–99. http://dx.doi.org/10.3102/0162373719857689.

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Informal and institutional barriers may limit teacher movement between charter schools and traditional public schools (TPSs). However, we know little about how teachers choose schools in areas with a robust charter school sector. This study uses qualitative data from 123 teachers to examine teachers’ job decisions in three cities with varying charter densities: San Antonio, Detroit, and New Orleans. Our findings illuminate different types of segmentation and factors that facilitate and limit mobility between sectors. We find that structural policies within each sector can create barriers to mobility across charter schools and TPSs and that teachers’ ideological beliefs and values serve as informal, personal barriers that reinforce divides between sectors. This study offers implications for policy in districts with school choice.
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Z. M. Deidhae, Fransiskus, Masrukhi ., and Wahyu Hardyanto. "Analysis of School Strategic Planning Practices." International Journal of Research and Review 8, no. 8 (August 9, 2021): 106–15. http://dx.doi.org/10.52403/ijrr.20210816.

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Public sectors in Indonesia have begun to implement strategic planning since the decade of the 2000s, in line with the decentralization policy in education sector. This qualitative descriptive study examined Senior High School strategic planning documents and confirmed the documents through interviews. The study aims to identify models used and its formulation in annual school plan. The result shows that many private schools do not have strategic planning yet. The models used are issue-based models offered by the ministry of national education with variation of components of planning and employment of two main instruments: SWOT and gap analysis. All schools having strategic planning formulate them in the annual work plan, however, not all of school implement them consistently. Keywords: instrument analysis, gap, SWOT, model, strategic planning.
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Knight, David S., Jinseok Shin, and Claire McMorris. "Student Mobility between Charter and Traditional Public School Sectors: Assessing Enrollment Patterns among Major Charter Management Organizations in Texas." Education Sciences 12, no. 12 (December 13, 2022): 915. http://dx.doi.org/10.3390/educsci12120915.

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Student enrollment and transfer patterns between the traditional public and charter school sectors help shape the role of charter schools in the broader educational ecosystem, especially as related to the enrollment and segregation of low-income students, English learners, students of color, and students in special education. We examine patterns of student transfer between traditional public schools and charter schools among four of Texas’s largest charter networks, which cumulatively make up over one-third of Texas charter students. We find that these schools serve fewer special education students than traditional public schools, but a greater share of low-income and English learners. Transfers between sectors contribute to enrollment gaps in special education and other classifications, but the findings do not apply uniformly across charter districts, student enrollment classifications, or grade levels. These findings highlight nuanced enrollment patterns between the charter sector and traditional public schools, suggesting that differences in student characteristics between sectors likely stem from a range of sources. Policymakers should acknowledge this nuance, consider alternatives to blanket enrollment regulation policies, and conduct similar analyses of enrollment patterns among charter districts.
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Sullivan, Amanda L., Andrew J. Thayer, and Shanna S. Sadeh. "Multisector Involvement Among Adolescents With Disabilities." Remedial and Special Education 39, no. 6 (October 9, 2017): 353–64. http://dx.doi.org/10.1177/0741932517735574.

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When youth experience psychosocial difficulties, multiple sectors of care may intervene. The present study examined the prevalence and sociodemographic predictors of multisector involvement related to psychosocial difficulties among adolescents with disabilities. Using a nationally representative sample of 9,230 students who participated in the National Longitudinal Transition Study–2, we estimated students’ rates of involvement in school, health, social service, and juvenile justice sectors and used logistic regression models to ascertain the relations to student characteristics. Students with disabilities were frequently involved with a variety of sectors of care, but schools remain the primary provider. Multisector involvement was commonplace, particularly for adolescents with emotional disturbance or autism. Disability and insurance type consistently predicted involvement of each sector, but other sociodemographic characteristics commonly related to disparities in involvement were not significant in most of our models. Communication and collaboration across systems can support the school-based problem solving and individualized planning for students with disabilities.
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McEachin, Andrew J., Richard Osbourne Welsh, and Dominic James Brewer. "The Variation in Student Achievement and Behavior Within a Portfolio Management Model." Educational Evaluation and Policy Analysis 38, no. 4 (August 6, 2016): 669–91. http://dx.doi.org/10.3102/0162373716659928.

