Books: 'School sectors'

1

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

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2

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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3

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

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4

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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5

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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6

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

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7

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

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8

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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9

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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10

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

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11

Gibbons, Dolores. Male ethos and male management culture in some public sector schools: An analysis of issuesin the Irish context. Dublin: University College Dublin, 1996.

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12

Great Britain. Welsh Office. Education Department. Inspectorate. Report by H. M. Inspectors: A survey of provision for under-fives in the playgroup and maintained sectors in Wales : inspected during academic year 1994-1995. Cardiff: Welsh Office, 1995.

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13

Kolderie, Ted. Creating the capacity for change: How and why governors and legislatures are opening a new-schools sector in public education. Minnesota]: Education/Evolving, 2004.

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14

Colombo, Graciela. Madres de sectores populares y escuela. Buenos Aires: Centro Editor de América Latina, 1994.

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15

Duhart, Wana L. A call to the village: Retooling public schools. Lanham, Md: Rowman & Littlefield Education, 2007.

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16

Murillo, Ólger González. El fenómeno burocrático en el sector de instrucción pública en Costa Rica: 1871-1919. San José: Editorial Librería Alma Mater, 2007.

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17

Murillo, Ólger González. El fenómeno burocrático en el sector de instrucción pública en Costa Rica: 1871-1919. San José: Editorial Librería Alma Mater, 2007.

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18

Lebor, Mervyn. Classroom Behaviour Management in the Post-School Sector. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57051-8.

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19

Illinois State Board of Education (1973- ). Dept. of School Finance. Reassessment and status of school district reorganization in Illinois: A report to the General Assembly and governor as required by sections 5(6) and 8 of the "1985 school district reorganization act". Springfield, Ill. (100 N. 1st St., Springfield 62777-0001): The Section, 1989.

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20

Education, Ontario Ministry of. PSAB & school board financial reporting. [Toronto, Ont]: Ontario Ministry of Education, 2004.

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21

catholiques, Québec (Province) Comité patronal de négociation des commissions pour. 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 Centrale de l'enseignement du Québec (CEQ) on behalf of the teachers' unions it represents 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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22

Danbury, D. J. Forestry sector education and training in Somalia. Mogadishu: British Forestry Project Somalia, 1989.

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23

Chaturvedi, Suvira. Non-governmental organisations (NGOs) in the education sector: A needs assessment. Lilongwe: USAID, 1994.

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24

P, Bundy Donald A., ed. Rethinking school feeding: Social safety nets, child development, and the education sector. Washington, DC: World Bank, 2009.

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25

Wyoming. Dept. of Workforce Services. Wyoming School-to-Careers: Final report. Cheyenne, WY (122 W. 25th St., Cheyenne 82002): State of Wyoming, Dept. of Workforce Services, Wyoming School-to-Careers Office, 2003.

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26

Zhukova, Galina, and Margarita Rushaylo. Math 100 points. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1077344.

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In the tutorial proposed a systematic presentation of all the major sections of school mathematics which necessarily demanded in various kinds of control and independent works, Olympiads, math exams (MSE, CSE) and introductory tests in high schools, where they are completely aligned with the exam. When studying each topic for her mastery and the acquisition of practical skills given the necessary theoretical and background material, as well as analyzed and resolved a large number of examples and problems. To control the quality of the knowledge offered numerous assignments (with answers) for independent solving. Can be used by students when doing homework, preparing for quizzes, exams, and Olympiads in mathematics. It is recommended teachers to work with students in the classroom, in clubs, in the preparatory training courses for OGE, exam etc. Will be useful for pupils and students with self-preparation for admission to the University, pupils of schools-eksternaty, teachers and students of the preparatory departments of universities.

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27

Gómez, Marcelo Flavio. La anomia disciplinaria en las escuelas de sectores marginados. Buenos Aires: Facultad de Ciencias Sociales, Secretaría de Investigación, Instituto de Investigaciones, 1994.

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28

Beckmann, J. L. The legislative framework for human resource management & development in the education & training sector. Edited by Canada-South Africa Education Management Program. Montreal: Canada South Africa Education Management, 2000.

