Journal articles on the topic 'School sectors'
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1
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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Courtioux, Pierre, and Tristan-Pierre Maury. "Private and public schools: A spatial analysis of social segregation in France." Urban Studies 57, no. 4 (September 5, 2019): 865–82. http://dx.doi.org/10.1177/0042098019859508.
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This article shifts our understanding of the geographies of education away from large cities. It provides a geographical and urban analysis of the contribution of differences in enrolment between the public and private sectors to social segregation in French middle schools. Using the mutual information index, we show that the contribution of public/private divergences is rising and is higher in middle-sized urban areas and central municipalities. These geographical areas, however, are not those where social segregation is highest, nor those where the private sector is commonly regarded as the main cause of segregation. Moreover, the gaps between the public and the private sectors are stronger at the local level. This confirms the idea that the private sector is indeed a tool for circumventing France’s School Map ( la Carte scolaire) for allocating places to pupils and that private schools create additional social differences locally.
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Berends, Mark, and Kristi Donaldson. "Does the Organization of Instruction Differ in Charter Schools? Ability Grouping and Students’ Mathematics Gains." Teachers College Record: The Voice of Scholarship in Education 118, no. 11 (November 2016): 1–38. http://dx.doi.org/10.1177/016146811611801103.
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Background Although we have learned a good deal from lottery-based and quasi-experimental studies of charter schools, much of what goes on inside of charter schools remains a “black box” to be unpacked. Grounding our work in neoclassical market theory and institutional theory, we examine differences in the social organization of schools and classrooms to enrich our understanding of school choice, school organizational and instructional conditions, and student learning. Purpose/Objective/Research Question/Focus of Study Our study examines differences in students’ mathematics achievement gains between charter and traditional public schools, focusing on the distribution and organization of students into ability groups. In short, we ask: (1) How does the distribution of ability grouping differ between charter and traditional public schools? And (2) What are the relationships between ability group placement and students’ mathematics achievement gains in charter and traditional public schools? Research Design With a matched sample of charter and traditional public schools in six states (Colorado, Delaware, Indiana, Michigan, Minnesota, and Ohio), we use regression analyses to estimate the relationship between student achievement gains and school sector. We analyze how ability grouping mediates this main effect, controlling for various student, classroom, and school characteristics. Findings We find significant differences in the distribution of students across ability groups, with a more even distribution in charter compared to traditional public schools, which appear to have more selective placements for high groups. Consistent with prior research on tracking, we also find low-grouped students to be at a significant disadvantage when compared with high- and mixed-group peers in both sectors. Conclusions Although we find some significant differences between ability group placement and student achievement gains in mathematics, these relationships do not differ as much by sector as market theory (with its emphasis on innovation and autonomy) would predict. Consistent with institutional theory, both sectors still group students by ability and have similar relationships between gains and grouping.
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Pike, Alicia M., Riana R. Pryor, Lesley W. Vandermark, Stephanie M. Mazerolle, and Douglas J. Casa. "Athletic Trainer Services in Public and Private Secondary Schools." Journal of Athletic Training 52, no. 1 (January 1, 2017): 5–11. http://dx.doi.org/10.4085/1062-6050-51.11.15.
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Context: The presence of athletic trainers (ATs) in secondary schools to provide medical care is crucial, especially with the rise in sports participation and resulting high volume of injuries. Previous authors have investigated the level of AT services offered, but the differences in medical care offered between the public and private sectors have not been explored. Objective: To compare the level of AT services in public and private secondary schools. Design: Concurrent mixed-methods study. Setting: Public and private secondary schools in the United States. Patients or Other Participants: A total of 10 553 secondary schools responded to the survey (8509 public, 2044 private). Main Outcome Measure(s): School administrators responded to the survey via telephone or e-mail. Descriptive statistics depict national data. Open-ended questions were evaluated through content analysis. Results: A greater percentage of public secondary schools than private secondary schools hired ATs. Public secondary schools provided a higher percentage of full-time, part-time, and clinic AT services than private secondary schools. Only per diem AT services were more frequent in the private sector. Regardless of the extent of services, reasons for not employing an AT were similar between sectors. Common barriers were budget, school size, and lack of awareness of the role of an AT. Unique to the public sector, remote location was identified as a challenge faced by some administrators. Conclusions: Both public and private secondary schools lacked ATs, but higher percentages of total AT services and full-time services were available in the public sector. Despite differences in AT services, both settings provided a similar number of student-athletes with access to medical care. Barriers to hiring ATs were comparable between public and private secondary schools; however, remote location was a unique challenge for the public sector.
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Widana, I. Dewa Ketut Kerta, Fetty Asmaniati, Sundring Pantja Djati, and Rahmat Ingkadijaya. "Analysis of Disaster Safe School Level in West Coast of Pandeglang Regency, Indonesia." Technium Social Sciences Journal 20 (June 8, 2021): 961–69. http://dx.doi.org/10.47577/tssj.v20i1.3510.
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Natural disasters are detrimental to many sectors, including the education sector. Schools located in disaster-prone areas are vulnerable to building damages, causing fatalities and psychological problems for students. Pandeglang Regency, especially on its west coast, is a tsunami-prone area and is home to hundreds of elementary to high schools in the area. The purpose of this study is to analyze the implementation of disaster safe schools in three schools with high vulnerability to tsunami: MTs Masyariqul Anwar, SDN Tamanjaya 2, and SD Mekarjaya 3. This research used disaster school survey form issued by National Disaster Management Agency (BNPB) which regulated in Head of BNPB Regulation No. 4 of 2012 on Implementation Guidelines of Disaster Safe Schools. The research findings are MTs Masyariqul Anwar and SDN Tamanjaya 2 have a sufficient safe school level but needs improvement in integrating disaster risk reduction curriculum and strengthening SOPs for safe schools, while SDN Mekarjaya 3 has a poor safe school level which lacking in both structural and non-structural frameworks. This study suggests that efforts to implement disaster safe schools are hampered due to the absence of a curriculum based on disaster risk reduction and poor infrastructure conditions. Thus, cooperation between local government, private sector, civic organizations, and the community is strongly needed in realizing a disaster safe school in Pandeglang Regency.