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A growing number of states experimented with alternative governance structures in response to pressure to raise student achievement. Post-Katrina experimentation in New Orleans was widely regarded as a model example of new governance reforms and provided a unique opportunity to learn about the variation in student achievement and behavior within and between school sectors and school types. Our results indicated many of the sector and school type combinations that produced higher math and English Language Arts achievement also positively impacted students’ behavior, suggesting that the achievement results were not merely driven by teaching to the test. Finally, our results suggested in a low-performing district, schools may benefit from the collaborative opportunities of belonging to a local school district or network of schools.
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Ruano, Carlos R. "Some Salient Features of Guatemala's Public and Private School Sectors." education policy analysis archives 11 (July 13, 2003): 21. http://dx.doi.org/10.14507/epaa.v11n21.2003.

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The purpose of this article is to analyze the formulation and implementation of educational policy processes in relation to private schools in Guatemala. Specifically, how bilingual education is defined and implemented in the private education sector in Guatemala City where the largest number of privately run establishments exist. Given the great deficits in the provision of educational coverage in the public sector, there has been an explosive expansion of private institutions which have very different levels of quality. Through an analysis of the administrative processes within the Guatemalan Government in general and its Education Ministry in particular as well as of the governance arrangements existing in the private school sector, an overall view of the curricular and policy decisions taken by private schools in the formulation and implementation of bilingual education is presented. This study was based on a sample of six private schools which cater to higher income segments of Guatemala City’s student population. Some of the relevant findings of this study include, the existence of a situation of quasi autonomous institutional functioning of the private sector, extreme differentials in the quality of services provided, inadequate levels of teacher and school administrator’s training as well as lack of cooperation between public and private sector schools.
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Dallavis, Julie, Stephen Ponisciak, Megan Kuhfeld, and Beth Tarasawa. "Achievement Growth in K-8 Catholic Schools Using NWEA Data." Journal of Catholic Education 24, no. 2 (December 2021): 1–19. http://dx.doi.org/10.15365/joce.2402012021.

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Using a national sample of kindergarten to eighth grade students from Catholic and public schools who took MAP Growth assessments, we examine achievement growth over time between sectors. Our findings suggest that while Catholic school students score higher in math and reading than public school students on average, they also enter each school year at a higher level. Public school students close this gap to some degree during the school year. Additionally, these patterns varied by age and subject. Catholic school students in the earlier grades show less growth in both reading and math during the academic year compared to their public school peers, but in middle school growth patterns in math were comparable across sectors.
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Salvador-Carulla, Luis, Ana Fernandez, Haribondhu Sarma, John Mendoza, Marion Wands, Coralie Gandre, Karine Chevreul, and Sue Lukersmith. "Impact of Ed-LinQ: A Public Policy Strategy to Facilitate Engagement between Schools and the Mental Health Care System in Queensland, Australia." International Journal of Environmental Research and Public Health 18, no. 15 (July 27, 2021): 7924. http://dx.doi.org/10.3390/ijerph18157924.

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Ed-LinQ is a mental health policy initiative to enhance the early detection and treatment of children with mental illness by improving the liaison between schools and health services in Queensland, Australia. We measured its impact from policy to practice to inform further program developments and public strategies. We followed a mixed quantitative/qualitative approach. The Adoption Impact Ladder (AIL) was used to analyse the adoption of this initiative by end-users (decision makers both in the health and education sectors) and the penetration of the initiative in the school sector. Survey respondents included representatives of schools (n = 186) and mental health providers (n = 78). In total, 63% of the school representative respondents were at least aware of the existence of the Ed-LinQ initiative, 74% were satisfied with the initiative and 28% of the respondent schools adopted the initiative to a significant extent. Adoption was higher in urban districts and in the health sector. The overall level of penetration in the school sector of Queensland was low (3%). The qualitative analysis indicated an improvement in the referral and communication processes between schools and the health sectors and the importance of funding in the implementation of the initiative. Mapping of existing programs is needed to assess the implementation of a new one as well as the design of different implementation strategies for urban and rural areas. Assessing the adoption of health policy strategies and their penetration in a target audience is critical to understand their proportional impacts across a defined ecosystem and constitutes a necessary preliminary step for the evaluation of their quality and efficiency.
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Parding, Karolina, Susan McGrath-Champ, and Meghan Stacey. "Teachers, school choice and competition: Lock-in effects within and between sectors." Policy Futures in Education 15, no. 1 (January 2017): 113–28. http://dx.doi.org/10.1177/1478210316688355.