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29

Deming, David J. The for-profit postsecondary school sector: Nimble critters or agile predators? Cambridge, MA: National Bureau of Economic Research, 2011.

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30

Deming, David J. The for-profit postsecondary school sector: Nimble critters or agile predators? Cambridge, MA: National Bureau of Economic Research, 2011.

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31

Harvard University. Graduate School of Business Administration, ed. The Harvard Business School guide to careers in the nonprofit sector. Boston: Harvard Business School Pub., in association with the Harvard Business School Enterprise Club and the Initiative on Social Enterprise, 2000.

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32

Oladeji, S. I. Absorption of educated manpower into Nigeria's informal sector. Lagos: National Manpower Board, 1994.

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33

(Uganda), Energy for Rural Transformation Project. Energy for rural transformation monitoring and evaluation component: [education sector baseline report]. [Kampala]: Ministry of Finance, Planning, and Economic Development, 2009.

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34

Private sector education in Pakistan: Mapping and musing. Islamabad: Institute of Social and Policy Sciences, 2010.

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35

Ciampi, Francesco, ed. Emerging Issues and Challenges in Business & Economics: Selected Contributions from the 8th Global Conference. Florence: Firenze University Press, 2009. http://dx.doi.org/10.36253/978-88-6453-061-1.

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The 8th Global Conference on Business & Economics was held at the Faculty of Economics of the University of Florence in the month of October 2008. This international conference was sponsored by the International Journal of Business & Economics and the Oxford Journal. Business academics and economists from universities and business schools in fifty different countries around the world (representing every continent) presented their most recent research findings, most of which unpublished. The papers had been selected on the basis of a double blind peer review process carried out by the scientific committee of the conference. They dealt with various areas of business and economics (strategic management, finance, marketing, accounting, business ethics, business law and others), and focused on a range of industrial sectors and services (from the banking sector to the oil industry, from textile production to automobile manufacturing). This monograph consists of a selection of the papers presented at the conference.

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36

Office, Northern Ireland Audit. Department of Education: Energy efficiency in the education sector. London: HMSO, 1993.

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37

Ross, Randy L. Government and the private sector: Who should do what? New York, NY: Crane, Russak & Co., 1988.

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38

Kranenborg, R. De School voor Filosofie als neo-hindoeistische beweging. Amsterdam: VU Uitgeverij, 1985.

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39

Finning, Katie, Tamsin Ford, and Darren A. Moore, eds. Mental Health and Attendance at School. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781911623151.

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The interface between mental health and schools has become a major focus of policy and practice. School attendance is important and impacts a range of outcomes, from academic performance, to children and young people's mental health. In this book, experts from the education and mental health sectors have collaborated to produce a practical guide to mental health and attendance at school that will be of interest to both researchers and practitioners across this inter-disciplinary field. The book covers topics such as the importance of a multidisciplinary approach, terminology and socio-political considerations, school attendance problems in relation to emotional, behavioural and neurodevelopmental disorders, special educational needs, school factors and influences and attendance of vulnerable children. Its aim is to offer practical advice and key information to practitioners from both clinical and educational sectors so that they can work more effectively to enable children and young people to thrive.

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40

Organisation for economic co-operation and development. OECD Reviews of School Resources Responsive School Systems Connecting Facilities, Sectors and Programmes for Student Success. Organization for Economic Cooperation & Development, 2018.

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41

Québec (Province). Agreement binding on the one hand, the Employer Bargaining Committee for Catholic School Boards, Catholic Confessional School Boards and Dissident School ... parapublic sectors (R.S.Q., chapter R-8.2). Comite patronal de negociation des commissions scolaires pour catholiques, 1996.

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42

Québec (Province). Agreement binding on the one hand, the Employer Bargaining Committee for Catholic School Boards, Catholic Confessional School Boards and Dissident School ... parapublic sectors (R.S.Q., chapter R-8.2). Comite patronal de negociation des commissions scolaires pour catholiques, 1996.

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43

(Province), Québec. Agreement binding on the one hand, the Employer Bargaining Committee for Catholic School Boards, Catholic Confessional School Boards and Dissident School ... parapublic sectors (R.S.Q., chapter R-8.2). Comite patronal de negociation des commissions scolaires pour catholiques, 1996.