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Suwan, Sumitr, Athikiat Thongperm, Surin Xoomsai Na Ayudhya, Tussatrin Wannagatesiri, Nantarat Kruea-in, Sukhon Maneerat, Kulthida Nugultham, and Witat Fakcharoenphol. "Development of Multi-Lateral Cooperation for Educational Quality Improvement of Small-Size Schools in Nakhon Pathom Province." NURTURE 9, no. 1 (December 31, 2015): 11–18. http://dx.doi.org/10.55951/nurture.v9i1.74.
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The research objectives are 1) to develop multi-lateral cooperation between educational institution, schools, communities, temples, local government, public agencies and private sectors to improve the education quality of the small-sized schools, 2) to compare the two development formats of the multi-lateral cooperation and our results show no significant differences between the two formats. The multi-lateral cooperation formed during the processes includes within-school network, near-by-school network, parent and community network, networks with local government, public agencies and private sectors, and network with scholars in the university. These networks should be encouraged and mobilized by further research to produce concrete results.
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Anderson, Don. "The Interaction of Public and Private School Systems." Australian Journal of Education 36, no. 3 (November 1992): 213–36. http://dx.doi.org/10.1177/000494419203600302.
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The balance of the public and private school sectors in Australia is unstable and, if present trends continue, the function of public schooling will become primarily that of a safety net for the residue of children not catered for by the private sector. The trends include a set of processes which are affecting the nature and quality of education in all schools. Under the different environments of public and private schools there are unequal exchanges across the public-private boundary—for example, of bright and motivated pupils and of influential and articulate parents. The process fuels its own momentum as remaining pupils and parents experience the problems caused by an unrepresentative clientele. The problems inherent in Australia's particular arrangement have been recognised in a number of official reports since the early 1970s. Proposals for reform have not yet gained support from private school interest groups and have therefore not been attractive to governments.
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Fowler, Luke, and Chris Birdsall. "Are the Best and Brightest Joining the Public Service?" Review of Public Personnel Administration 40, no. 3 (April 26, 2019): 532–54. http://dx.doi.org/10.1177/0734371x19836152.
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The changing nature of public service has blurred the lines between economic sectors by intermingling public, private, and nonprofit missions, and made it easier for employees to balance extrinsic and intrinsic motivators by seeking employers positioned along a continuum that balance their interests. Using data from the “After the JD” study, the authors analyze responses of law school graduates to determine how academic qualifications and employee motives affect economic sector of employment. Findings suggest that the best and brightest law school graduates are predisposed to employment in the private or nonprofit sectors because they offer the strongest extrinsic or intrinsic incentives.
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B Alghamdi, Khalid. "Awareness of Medical Survey among School Teachers in Jeddah, Saudi Arabia." Global Journal of Health Science 9, no. 10 (September 13, 2017): 174. http://dx.doi.org/10.5539/gjhs.v9n10p174.
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The study aims to evaluate the awareness level regarding the importance of medical survey among a sample of school teachers in public and the private sectors. The study has investigated the presence of Otolaryngologic diseases including Dysphonia among teachers. A cross-sectional sample was selected from different parts of Jeddah city to enroll the elementary, intermediate, and the high school teachers. There were more than 800 schools; however, the study has selected 26 schools only. The study was conducted during the academic year of 2014. The awareness about medical survey among public awareness is of paramount importance in the detection, management, and planning of health related problems. The study has depicted less than acceptable participation from the school teachers regarding the awareness and management of health problems, and more efforts have to be made to educate the public sectors about the importance of the medical survey.
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Aryaningrum, K., Monanisa, A. Kurniawan, A. J. Pitoyo, Sukmaniar, and W. Saputra. "Disruptive innovation for online informal sector in Palembang City." IOP Conference Series: Earth and Environmental Science 1039, no. 1 (September 1, 2022): 012069. http://dx.doi.org/10.1088/1755-1315/1039/1/012069.
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Abstract The Internet has aided the informal sector to make an innovation in a business transaction. There is a shift from a conventional or face-to-face meeting with the consumers to online transactions. The present study aims to describe the disruptive innovation for the online informal sector in Palembang City. The method employed was quantitative with a descriptive approach, while the data were collected through a survey of 382 respondents. The data were then analyzed using the descriptive statistic method. The research resulted in several findings. The online informal sector is dominated by e-commerce through social media, such as Facebook, Instagram. YouTube, and others. The average income of the founders reached Rp250,000 – Rp500,000 per day. Meanwhile, the number of workers in the online informal sector is 1-4 people with an average income ranging from Rp1,000,000 to Rp2,000,000 per month. The workers mostly graduated from Senior high schools (SMA), Vocational high school (SMK), or Madrasah Aliyah (Islamic Senior high school). The main issue faced by the founders of online informal sectors includes strategic locations (near school, campus, markets, and others).
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Cheng, Albert. "The educational emphases of science teachers in US Evangelical Protestant high schools." International Journal of Christianity & Education 23, no. 1 (January 12, 2019): 10–35. http://dx.doi.org/10.1177/2056997118812906.