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Neoliberal forces since the latter part of the 20th century have ushered in greater devolution in state schooling systems, producing uneven effects on the working conditions of teachers, commonly the largest segment of the public sector workforce. Within this context, this paper examines secondary teachers’ working conditions as they relate to the restructuring of the professional landscape that school choice reforms bring. Drawing illustrations from a qualitative study of teachers’ working experiences in the lowest socio-economic status schools, through the ‘middle band’, to the most prestigious and affluent in a metropolitan city in Australia, this paper finds that teachers develop skill-sets that are context specific, creating possible ‘lock-in effects’ within but also between sectors. Moreover, various work arrangement issues seem to reinforce the lock-in effects by making changes between sectors risky and unattractive. We postulate that inter- and intra-sectoral differences, which are exacerbated through school choice processes, have the potential to reinforce and deepen the lock-in effects on teachers, with possible consequences for their future career mobility.
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Hyder, Ghulam, Muhammad Arshad, and Iftikhar Ahmad Baig. "A Comparative Study of Teachers’ Perspectives about Commercialization of Education at Elementary Level in Punjab." Global Regional Review IV, no. III (September 30, 2019): 179–86. http://dx.doi.org/10.31703/grr.2019(iv-iii).20.

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There is a rapid increase in demand for education across the country. Consequently, the trend of educating children in private sector schools is expanding. This article provides an overview of the teachers of private and public schools regarding commercialization of education at elementary level. A self-developed questionnaire was followed for data collection. No significant difference was found in the perceptions of both sectors teachers regarding positive attitude of parents towards private sector, high socio economic status of private sector students and low and high emphasis of commercialization of education in rural and urban areas respectively. Public school teachers views for acceptability of fee structure and promotion of quality of education for commercialization of education are significantly more positive than private school teachers. It is recommended that government should develop proper mechanism to regulate the private sector in the area of fee structure, overall quality of education and affordable for everyone.
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Dissertations / Theses on the topic "School sectors"

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Smithers, O. Lester (Oral Lester), and Arthur Beaty. "Comparative analysis of career anchors of black professionals and managers in the private and public sectors." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/15147.

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Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1985.
MICROFICHE COPY AVAILABLE IN ARCHIVES AND DEWEY.
Bibliography: leaves 170-171.
by O. Lester Smithers, Jr. and Arthur Beaty, Jr.
M.S.
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Ross, Janice Helen. "The changing relationships between the public, private and voluntary sectors in pre-school provision, 1982-1987." Thesis, University of Bristol, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387328.

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Lilius, Camilla. "Ekonomelevers extrajobb under gymnasietiden : Utvecklingsmöjligheter för studie- och yrkesvägledningen." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-79576.

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The knowledge of early employment experiences has evolved over the last decade in countries such as Australia and Great Britain. In Sweden, this type of research is still unusual and the aim of this study was to break new ground by highlighting some areas that could be of extra interest in the Swedish early employment research to come. A focus in the study was to give an overview of what job sectors school students work in; and the amount of jobs aquired through school-organized work placement, private social networks or personal marketing of own merits. In addition to this, a multi variate analysis was carried out to find patterns in the picture of early employment experiences among students at upper secondary school. The findings of the study has relevance for ways of conducting career counselling and therefore the general aim of this study is to point out the importance of developing the practises of vocational psychology. A survey among 74 teenaged school students with economics as their main subject has been carried out in a mid-size Swedish city May 2012. 62 school students answered. The survey showed that 94% of the students had part-time jobs. Most common was to have 1-3 employers during the three years at upper secondary school. Most students worked in the job-sectors retail (29%), catering (23%), and care of the elderly (14%). An interesting finding was that no Swedish students seemed to work with delivery. This is surprising since this job-sector is big among school students in both Australia and Great Britain. Another interesting find was ways of aquiring a job. Not surprisingly most jobs were aquired through private social networks (59%), but some job-sectors stood out as pathways to a job for those students without the right social networks. In catering 48% of the jobs were aquired through marketing of own merits, and in the care of the elderly job-sector 78% of the jobs were aquired this way. The study indicates that early work experiences in Sweden in major parts reflect the research carried out in Austalia and Great Britain. But some research areas differ. A more close look at early work experiences among teenaged school students in Sweden is therefore necessary to develop vocational psychology and to incorporate learning outside school into school practices. An aspect that has been observed sofar is the way in which social background steers both the experience of early employment and career choice.
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Oliveira, Pezente Aline (De Souza Oliveira Pezente). "Predictive demand models in the food and agriculture sectors : an analysis of the current models and results of a novel approach using machine learning techniques with retail scanner data." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/117950.