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44

Agreement binding on the one hand, the Employer Bargaining Committee for Catholic School Boards, Catholic Confessional School Boards and Dissident School ... parapublic sectors (R.S.Q., chapter R-8.2). Comite patronal de negociation des commissions scolaires pour catholiques, 1996.

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45

Agreement binding on the one hand, the Employer Bargaining Committee for Catholic School Boards, Catholic Confessional School Boards and Catholic Dissident ... in the public and parapublic sectors. Comite patronal de negociation des commissions scolaires pour catholiques, 1996.

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46

Wren, Anne. Social Investment and the Service Economy Trilemma. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198790488.003.0008.

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This chapter identifies a key role for social investment policies as the basis for sustainable service economy growth models. It argues that public investment in university, school, and early childhood education is absolutely critical to the development of an appropriate workforce for the expansion of knowledge-intensive service sectors. In an era of deindustrialization, successful expansion in these sectors is essential if the unappealing set of trade-offs between fiscal responsibility, employment creation, and equality embodied in the service economy ‘trilemma’ are to be avoided.

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47

Mário, Mouzinho, Celso M. Monjane, and Ricardo Santos. The education sector in Mozambique: From access to epistemic quality in primary education. UNU-WIDER, 2020. http://dx.doi.org/10.35188/unu-wider/2020/887-0.

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From the early days of national independence in 1975, the central aim of the educational policy in Mozambique has been to ensure that all school-age children have access to school and can remain there until they have completed their basic education. In the pursuit of this aim, the extension of access to primary education was achieved relatively successfully, given that it reached a net rate of school coverage of almost 100 per cent. However, the impressive increase in school attendance rates has not been accompanied by a corresponding improvement in the quality of learning, and there are worrying signs of a considerable setback in relation to this aspect. Using this observation as a starting point, the study identifies and analyses the variables in the institutional context behind ‘schooling without learning’. The results of the study point to (i) weak state capacity; (ii) excessive dependence on external aid; and (iii) poor community involvement and participation in school management, as being factors with a major influence on the poor quality of education in primary schools.

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48

Governing Education: Public Sector Reform or Privatization. Allyn & Bacon, 1995.

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49

Veugelers, John, and Gabriel Menard. The Non-Party Sector of the Radical Right. Edited by Jens Rydgren. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190274559.013.15.

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This chapter examines radical right publishers, intellectual schools, parallel organizations, voluntary associations, small groups, political sects, and families. Party and non-party sectors of the radical right share common projects. They interact with each other, and the boundaries between their memberships, social networks, and formal or informal organizations overlap. Yet the non-party sector retains important specificities. Apart from identifying its social bases, main activities, organizational forms, and ideological orientations, this chapter attends to variations across Europe and between Europe and the United States. The conclusion proposes directions for future research: (1) fill in empirical gaps that emerge from an overview of the literature, (2) examine if interaction between economic globalization and welfare protection explains the strength of the non-party sector, and (3) test the hypothesis that a centripetal party system with a weak boundary between moderate and radical right favors the non-party sector of the radical right.

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50

Harrison, Judith R., Brandon K. Schultz, and Steven W. Evans, eds. School Mental Health Services for Adolescents. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780199352517.001.0001.

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School Mental Health Services for Adolescents is composed of 15 chapters, written by well-known authors in the fields of psychology, education, social work, and counseling, who discuss and describe services for adolescents that can be implemented in secondary schools by school-based professionals. The authors present methods of overcoming implementation barriers through strategic service-delivery models. The volume is divided into three sections. The first chapters describe the history and need for services, explore the identity of professionals that serve as school mental health providers, and describe methods of engaging adolescents in school. The next chapters focus on issues of identification and referral for treatment in schools and provide a description of interventions. Proposed service delivery models are organized by target topics, including attention and organization, disruptive behavior, internalizing behaviors, autism spectrum disorders, substance abuse, and chronic health concerns. The final chapters describe assessment and the integration of school mental health in schools.

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Books on the topic 'School sectors'

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