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I examine the levels of educational emphases that science teachers in Evangelical Protestant (EP) schools place on (i) teaching basic content knowledge, (ii) improving scientific reasoning skills, and (iii) presenting real-world applications of science. Using a nationally representative sample of US ninth-graders, I find differences in these educational emphases between science teachers in EP schools and science teachers in secular private, Catholic, and public schools. I also find suggestive evidence that differences in STEM-related student outcomes across school sectors, which have been demonstrated in prior research, are associated with cross-sector differences in the emphases of science teachers.
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Tincani, Michela M. "Teacher labor markets, school vouchers, and student cognitive achievement: Evidence from Chile." Quantitative Economics 12, no. 1 (2021): 173–216. http://dx.doi.org/10.3982/qe1057.
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I use administrative and survey data from Chile and a structural model to evaluate teacher policies in a market‐based school system. The model accommodates equilibrium effects on parental sorting across school sectors (public or private), on the self‐selection of individuals into teaching and across school sectors, and on teacher wages in private schools. I use the estimated model to simulate a reform that is planned to be implemented in Chile in 2023. Tying public school teacher wages to teacher skills and introducing minimum competency requirements for teaching is predicted to increase student test scores by 0.30 standard deviations and decrease the achievement gap between the poorest and richest 25% of students by a third. These impacts are ten times as large as the impact of a flat wage increase in public schools, and over twice as large as the impact of only introducing minimum competency requirements. The key driver of policy outcomes is an improvement in the pool of teachers, amplified by equilibrium effects on teacher wages in private schools. The equilibrium effects are large, accounting for 70% of estimated policy impacts.
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Tincani, Michela M. "Teacher labor markets, school vouchers, and student cognitive achievement: Evidence from Chile." Quantitative Economics 12, no. 1 (2021): 173–216. http://dx.doi.org/10.3982/qe1057.
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I use administrative and survey data from Chile and a structural model to evaluate teacher policies in a market‐based school system. The model accommodates equilibrium effects on parental sorting across school sectors (public or private), on the self‐selection of individuals into teaching and across school sectors, and on teacher wages in private schools. I use the estimated model to simulate a reform that is planned to be implemented in Chile in 2023. Tying public school teacher wages to teacher skills and introducing minimum competency requirements for teaching is predicted to increase student test scores by 0.30 standard deviations and decrease the achievement gap between the poorest and richest 25% of students by a third. These impacts are ten times as large as the impact of a flat wage increase in public schools, and over twice as large as the impact of only introducing minimum competency requirements. The key driver of policy outcomes is an improvement in the pool of teachers, amplified by equilibrium effects on teacher wages in private schools. The equilibrium effects are large, accounting for 70% of estimated policy impacts.
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Lee, Valerie E., and Julia B. Smith. "Gender Equity in Teachers’ Salaries: A Multilevel Approach." Educational Evaluation and Policy Analysis 12, no. 1 (March 1990): 57–81. http://dx.doi.org/10.3102/01623737012001057.
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This study investigates the possibility of differences in the salaries of male and female teachers in America’s secondary schools, once differences in their qualifications are taken into account. The random sample of 8,894 teachers in 377 high schools is from the Administrator and Teacher Survey, which collected data in 1983–1984 from a random subset of the schools originally sampled in the High School and Beyond study (Moles, 1988). In examining salary differences in public, Catholic, and other private schools, the study uses two techniques: ordinary least-squares (OLS) regression and hierarchical linear modeling (HLM). HLM allows for adjustment of differing labor market conditions between schools and districts, a factor identified in the literature as important but not systematically controlled heretofore. Qualification differences considered include training (education and courses taken in major teaching area), type of teaching (mathematics, science, coaching), and experience (years of experience and new teacher status). Other school factors that might justifiably affect salary levels are considered, including market conditions, the proportion of female faculty, school sector, whether the school offers extra pay for extra responsibilities, and whether the school participates in a merit pay program. Unadjusted salary differences of about $2,600 favoring males are reduced to about $1,100, $1,700, and $2,600 for public, Catholic, and other private schools, respectively, by statistical adjustment for qualifications, market, and responsibility differences. We must conclude, however, that significant salary discrimination against female teachers exists in all high school sectors.
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Wu, Yong Cheng. "Research on School Sports Insurance in China." Advanced Materials Research 271-273 (July 2011): 1049–52. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1049.
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Sports insurance originates in the nature of sports-high risk, and its basic position in the sports industry is determined by its particularity. However, sports insurance in China is only limited to high-risk competitive sports. School sports insurance is still in the development stage. The self-construction of sports insurance and insurance codes are imperfect with few sectors. What’s more, because of weak insurance consciousness of schools and students, unavoidable sports accidents take great pressure to the school, family and the student, which make an impact on the normal operation of schools. Thus it is necessary and urgent to build up and perfect school sports insurance.
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Burns, Jane, and Ian Hickie. "Depression in Young People: A National School-Based Initiative for Prevention, Early Intervention and Pathways for Care." Australasian Psychiatry 10, no. 2 (June 2002): 134–38. http://dx.doi.org/10.1046/j.1440-1665.2002.00421.x.
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Objective: To describe the national school-based initiative of ‘beyondblue’. Conclusions: The goals of the initiative are: to reduce levels of depressive symptoms in young people, to promote emotional well-being in adolescence and to increase the capacity of organisations to design, implement and evaluate interventions relevant to the prevention of depression. The theoretical framework underpinning the program will build on expertise and evidence-based research from both the education and health sectors while the proposed initiative will draw on the existing capacity of school systems. The program will target not only the specific needs of individual students but will combine this targeted approach with a whole-school approach that addresses the quality of the social climate in which the individual is situated. The intervention strategy in partnership with the education sector will seek to make changes in the schools' social and learning environments, introduce relevant and important life skills through the curriculum, and strengthen structures that promote links between the school, families and communities.