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Thesis: S.M. in Management of Technology, Massachusetts Institute of Technology, Sloan School of Management, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 51-53).
Agriculture commodities production and consumption are typically not aligned since the timing of commodity production with its pace of consumption is disjoint, once commodities are often produced periodically (with certain crops being harvested once a year) but with a continuous consumption throughout the year. The temporal mismatches in production and consumption require both commodities consumers (food industries) and producers (farmers) to predict future consumption based on limited unreliable information, about the future of demand and available historical data. Consequently, the lack of an appropriate understanding of what is the actual food consumption trend, lead's the producers in some cases to make wrong bets, which eventually causes food waste, price volatility and excess commodities stock. The commodities market has a good view of short-term supply fundamentals but still lacks powerful tools and frameworks to estimate long-term demand fundamentals, of which will drive the future supply. This thesis studies commodities demand forecasting using Nielsen's Retail Scanners data based on machine learning techniques to construct nonlinear parametric models of commodities consumption, using the U.S sugar cane as our use case. By combining Nielsen Retail Scanner data from January 2006 to December 2015 for a sample of 30% of U.S retail, wholesalers and small shops, considering a basket of products that has sugar as one of its main components, we were able to construct out-of-sample forecasts that significantly improve the prediction of sugar demand compared to classical base-line model approach of the historical moving average.
by Aline Oliveira Pezente.
S.M. in Management of Technology
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Mortimer, Hannah. "A study to evaluate how the Music Makers Approach can be used as a training method to develop reflective practice in pre-school workers in the voluntary and private sectors." Thesis, University of Sheffield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370057.

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Eriksson, Roger. "EU:s grannskapspolitik i Medelhavsregionen : En säkerhetspolitisk analys av Medelhavssamarbetet." Thesis, Växjö University, School of Social Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2490.

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The thesis investigates how the European Union promotes stability and security in the Mediterranean region. The aim is to analyse the European Union’s security ambitions with Euro-Mediterranean Partnership, the Barcelona Process. An analytical framework with five sectors (military, political, economic, environmental and societal), based on the Copenhagen School’s theories about security sectors and securitization, is used for the analysis. Within the framework threats, objectives and methods are categorized into each security sector. Then it is possible to distinguish if any sector is more prioritised by the EU. Qualitative text analysis is used to examine relevant EU-documents. The result of the analysis shows that the European Union prioritizes the economical and societal sector in promoting peace and security within the Euro-Mediterranean Partnership. Through economical integration and cultural dialogue, the EU tries to enhance security and stability. The EU emphasises the importance of global governance and international law for a stable peace. The study concludes that the widened concept of security, within the Copenhagen School, can help to explain the European Union’s work inside the Euro-Mediterranean Partnership.

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Sjöberg, Skoglund Johanna. "Regionala organisationer som säkerhetsaktörer : En studie av regionala organisationer som verktyg för säkerhet och förstärkare av legitimitet och inkludering." Thesis, Försvarshögskolan, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-6993.

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The regional security aspect is becoming increasingly more important within security studies. The United Nations and the United Nations Security Council has expressed an intent to utilize regional organizations as security actors with regards to maintaining international peace and security, with the purpose of achieving a greater sense of legitimacy for conflict resolution. This study aims to explore the possibilities of using such organizations within regions of varying stability, and how this usage can relate to the idea of legitimacy. Based on regional security complex theory, this study seeks to show how regional organizations have been used by the Security Council within different security sectors, and how this usage is affected by the degree of integration within the region. The result of the study show that the idea of legitimacy is easiest to achieve in regions with a mid-level degree of regional integration and concerning questions of political security. The results also show a tendency within the Security Council to use organizations from other regions with higher levels of integration in regions with lower levels of integration, and raises the question if this way of using regional organizations may risk harming the ultimate goal of legitimacy.
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Eatman, Timothy Allen. "Student Variables Contributing to Program Completion in Career School Sector For-Profit Schools." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9106/.

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The general purpose of the study was to compile current descriptive information for recent graduates from career school sector institutions that reveals the significant factors which contributed to their program completion. The research project focused upon career school program completers. The scope of the study was directed to recent program completers at two career schools in Texas which offer a cross-section of programs designed to provide students specific skills for immediate employment. Based upon an extensive review of literature and the input of a focus group of experienced career school administrators and faculty members, seven variables were determined to be worthy of a focused study of their possible contributions to career school program completion. The variables were ability to accept responsibility for completion, academic preparedness, family or friends support system, self-esteem, life skills preparedness, sense of being goal-oriented, and sense of connectedness to the school. It was determined that each of the seven variables existed prominently in the majority of these recent graduates. The researcher concludes that there is a tremendous need for continued study that is focused on career school sector students. The paper offers the suggestion of a specific retention program that can be employed by career school administrators to emphasize the 7 variables and implement specific interventions designed to increase student retention and program completion.
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Eatman, Timothy Allen Fulton-Calkins Patsy. "Student variables contributing to program completion in career school sector for-profit schools." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9106.

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Lloyd, Christine Berry. "THE FIRST GRADE PRIVATE SCHOOL SECTOR: TAXONOMY, CHOICE, AND ACHIEVEMENT." Lexington, Ky. : [University of Kentucky Libraries], 2007. http://hdl.handle.net/10225/706.

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Thesis (Ph. D.)--University of Kentucky, 2007.
Title from document title page (viewed on March 31, 2008). Document formatted into pages; contains: x, 196 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 184-195).
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Books on the topic "School sectors"

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Mehta, M. L. Administration of health and education sectors. Jaipur: HCM Rajasthan State Institute of Public Administration, 2008.

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M, Stecher Brian, Kirby Sheila Nataraj 1946-, and Rand Corporation, eds. Organizational improvement and accountability: Lessons for education from other sectors. Santa Monica, CA: Rand, 2004.

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Murphy, Joseph. Turning around failing schools: Leadership lessons from the corporate and nonprofit sectors. Thousand Oaks, Calif: Corwin Press, 2008.

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North-Eastern Education and Library Board. Open enrolment admissions information for funded pre-school education provision in the voluntary and private sectors in the board's area. Ballymena: North-Eastern Education and Library Board, 1999.

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Watson, Dorothy. Perceptions of the quality of health care in the public and private sectors in Ireland: Report to the Centre for Insurance Studies, Graduate Business School, University College Dublin. Dublin: Economic and Social Research Institute, 2001.

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Fortna, Evelyn N. C. Pre school sector survey. [Windhoek]: UNICEF Namibia, 1990.

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Bauman, Paul C. Governing education: Public sector reform or privatization. Boston: Allyn and Bacon, 1996.

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Correa, Jorge Baeza. El oficio de ser alumno en jóvenes de liceo de sector popular. Santiago, Chile: Universidad Católica Cardenal Raúl Silva Henríquez, Dirección de Investigación y Extensión, 2001.

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Québec (Province). Comité patronal de négociation des commissions pour catholiques. Agreement binding on the one hand, the Employer Bargaining Committee for Catholic School Boards, Catholic Confessional School Boards and Dissident School Boards for Catholics (CPNCC) and on the other hand, the Canadian Union of Public Employees (CUPE) affiliated with the Québec Federation of Labour (QFL) on behalf of the unions representing support staff employees of school boards for Catholics of Québec in accordance with the act respecting the process of negotiation of the collective agreements in the public and parapublic sectors (R.S.Q., chapter R-8.2). [Québec]: Comité patronal de négociation des commissions scolaires pour catholiques, 1996.

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Mantrālaya, Nepal Śikshā. School sector reform plan, 2009-2015. Kathmandu: Ministry of Education, Govt. of Nepal, 2009.

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Book chapters on the topic "School sectors"

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Fisher, Kenneth L. "Identifying Key Competencies in Specific Occupational Sectors for Incorporation into Vocational Training Programmes." In Technology Education in School and Industry, 52–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-57897-7_5.

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Bagattini, Daniela, Beatrice Miotti, and Fiorella Operto. "Educational Robotics and the Gender Perspective." In Makers at School, Educational Robotics and Innovative Learning Environments, 249–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_33.

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AbstractIn this paper we explore the role of stereotypes in educational choices. Data on secondary school enrollments show that girls are abandoning STEM subjects. There are many reasons for this, including social and family expectations, but also the perception that jobs and careers in technical and scientific sectors will make it hard to take care of a family. This is an important theme for the future. The number of jobs in ICT will increase, and the low quantities of women in these sectors will have a strong impact on the availability of skilled workers, as well as increasing the gender gap. What is the role of school in this context? What activities can get more girls interested in science? We focus, in particular, on how innovative approaches such as educational robotics can help girls engage with STEM subjects, as happened with the “Roberta” project, whose results will be illustrated in this work.
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Bellei, Cristián, Mariana Contreras, Tania Ponce, Isabel Yañez, Rocío Díaz, and Constanza Vielma. "The Fragility of the School-in-Pandemic in Chile." In Primary and Secondary Education During Covid-19, 79–103. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_3.