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Kurniawan, Dhika Amalia. "IDENTIFIKASI KARAKTERISTIK SEKTOR INFORMAL DI PROVINSI JAWA TIMUR." Capital: Jurnal Ekonomi dan Manajemen 2, no. 2 (February 26, 2019): 138. http://dx.doi.org/10.25273/capital.v2i2.3987.
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<p>This study aims to explore further information about the background, the profile of the informal sectors sector in east java. The identification results can be utilized in various matters : policy formulation, identify problems informal sectormapping of a strategy to build competitive advantage for informal sectors. This study used quantitative approach and the data collection techniques used are survey methods using questionnaires. Data analysis techniques is descriptive statistic test. The sample used is mostly informal sectors in east java by the number of samples used by 250 respondents. This study shows that the profile of informal sector business actors in East Java can be seen that based on the aspect of gender differences, informal sectors were dominated by respondents with female genitalia. Based on the aspect of marital status, informal sectoris dominated by married respondents with a percentage of 81.6%, based on the aspect of age distribution, informal sectors are dominated by respondents aged 40-49 years, with a percentage of 37.6%. Based on the aspect of education level, East Java informal sectorwas dominated by respondents with high school level education with a percentage of 62.8%. Based on the aspect of ownership of expertise before entrepreneurship, informal sectorwith the same percentage, the respondents already have expertise in entrepreneurship and some do not have expertise before trying. Based on the aspect of the number of full time workers in their business, East Java informal sectoronly has one worker in their business operations, with a percentage of 40.8%.</p><p><br />Keyword : Informal Sector, East Java, Bussiness.</p>
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Sisouphanthong, Viriyasack, and Terukazu Suruga. "The Effects of Growth in the Agricultural and Service Sectors on Out-Of-School Children in the Lao PDR." International Journal of Social Science Studies 8, no. 3 (April 29, 2020): 124. http://dx.doi.org/10.11114/ijsss.v8i3.4792.
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Lao PDR experienced a high rate of out of school children in the last decade, while its economy grew averaging 6.96% from 1989 until 2017. A high growth in certain economic sectors (e.g., agriculture or services) may inadvertently induce students to leave school to work directly, and also indirectly encourage them to leave school to replace adult labor in the household. The current research targets to examine the impact of the growth of the sectors on out-of-school children in primary and lower secondary education. The analysis uses household data from 2012 and employs a multinomial logit model. The results suggest that the growth in the agricultural and service sectors reduces the possibility of school-age children in school enrollment. Moreover, it increases the probability of never enrolled and school dropout.
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Welsh, Richard O., Matthew Duque, and Andrew McEachin. "School Choice, Student Mobility, and School Quality: Evidence from post-Katrina New Orleans." Education Finance and Policy 11, no. 2 (April 2016): 150–76. http://dx.doi.org/10.1162/edfp_a_00183.
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In recent decades, school choice policies predicated on student mobility have gained prominence as urban districts address chronically low-performing schools. However, scholars have highlighted equity concerns related to choice policies. The case of post-Hurricane Katrina New Orleans provides an opportunity to examine student mobility patterns in a choice-based district. This paper analyzes student mobility between and within the various sectors and school types using a multinomial framework. We find rates of student mobility in post-Katrina New Orleans to be similar to other traditional urban school districts. Overall, our results indicate that high-achieving students switch to high-quality schools whereas low-achieving students transfer to low-quality schools. It is clear some students are taking advantage of the ability to choose a high-quality educational option, although many students are still not. Policy implications, especially for education policy makers implementing or considering school choice policies, and areas for future research are discussed.
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Baskoro, Gading, Bun Sucento, and Linus Pasasa. "THE ASEAN ECONOMIC COMMUNITY IMPLEMENTATION ASEAN HIGHER EDUCATION SECTORS : AN ANALYSIS OF THE COMPETITIVENESS OF INDONESIAN PRIVATE BUSINESS SCHOOLS." Emerging Markets : Business and Management Studies Journal 1, no. 1 (July 5, 2018): 40–61. http://dx.doi.org/10.33555/ijembm.v1i1.75.
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The primary purpose of this research is to identify the competitiveness position of Indonesian private business schools in the ASEAN region in facing ASEAN Economic Community in 2015. This research also tries to identify strategies for Indonesian private business schools in facing the era of ASEAN Economic Community.
SWOT analysis is used as the base of this research. AACB's accreditation standards are use for determining factors driven the most to the competitiveness of Indonesian private business schools, while five factors of students' choice are used to determine the strongest factor that influence ASEAN students' business school choice.
Questionaires were distributed to Indonesian private business schools' lecturers and business school students in ASEAN region. After the data was gathered, AMOS Software is used to provide Structural Equation Modeling (SEM) and Path Diagram.
Results from this study shows that Indonesian private business schools are in the Cell 3 of SWOT analysis diagram. "Participant Standards" is the factor that drives the most to the competitiveness of Indonesian private business school and "Overall Reputation" is the strongest factor that influences ASEAN students' business school choice. The research shows that Indonesian should support turnaround -oriented strategies by fulfilling AACSB's Participants Standards and improving their reputation in the ASEAN region.
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Hong, Nguyen Thi Minh, Huynh Van Son, Nguyen Thi Diem My, and Sam Vinh Loc. "Solutions to developing the school counseling staff in Vietnam." Tạp chí Khoa học 15, no. 10 (September 20, 2019): 5. http://dx.doi.org/10.54607/hcmue.js.15.10.2314(2018).
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The article discusses some solutions to developing the school counseling staff in Vietnam. Four solutions for developing the workforce in this task have been proposed: 1) increasing the enrollment in educational psychology sciences; 2) communicating systematically about the needs for educational psychological counseling at schools; 3) establishing national policies to encourage the participation of private sectors in the development of the model of school counseling office; 4) proposing job code and proper salary to attract more people to the work of school counseling.
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Oliveira, Pedro Henrique de, Marco Antonio Catussi Paschoalotto, Diego Valério de Godoy Delmônico, Fernando De Souza Coelho, Fernando César Almada Santos, and Edmundo Escrivão Filho. "Strategic Management in Public Administration: A Balanced Scorecard Applicability Framework in School Management." Future Studies Research Journal: Trends and Strategies 12, no. 3 (September 1, 2020): 458–82. http://dx.doi.org/10.24023/futurejournal/2175-5825/2020.v12i3.517.
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Purpose - This study aims at developing a framework of the Balanced Scorecard (BSC) in public educational organizations.Theoretical framework – There are 3-sections: Strategic planning in public sector, Balanced Scorecard and BSC in the public sector. Strategic management in public administration is an important issue, with the BSC as one of the most widely used tools. Although, the application of this technique in public schools is still unexplored and uncommon, it does possess the potential to improve their effectiveness.Methodology - A 3-stage qualitative approach: (i) 8 semi-structured interviews with the principals of participating schools; (ii) 4 stages of focus groups with 3 of the principals from different schools; and (iii) non-participant observation using a field diary. Also, the data were analyzed through content analysis and cross-referencing the different forms of data collected.Findings - The results do not indicate a vast knowledge concerning the BSC’s techniques and tools, or an alignment between management planning posture, principles nor objectives of BSC application. Also, school planning is realized through the expertise of the Principal, without instruments of strategic management. Finally, adapted BSC models and strategic maps were proposed in public schools to collaborate and facilitate the strategic management process.Research, Practical Social implications - The paper contributes towards developing new research agendas for strategic management in Brazil, with the possibility of improving public results and to appoint new practices in public schools.Originality/value - We have collaborated with the creation of a tool to use in the strategic planning of primary schools and pushing BSC studies into public sectors.
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Zhou, Siqi, Gang Chen, Hua Xiang, Lijun Tan, and Jie Mou. "Research on After-school Delay Service Countermeasures of Information Technology in Primary Schools from the Perspective of "Double Reduction"." Journal of Higher Education Research 3, no. 3 (June 29, 2022): 255. http://dx.doi.org/10.32629/jher.v3i3.850.
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The information literacy requirement for talents in modern society is constantly improving, as a result, the improvement of primary school information technology teaching quality has become a concern of all sectors of society. With the implementation of the national "Double Reduction" policy, the after-school teaching and learning of information technology courses in primary schools have posed new challenges. Based on practice and research, we should draw lessons from deep learning theory, attempts to explore the main factors affecting primary school information technology class delay service. We will explore the countermeasures to promote the effective operation of after-school delay service of information technology in primary schools, in order to promote the effectiveness of after-school delay service of information technology in primary schools, and improve the information literacy of students by using after-school delay service of information technology.
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Meiners, Jeff, Wendy Schiller, and Julie Orchard. "Children and the Arts: developing educational partnerships between pre-school, school and tertiary sectors." Journal of In-service Education 30, no. 3 (March 1, 2004): 463–76. http://dx.doi.org/10.1080/13674580400200325.
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Cobano-Delgado, Verónica. "Parent Participation in the Spanish School System: School Councils." International Education Studies 8, no. 11 (October 28, 2015): 156. http://dx.doi.org/10.5539/ies.v8n11p156.
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<p class="apa">Parents of pupils participate in the supervision and management of Spanish schools through the School Council [<em>Consejo Escolar</em>], which is the principal body through which such participation and oversight is channeled. Through it families, pupils, teachers and non-teaching staff contribute collectively to making the important decisions affecting schools. Its members are chosen by means of an electoral process that must be public and objective; voting must be personal, direct, secret and not delegable. The Council’s composition varies from one Autonomous Community to another and its character depends on the characteristics of each school – public or private – on the type of education offered as well as on the space, teaching staff and pupils it has at its disposal. Under the recent educational reform, democratic participation on the part of the various sectors which make up the school community has been drastically curtailed. Parents’ representatives, teachers, pupils, administrative and municpal staff on the School Council find their contribution relegated to a merely consultative level.</p>
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Mawarni, Elita Endah. "Pemberdayaan Kader Usaha Kesehatan Sekolah (UKS) Melalui Pembinaan UKS di SDN I Kalirejo, Kabupaten Banyuwangi." LOYALITAS, Jurnal Pengabdian Kepada Masyarakat 3, no. 2 (November 18, 2020): 145. http://dx.doi.org/10.30739/loyal.v3i2.392.
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SDN I Kalirejo is one of the elementary schools that has many students and it is potential to become a cadre of School Health Unit which is expected to support the sustainability of School Health Unit. This school is no less feasible when compared to other elementary schools in Banyuwangi. From the observations result, the implementation of School Health Unit has not been optimal because of human resources and infrastructure facilities that have not been utilized properly and continuously. To support the continuity and sustainability of School Health Unit program and activities at Kalirejo I Elementary School, guidance and counseling are badly needed in the form of giving skills and health knowledge from competent mentor or counselor, so it is expected to increase the knowledge from the health sectors for local school residents and it will improve their health level automatically.
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Alzobidy, Soleman Awad Mthkal, and Afzal Khan. "Classroom Discourse of English Language Teachers at Secondary School Level." International Journal of English Linguistics 9, no. 1 (December 31, 2018): 269. http://dx.doi.org/10.5539/ijel.v9n1p269.