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AbstractThis chapter examines how Chilean education was affected by the COVID-19 pandemic in 2020. Like all school systems worldwide, Chilean education was strongly impacted, with schools closing for nearly the entire academic year, which necessitated an improvised “distance education.” This new system faced enormous difficulties, especially in rural sectors and for families that lacked sufficient resources in their homes, which in the case of Chile represent a significant portion of the population. Based on secondary sources and a study conducted by the authors, this chapter begins by describing the fundamental characteristics of Chilean education before continuing with an overview of the principal actions undertaken by public authorities to confront the pandemic in the educational sphere; we then present the (scant) information available on how the suspension of in-person classes affected different school actors and summarize the basic findings of our own study on this topic, whose focus is educational experiences at home. The chapter concludes with some reflections of a more general nature that seek to situate the educational debate triggered by the pandemic in a broader context, concerning the future evolution of the education system.
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Thomson, Sue. "Australia: PISA Australia—Excellence and Equity?" In Improving a Country’s Education, 25–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_2.

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AbstractAustralia’s education system reflects its history of federalism. State and territory governments are responsible for administering education within their jurisdiction and across the sector comprising government (public), Catholic systemic and other independent schooling systems. They collaborate on education policy with the federal government. Over the past two decades the federal government has taken a greater role in funding across the education sector, and as a result of this involvement and the priorities of federal governments of the day, Australia now has one of the highest rates of non-government schooling in the OECD. Funding equity across the sectors has become a prominent issue. Concerns have been compounded by evidence of declining student performance since Australia’s initial participation in PISA in 2000, and the increasing gap between our high achievers and low achievers. This chapter explores Australia’s PISA 2018 results and what they reveal about the impact of socioeconomic level on student achievement. It also considers the role of school funding and the need to direct support to those schools that are attempting to educate the greater proportion of an increasingly diverse student population including students facing multiple layers of disadvantage.
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Nam, Annie Hyokyong, and Sueyoon Lee. "Students as Partners. Implementation of Climate Change Education Within the Harvard Graduate School of Education." In Education and Climate Change, 153–80. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_6.

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AbstractThis chapter notes the efforts of implementing a climate change curriculum within the Harvard Graduate School of Education that helps to build competencies for potential leaders in different education sectors so that they can collaboratively combat climate change. Literature points out the fruitful and productive partnerships of grassroots initiatives with large scale institutions and/or government organizations. The authors explore the conception of a climate change curriculum with explicit content knowledge and thoughtful pedagogy, designed by students and supported by faculty. The authors examine the design elements of the curriculum and then specify the implementation process of a curriculum at the Harvard Graduate School of Education (HGSE). The authors draw out the limitations and implications of “students as partners” in the co-creation of learning and teaching in the field of sustainable development education within higher education institutions.
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Jowett, Paul, and Margaret Rothwell. "Secondary Schools." In Performance Indicators in the Public Sector, 39–48. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08987-1_4.

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Habeck, Corinna, Judith Schwarz, Sabine Gruehn, and Thomas Koinzer. "Public and Private School Choice in the German Primary Education Sector: An Empirical Analysis of Parental Reasons." In Private Schools and School Choice in Compulsory Education, 201–21. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17104-9_12.

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Mayer, Tanja. "School Choice and the Urban Neighbourhood: Segregation Processes in the German Primary Sector with Special Reference to Private Schools." In Private Schools and School Choice in Compulsory Education, 153–75. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17104-9_10.

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Burton, Michael. "Education and Schools." In The Politics of Public Sector Reform, 202–15. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137316240_14.

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Stream, Christopher, Ashok E. M. Sudhakar, and Antonio Gutierrez. "Public Sector Compensation—School District Superintendents." In Leadership and Change in Public Sector Organizations, 135–52. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315209289-6.

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Conference papers on the topic "School sectors"

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Robens, Tania Natalie. "Constraining extended scalar sectors at current and future colliders." In Corfu Summer Institute 2021 "School and Workshops on Elementary Particle Physics and Gravity". Trieste, Italy: Sissa Medialab, 2022. http://dx.doi.org/10.22323/1.406.0031.

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Kudrov, A. V., and M. Yu Afanasiev. "Forecast of new strong sectors in the region's economy." In X-th International School-Seminar "Multivariate statistical analysis, econometrics and simulation of real processes". CEMI RAS, 2021. http://dx.doi.org/10.33276/978-5-8211-0797-8-69-73.