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This paper compares and analyzes the classroom discourse of English language teachers at secondary level. An English teacher at this level has an enormous responsibility upon his shoulders because he has not only to cover the syllabus in time but also has to develop language skills in his students while preparing the students well for the upcoming board exam. This study makes a comparison of the discourse of two English teachers—one from the private sector and the other from the public sector. The discourse of an English teacher has a direct impact on the performance of his or her students. The present paper provides an initial cursory glance at the result in both sectors.
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Rizky, Maulana, Sri Setiti, and Monry Fraick Nicky. "GOOD SCHOOL GOVERNANCE IMPLEMENTATION THROUGH THE ESTABLISHMENT OF INTERNAL CONTROL UNIT." Asia Pacific Fraud Journal 2, no. 2 (February 13, 2018): 203. http://dx.doi.org/10.21532/apfj.001.17.02.02.08.
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This article describes the phenomenon of fraud occurring due to weak internal control system. Based on a study conducted by the Association of Certified Fraud Examiners (ACFE), one of the major causes of fraud is lack of internal control, or 29%, and override of existing internal control, or 20%. (ACFE, 2016). The phenomenon of fraud is still verycommon in Indonesia. Poor organizational governance is also part of the major causes of fraud. Corruption in Indonesia has spread to all sectors, including the education sector. There are many cases of corruption occurring in schools involving principals, treasurers, and teachers. The world of education in Indonesia is severely tarnished by the involvement of teachers in several cases of fraud. If this continues, the world of education will no longer be a role model. Improved organizational governance is necessary for early detection of fraud. This is intended to save Indonesia, especially education sector. The establishment of Internal Control Unit in schools is crucial because the Internal Control Unit serves not only as the implementation of good school governance but also as a tool to prevent fraud at schools.
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Dr. Ijaz Hussain, Irum Iqbal, and Sofia Khakwani. "Academic Environment and Students’ Learning: Causal Perspective of Secondary School Level in Dera Ghazi Khan." sjesr 5, no. 3 (September 30, 2022): 37–49. http://dx.doi.org/10.36902/sjesr-vol5-iss3-2022(37-49).
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The study aims to find out students’ perception about various aspects of academic environment at school and to depict the impact of academic environment on students’ learning. This study also discovers whether these two variables exist at the same standard in public and private sectors or there is any variation in availability or relation? The study employed descriptive survey method. The population of the study was the secondary class students of all Public and Private Secondary Schools in Dera Ghazi Khan district. Two stage random technique was adopted to determine the sample size. At first stage 10 public sector and 10 private secondary school from Dera Ghazi Khan with equal ratio of male and female schools. At the second stage 25 students from each school were randomly selected. Total sample size for the study was consisted on 500 secondary school students. The researchers used the questionnaire and an achievement test in English as data collection instruments. The collected data was analysed by calculated mean score and Standard Deviation. t-test and co relational tests were applied to find out the relation between academic environment at school and students’ learning. The study concluded that there was a positive co-relation between academic environment and students’ learning. The study also recommended that secondary school management should focus in ensuring positive academic environment at school to enhance students’ learning output and overall growth and development.
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Cruz, Kyle Dela, Joenessa Mae D. Raagas, and Jimmy B. Maming. "Lived Experiences of Senior High School Learners Under the Online Learning Mode at Goshen School of Technology and Humanities." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 6 (June 13, 2021): 528–34. http://dx.doi.org/10.11594/ijmaber.02.06.09.
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Covid-19 impacted all sectors of the country particularly the education sector. Schools have no choice but to shut their operations from brick and mortar to flexible learning mode. This study intends to determine the lived experiences, the issues they have encountered, the support needed, and the gaps and challenges they are facing. This study utilized interviews, observations and used Collaizi's method in the data processing and analysis (cited in Sander, 2003, and Speziale & Carpenter, 2007). The themes that came out from the constructs of the interviewees were Learners under online learning mode encountered internet connectivity issues, inadequate learning tools for online, psychological issues, and physical health issues. The output of this paper is the proposed model for learners under online the learning.
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Knight, David S., and Laurence A. Toenjes. "Do charter schools receive their fair share of funding? School finance equity for charter and traditional public schools." education policy analysis archives 28 (March 30, 2020): 51. http://dx.doi.org/10.14507/epaa.28.4438.
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U.S. charter schools are publicly funded through state school finance formulas that often mirror the traditional public school finance systems. While charter school advocates and critics disagree over whether charters receive an equitable share of funding, few discussions are based on rigorous analyses of funding and expenditures. Most prior analyses, especially those presented in policy briefs or white papers, examine average funding differences without exploring underlying cost factors between the two sectors. Our purpose is to demonstrate how careful analysis of charter school funding with appropriate methodological approaches can shed light on disagreements about charter school finance policy. Using detailed school finance data from Texas as a case study, we find that after accounting for differences in accounting structures and cost factors, charter schools receive significantly more state and local funding compared to traditional public schools with similar structural characteristics and student demographics. However, many small charter schools are actually underfunded relative to their traditional public school counterparts. Policy simulations demonstrate that on average, each student who transfers to a charter school increases the cost to the state by $1,500. We discuss the implications of these findings for both school finance policy in Texas and nationally.
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Ahmed, Mustapha Abubakar, Ahmad Abba Datti, and Zainab Ya’u Abdulkadir. "Assessment on the Use of Information and Communication Technology (ICT) For Teaching And Learning In Arabic Secondary Schools (Case Study: Kano State, Nigeria)." Dutse Journal of Pure and Applied Sciences 7, no. 3a (January 11, 2022): 137–45. http://dx.doi.org/10.4314/dujopas.v7i3a.14.
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Information and Communication Technology (ICT) has changed the world entirely. These change span across all sectors, ranging from transportation, economic, health, military, banking, education, to mention a few. The rise of communication technologies has provoked great interest in the way in which they can be applied in education to improve its efficiency and effectiveness. This study aimed at determining the use of Information and Communication Technology (ICT) for teaching and learning in Arabic Secondary Schools in Kano State, Nigeria. The study focused on six (6) Arabic Secondary Schools in Kano Municipal, among the schools are: School for Arabic Studies Kano (SAS), Government Arabic College Gwale (GAC Gwale), Abdullahi Bayero College of Qur’an, UmmuWarqa Government Girls Arabic School, Hasiya Bayero Government Girls Arabic School and Balarabe Haladu Government Arabic School Kano. A survey research design method was adopted to conduct the study. The population used for the study consisted of the teachers and students from the six Arabic schools. Two different questionnaires were designed and distributed among the teachers and their students. The first questionnaire is for the students which consist of four sections and the second questionnaire is for the teachers which are under six sections, two hundred samples are used in each case. The findings showed that 26% of the teachers are using ICT applications for teaching and learning, while 74% of the teachers are not using ICT tools for teaching and learning. On the other hand, 34% of the students are using ICT applications for teaching and learning, while 66% of the students are not using ICT tools for teaching and learning
Keywords: Arabic, Qur’an, Secondary, School, Information Communication Technology,
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Ballou, Dale, and Michael Podgursky. "Teachers' Attitudes toward Merit Pay: Examining Conventional Wisdom." ILR Review 47, no. 1 (October 1993): 50–61. http://dx.doi.org/10.1177/001979399304700104.
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This examination of data from the 1987–88 Schools and Staffing Survey challenges the common supposition that most teachers oppose merit pay. The authors find that teachers in districts that use merit pay do not seem demoralized by the system or hostile toward it, and teachers of disadvantaged and low-achieving students are generally supportive of merit pay. Private school teachers favor merit pay more than do public school teachers, a difference that may reflect differences in management in the two sectors and a more entrepreneurial spirit among staff in private schools.
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Durrani, Dr Rukhsana, and Dr Farkhunda Rasheed Choudhary. "Comparitive Study of Cognitive Development of Students of Different School Systems in Pakistan." Journal of Peace, Development & Communication Volume 4, Issue 3 (December 31, 2020): 232–50. http://dx.doi.org/10.36968/jpdc-v04-i03-13.
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This study was conducted to explore the cognitive development of students of Madaris, public sectors and private sectors of Islamabad. It was quantitative research. A sample of 716 students was selected randomly from three streams of education. To measure the cognitive development of students, a standardized tool was used to collect data. The tests were administered, scored, and was analyzed through SPSS. Results showed a significant difference among cognitive development of students of three educational systems. Analysis of the data showed a significant difference among scores in subtests i.e. analogies, the odd one out, and similarities. Similarly, students of the private sector had better overall means scores than the mean score of students of Madaris and public schools. As the three systems claim for development of cognitive abilities of students therefore it is recommended that the curriculum, teaching methodologies and learning resources of the three systems may be compared and streamline them for harmonious cognitive abilities of students.
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Adim, Muhammad Hafizh Agharid, and Mutiarani. "Indonesian Cultural Perspective Critical Discourse Analysis in Junior High School Level English Textbooks." Journal of English Language Learning 6, no. 2 (November 9, 2022): 220–28. http://dx.doi.org/10.31949/jell.v6i2.3086.
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Language is a tool for people to communicate with structured words and sentence patterns. However, when there is a language there is also a culture that bonds together with language. One of the language that the world use is English. English has a very high demand in every sectors including education sectors. In education sector, English serves as the main subject in EFL countries, one of the EFL countries is Indonesia, and the teaching and learning English activity in Indonesia is still relying on textbook. Textbooks in Indonesia is rarely showing a cultural content which cultural contents in the textbook can be one of the appreciation of preserving a traditional culture. In this research, the author will analyze the discourse that found in a Junior High School level textbook, English on Sky 2 whether there is any Indonesian Cultural Perspective that included within the textbook. This research method will be using a qualitative method with descriptive analysis as the approach of research design.
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Shaw, Rajib, Aiko Sakurai, and Yukihiko Oikawa. "New Realization of Disaster Risk Reduction Education in the Context of a Global Pandemic: Lessons from Japan." International Journal of Disaster Risk Science 12, no. 4 (March 25, 2021): 568–80. http://dx.doi.org/10.1007/s13753-021-00337-7.
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AbstractThe global COVID-19 pandemic has challenged different development sectors, including education. In this article, two main analyses are provided: one on the biological hazards of the pandemic in the context of the Sendai Framework for Disaster Risk Reduction 2015−2030, which analyzes the overall impacts on the education sector. Then we discuss the overall impact on education sectors, with specific focus on disaster risk reduction (DRR) education and education for sustainable development (ESD). Disaster risk reduction education and ESD are analyzed from the perspective of school-community-family linkages. Specific case analysis of COVID-19 response in the education sector is presented from Omuta City, Japan, which is considered as a champion city for ESD. Four phases of response in Omuta City are characterized with three specific foci: (1) mitigating covid impacts on educational program and participants; (2) preventing exacerbation of covid transmission within and outside schools; and (3) maintaining educational program integrity despite covid. Key lessons are summarized in the concluding section, which explore the importance of (1) educational governance (on critical decision making) during the pandemic as well as with cascading risks; (2) enhancement of school-community-family linkages as pandemic response commonalities between ESD and DRR education; (3) risk communication and citizen behavior; and (4) use of technology. We argue that integration of health and DRR education is important, that resilience needs to be redefined in terms of sustainable development goals (SDGs), and that education plays a vital role in achieving these ends.