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Kudrov, Alexander, and Mikhail Afanasyev. "Structures of strong sectors and assessments of the regional economy economic complexity." In Multivariate statistical analysis, econometrics and simulation of real processes. Proceedings of Xth International School-Seminar. CEMI RAS, 2020. http://dx.doi.org/10.33276/978-5-8211-0786-2-21-24.

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Afanasiev, M. Yu, and A. V. Kudrov. "On the properties of the investment of structures of strong sectors of regional economies." In X-th International School-Seminar "Multivariate statistical analysis, econometrics and simulation of real processes". CEMI RAS, 2021. http://dx.doi.org/10.33276/978-5-8211-0797-8-24-28.

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Cherecheș, Eusebiu. "The disadvantaged school during the pandemic crisis." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p172-176.

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The coronavirus disease pandemic (COVID-19) has caused an unprecedented crisis in all areas. In the field of education, this emergency has led to the massive closure of face-to-face activities of educational institutions in more than 190 countries in order to prevent the spread of the virus and mitigate its impact. According to data from the United Nations Educational, Scientific and Cultural Organization (UNESCO), by mid-May 2020, more than 1.2 billion students at all levels of education worldwide had stopped having face-to-face classes. On March 25, after years of consultations and preparations, the European Commission launched the Child Guarantee (CG) to address child poverty and rising disparities across the EU. In this context, the crisis will have a profoundly negative impact on the various social sectors, particularly health and education, as well as on employment and poverty.
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Setiadi, Bayu Rahmat, and Mr Suparmin. "Providing Space for Creative Industry Sub-Sectors to Meet the Labor Market For Vocational School Graduates." In International Conference on Technology and Vocational Teachers (ICTVT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictvt-17.2017.53.

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MALIŠOVÁ, Daniela, and Jana ŠTRANGFELDOVÁ. "Economical Evaluation of Public and Foreign Finances of Selected Secondary Schools." In Current Trends in Public Sector Research. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9646-2020-8.

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The present situation of education in Slovakia is affected by various negative factors, like decrease of students for demographical reasons, discrepancy between kind and number of secondary schools and disregard to reactions of labor market. But, the main reason is an underfinancing across the education. Allocation of public finance by means of normative funding is inadequate. Normative funding forced secondary schools to accept students with low study score to gain more public finance. In the result it is wrong that school must find another foreign or external financial resource like grants and projects of the European Union. The aim of this paper is to assess the economy of selected secondary schools. Ten Business academies, with pupils aged 15-19 years old, established in Banská Bystrica and Žilina self-governing regions were examined. We used panel data gathered in school year 2013/2014 – 2017/2018 from valuable and verifiable sources like Annual reports of education and financial statements of schools. In paper we use qualitative method of semi-structured interviews with professionals in field to find out which indicators are suitable for economy measuring. Based on qualitative method we determined quantitative and financial indicators, like rate of public and external finance. We´re editing data by part of multi-criteria analyze, in the concrete standardized method. We get the economy result of selected secondary schools by integral indicator of applied mathematical method. In the conclusion of paper, we create economy ranking of schools and we suggest the economical solutions for schools with under average results. Our finding is designed by hands of Business academies for comparison with competition, founders of secondary school and resort of education.
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Cavalheiro, Simone A. C., Ana M. Pernas, Marilton S. De Aguiar, Luciana Foss, André Du Bois, Renata H. S. Reiser, Clause De Brum Piana, and Yuri Weisshahn. "Information organization via computational thinking: case study in a primary school classroom." In XXIV Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/wei.2016.9661.

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Technological innovations have changed the profile of professionals required by economy sectors demanding skills related to problem solving and logical reasoning. Concurrently with this reality, Computational Thinking emerges as a methodology for solving problems, which is able to develop many of these skills. This article reports the experience in applying the activities referred as Binary Numbers, Color by Numbers, Sorting Algorithms and Battleships, which aims at developing some of necessary skills for the practice of Computational Thinking by fourth-graders. The article resumes the activities, and evaluates the obtained results.
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Addi-Raccah, Audrey. "External and Internal Accountability Vis-à-Vis Different School Stakeholders: Comparison Between Israeli Arab and Jewish Sectors." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571024.

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Ruiz, Leticia. "Statistical literacy hatching." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13902.