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Austen, Siobhan, and Fiona MacPhail. "The Post-School Education Choices of Young Women in Australia and Canada." Economic and Labour Relations Review 22, no. 3 (November 2011): 141–57. http://dx.doi.org/10.1177/103530461102200309.
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Young Canadian women engage in post-school study at a much higher rate than their Australian peers, with a large part of the difference in this rate attributable to differences in rates of participation in the non-university sector. This article uses data from the Australian Longitudinal Surveys of Australian Youth and the Canadian Youth in Transition Survey to generate a unique cross-country comparison of the characteristics of young women engaged in different types of post-school education. The results highlight important differences in the role played by academic ability and parental resources in the allocation of educational ‘slots' in the non-university sectors of the two countries. The results suggest that ‘second-tier’ post-school institutions could play a role in boosting rates of post-school education in Australia, with important consequences for the design of policy on this sector.
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Sharabi, Moshe, Gilad Cohen-Ynon, and Marina Soskis. "Parental Involvement in the Arab and Jewish Educational Systems." International Education Studies 14, no. 2 (January 27, 2021): 69. http://dx.doi.org/10.5539/ies.v14n2p69.
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To date, no comparison has been made between the Arab and Jewish educational systems regarding parental involvement. This preliminary study examines the perceptions about parental involvement as described by the pedagogic staff and compares the two sectors (Jewish vs. Arab as two ethno-religious groups). Staff members from four elementary schools (two Jewish schools and two Arab schools) were interviewed. The findings indicate that parental involvement in the Arab sector is lower than in the Jewish sector. The Arab parents have more respect and trust towards the school, the principal, and the teachers compared to the Jewish parents. This is reflected by lower involvement of the Arab parents in comparison to the Jewish parents. While Jewish parents who volunteer for parents’ associations use their status to promote their personal interest (their child’s benefit) and less desire to contribute to the school, Arab parents volunteer more to help the principals and teachers to get resources from the Mayor/ Head of the municipal council and less for their own child’s benefit. The depth and the type of parental involvement in the Jewish and the Arab educational systems can be explained by cultural differences, namely an individualistic Jewish society vs. a collectivistic Arab society.
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Laih, Hueih-Lirng, and Ian Westbury. "Transformation of Taiwan's Upper Secondary Education System." education policy analysis archives 6 (September 8, 1998): 18. http://dx.doi.org/10.14507/epaa.v6n18.1998.
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This paper explores the policy issues circling around the structural "transition" in upper secondary education implicit in the twenty-year increase in secondary and third-level school enrollment rates in Taiwan. This expansion has taken place within a secondary school system which is rigidly divided into both general, i.e., academic, and vocational tracks and into public and private sectors: the majority of students are enrolled in the private vocational sector which is only loosely articulated with the university sector. These features of the school system are analysed against the background of social and economic developments in Taiwan as well as public opinion. The analysis suggests that the present structures of school must be "reformed" in ways that will result in a more unified secondary system with both greater public funding and better articulation of all school types with the third level. The policy options that circle around the possibility of such reforms in the areas of curriculum, examination structures and second level-third level articulation are discussed and a policy framework for the reform of the Taiwan secondary education sector is outlined.
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Nasution, Nursanita, Addin Arrahmi, Budi Wahyuni, and Virna Prasamia Nugraha. "FENOMENA DIGITALISASI PEMBAYARAN IURAN SEKOLAH DAN IMPLIKASINYA TERHADAP AKUNTABILITAS KEUANGAN SEKOLAH (Studi Interpretif Pada Sekolah Saga Lifeschool)." Jurnal Akuntansi dan Bisnis Krisnadwipayana 9, no. 2 (July 31, 2022): 723. http://dx.doi.org/10.35137/jabk.v9i2.682.
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<em>The massive influence of the Industrial Revolution 4.0 era has spread to various sectors, including the education sector. The world of education is faced with demands to adapt to the development of technology and information to improve the quality of education. The phenomenon of digitalization has now been widely applied to the payment system, including the payment of school fees. The purpose of this study is to determine the perceptions and assessments of users of digital payment systems in educational institutions, both from the side of school managers and parents of students and to analyze the implications for school financial accountability. The research method used is qualitative research with a phenomenological approach. The use of a digital payment system in school institutions can be one way to improve financial accountability, because the implementation of the system has proven to make the data generated, especially in the income cycle, more neat and accurate. This of course will have an impact on the reliability of the information generated. If the information produced is reliable, of course it will have a positive effect on financial accountability in schools</em>
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Da Silva, André Gustavo Ferreira. "Educação e liberdade." Diálogos Latinoamericanos 16, no. 24 (July 24, 2015): 20. http://dx.doi.org/10.7146/dl.v16i24.113054.
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In this article we explore the notion of freedom expressed in the pedagogical thinking of theMERCOSUR countries (Argentina, Paraguay, Uruguay and Brazil) during the redemocratizationperiod. We do a comparative study with emphasis on the ideas ofautonomy and democracy in the current era. It is methodologically supported bybibliographic research using periodicals of large circulation in the pedagogicalenvironment. It is concluded that the integration of pedagogical ideas in the region wasdriven by the connection of the teacher union movement, the progressive Catholic Churchand even the conjunction of interests of sectors linked to private schools. The idea of libertywas represented through the defense of private freedom advocated by school owners, andalso defended through the rereading of the New School by the middle sector of society. Itwas also understood as revolution of capitalist structures by the teacher union movement -which proposed the pedagogical process as counter-hegemonic - and as liberation byeducators linked to Freire.