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In Mexico there are 22 million children and teenagers around 6 and 15 years old, who represent 29% of its population. The National Institute of Statistics and Geography in Mexico (INEGI) is looking forward to increase the use of statistic and geographic data in all society sectors. To achieve this goal, specially in people in the referred age, INEGI has established an agreement with the Ministry of Education, in charge of National Education for elementary and high school students, in order to include statistical and geographical information in all the available channels as text books, computer programs and videos. At the same time, INEGI offers a dedicated section in the institutional INEGI website. To close the circle, INEGI together with Aguascalientes’ Universty, developed a Statistical course, made specifically for elementary school teachers, to teach them on the large variety of information INEGI produces and how to link it with their syllabus.
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Reports on the topic "School sectors"

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Ubertini, Christian. 10 Years School Construction in Haiti: Technical Learnings from a Multiple Construction Program. Edited by Livia Minoja. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003841.

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In the aftermath of the 2010 Haiti's earthquake, the Government of Haiti faced massive reconstruction needs in all sectors. As part of the response of the Government of Haiti to the massive reconstruction needs, from 2010 to 2020, the IDB designed a series of grant operations plus seven co-financings designed to support a wider School Reconstruction Program. These operations achieved the (re)construction of 90 public schools countrywide, which resulted in the creation of approximately 1,000 classrooms and 40,000 seats, providing a safer and comfortable learning environment for approximately 60,000 children each school year.
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Goode, Kayla, Ali Crawford, and Christopher Back. U.S. High School Cybersecurity Competitions: Building Cyber Talent Through Extracurricular Activities. Center for Security and Emerging Technology, July 2022. http://dx.doi.org/10.51593/2021ca012.

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In the current cyber-threat environment, a well-educated workforce is critical to U.S. national security. Today, however, nearly six hundred thousand cybersecurity positions remain unfilled across the public and private sectors. This report explores high school cybersecurity competitions as a potential avenue for increasing the domestic cyber talent pipeline. The authors examine the competitions, their reach, and their impact on students’ educational and professional development.
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Cohodes, Sarah, Elizabeth Setren, and Christopher Walters. Can Successful Schools Replicate? Scaling Up Boston’s Charter School Sector. Cambridge, MA: National Bureau of Economic Research, May 2019. http://dx.doi.org/10.3386/w25796.

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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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Muralidharan, Karthik, and Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/056.

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We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
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Schaffner, Julie, Paul Glewwe, and Uttam Sharma. Evaluation of secondary school teacher training under the School Sector Development Programme in Nepal. International Initiative for Impact Evaluation (3ie), September 2021. http://dx.doi.org/10.23846/pw3ie135.

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Andrabi, Tahir, Natalie Bau, Jishnu Das, and Asim I. Khwaja. Heterogeneity in School Value-Added and the Private Premium. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/116.

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Using rich panel data from Pakistan, we compute test score based measures of quality (School Value-Addeds or SVAs) for more than 800 schools across 112 villages and verify that they are valid and unbiased. With the SVA measures, we then document three striking features of the schooling environment. First, there is substantial within-village variation in quality. The annualized difference in learning between the best and worst performing school in the same village is 0.4 sd; compounded over 5 years of primary schooling, this difference is similar in size to the test score gap between low- and high-income countries. Second, students learn more in private schools (0.15 sd per year on average), but substantial within-sector variation in quality means that the effects of reallocating students from public to private schools can range from -0.35sd to +0.65sd. Thus, there is a range of possible causal estimates of the private premium, a feature of the environment we illustrate using three different identification approaches. Finally, parents appear to recognize and reward SVA in the private sector, but the link between parental demand and SVA is weaker in the public sector. These results have implications for both the measurement of the private premium and how we design and evaluate policies that reallocate children across schools, such as school closures and vouchers.
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Andrabi, Tahir, Natalie Bau, Jishnu Das, Naureen Karachiwalla, and Asim I. Khwaja. Crowding in Private Quality: The Equilibrium Effects of Public Spending in Education. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/124.

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We estimate the equilibrium effects of a public school grant program administered through school councils in Pakistani villages with multiple public and private schools and clearly defined catchment boundaries. The program was randomized at the village-level, allowing us to estimate its causal impact on the market. Four years after the start of the program, test scores were 0.2 sd higher in public schools. We find evidence of an education multiplier: test scores in private schools were also 0.2 sd higher in treated markets. Consistent with standard models of product differentiation, the education multiplier is greater for those private schools that faced a greater threat to their market power. Accounting for private sector responses increases the program’s cost effectiveness by 85 percent and affects how a policymaker would target spending. Given that markets with several public and private schools are now pervasive in low- and middle-income countries, prudent policy requires us to account for private sector responses to public policy, both in their design and in their evaluation.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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