Dissertations / Theses: 'Welfare to education'

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Jamieson, Jen. "Adolescents, education and farm animal welfare." Thesis, Royal Veterinary College (University of London), 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572485.

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Mach, Traci L. "Three essays on welfare reform." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261401988.

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Poitiers, Niclas Frederic. "Essays in Education, Fertility, and the Welfare State." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/667315.

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In countries in the developed world, income inequality is increasing, while technological and societal changes open labour market opportunities for women. At the same time they are undergoing an important demographical transition with decreasing fertility and increasing population ageing. All these trends affect the decisions that different generations make over the life-cycle. In this thesis, I investigate the role that these trends play for education, fertility, and pensions. In the second chapter of this thesis, I investigate how income inequality is affecting education attainment. An important difference between countries with low and high levels of social mobility is the extent of upward mobility of children from low income families. This is mainly explained by the probability of high school dropout. I develop a model with three levels of education in which children facing a credit constraint choose which level of education to attain. I find in an empirical exercise that in the U. S. the opportunity cost of education is more important in explaining the high school dropout rate of men than the return on education. The model and the empirical results imply that a policy that reduces the opportunity cost of education and is paid by higher taxation on graduates, reducing the return on education, could decrease dropout rates. In the third chapter, I analyse the decline in fertility in Germany. Decomposing the decline in completed fertility in Germany of the cohorts of women born between 1930 and 1965, I observe two distinct stages: In the first stage the decline in fertility is due to a decrease in intensive fertility (number of children per women with at least one child), whereas in the second stage the decline is due to a decrease in extensive fertility (increase in childlessness). Based on an event study approach, I argue that there are high opportunity cost of having children for women in terms of working time independent of their education level. Based on these findings, I develop an overlapping generations model with childlessness and quantity/quality trade-off driven by the time cost of children. In a calibration exercise, this model is able to generate the decline in intensive fertility as well as the increase in childlessness that I observe in the data with an decrease in the gender wage gap. The forth chapter of my thesis is a joint work with Gianko Michailidis on the effect of population ageing and income inequality on public education and pensions. We developed an overlapping generations model with public and private education, a pay-as-you-go pension system, endogenous fertility, and probabilistic voting on pensions and education spending. In this model, an increase in income inequality increases public education and pensions spending per enrolled student and retiree, respectively, and decreases the participation in public education and fertility. An increase in the share of retirees in the economy decreases the per student spending on public education and pensions, while decreasing the participation in public education and the fertility rate. Empirical evidences from OECD countries confirm our theoretical predictions regarding education spending.

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Clarke, Nancy. "Assessment of attitudes towards animal welfare within veterinary education." Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627985.

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The objectives of both human and veterinary medicine are to ensure optimal well-being of human and animal patients. However objectification processes have been identified as endemic within human medical contexts, whereby practitioners increasingly view and interact with patients as machine-like objects, lacking capacity for mental experiences. As objectification processes might also exist in veterinary medicine, potentially impacting upon quality of patient care, it is essential that tools exist to measure such processes and what additional factors may be influential. The main aim of the experimental research was to develop tools that could be predominantly used within veterinary education to assess students ' belief in animal sentience, and thus determine whether factors such as knowledge of animal welfare, gender, stage of veterinary education and empathizing and systemizing personality traits account for individual variation in such attitudes. In chapter 2 an animal welfare knowledge progress test was developed to assess veterinary students' knowledge of core areas of animal welfare, science, ethics and law. In Chapter 3 a questionnaire was used to measure belief in animal sentience, and gender as a source of variation, among first year veterinary students and over the course of the veterinary degree. In Chapter 4 a questionnaire was used to measure the possible role of empathizing and systemizing personality traits in determining both inter- and intra-gender variability in belief in animal sentience. In Chapter 5 a novel computer-based task was developed to investigate people's implicit tendencies to categorise animals as either object-like or person-like. Overall, the questionnaire-based tools were developed and used with adequate success. There was no evidence of objectification within veterinary medicine. However further research is needed using the tools, refilled where appropriate, in order to determine whether objectifications processes occur amongst wider populations of veterinary students and, if so, whether such processes impact upon animal welfare.

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Twitchell, Sarah Jo. "Welfare Reform and Higher Education: The Impact of Postsecondary Education on Self-sufficiency." University of Toledo / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1127816883.

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Twitchell, Sarah Jo. "Welfare reform and higher education: the impact of post-secondary education on self-sufficiency /." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1127816883.

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Thesis (Ph.D.)--University of Toledo, 2004.
Typescript. "A dissertation [submitted] as partial fulfillment of the requirements of the Doctor of Philosophy degree in Higher Educaton." Bibliography: leaves 90-98.

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Pearson, A. Fiona. "Making Education Work: The Effects of Welfare Reform on the Educational Goals and Experiences of TANF Participants." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-04122006-130648/.

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Thesis (Ph. D.)--Georgia State University, 2006.
Title from title screen. Wendy Simonds, committee chair; Ralph LaRossa, Charles A. Gallagher, committee members. Electronic text (289 p.) : digital, PDF file. Description based on contents viewed June 19, 2007. Includes bibliographical references (p. 246-275).

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Cameron, Helen, and n/a. "The universities and social welfare education in a post-industrial society." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060623.152738.

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How we think about universities, their purposes and about the place of postcompulsory education in our society is the exemplification of a number of attitudes about humanity and life in general. Perceptions about the place of tertiary or postcompulsory education in the life of the ordinary person have changed along with a broader sweep of changes in the way people view themselves in relations to the world. The meaning of education in general and in particular, that of tertiary or postcompulsory education in the life of people today occupies a very different one to that of as little as forty or thirty years ago. The recent movements in the policies and processes surrounding the structure, form and purpose of higher education in Australia signifies to some extent at least the depth of these shifts in perceptions. In the field of social welfare education changes in political and social attitudes have led to calls for increased accountability in standards of practice in both service delivery and professional education, yet this call has come at a time of change in the cultural climate where there is decreasing clarity about what is expected of social welfare as a service, and of education for professional practice in the area. This thesis contends that the practice of and education for social work and social welfare stand in an invidious position in the current society in that practitioners and teachers, agencies and universities are being called on to be more accountable both philosophically and pragmatically, but that at the same time as this call for accountability presses upon the profession, questions are also being asked about the value basis of professional practice. Criticisms are being levied at the profession some suggesting that it is ideologically bound and ineffective in dealing with social problems seen to be within its scope of contribution to society. With justification these same criticism are being aimed at social work and welfare training programs with suggestions that contend that the education of people to work in the social welfare sector is at a cross-roads. Unless a reassessment of the goals and purposes of education for this field takes place it may lose all social status and relevance, yet there are those who suggest that change is long overdue and that there has been little change in the philosophy and practice of social welfare education The thesis has a primary contention that training people to work as social workers and other professional providers of social welfare in the current society is being placed under the microscope as a consequence of a number of movements in educational and political thought that have had their culmination in the competency movement that has impacted on both tertiary education, the professions and the industries. The institutions in which this training or education takes place have been changed in form and function particularly since 1989, following the Dawkins restructuring of the tertiary education sector and the account of these changes provides a backdrop for the story about social welfare education in Australia. These changes have included the construction of a national training platform with the espoused intention of formulating a seamless web of credentialling linking schools, the workplace, industry based training, DeTAFE and universities. The introduction of Competency Based Education, where training is asked to demonstrate a higher level of accountability and transparency than has been the case in the past, and the introduction of higher, sharper demands for effectiveness and relevance have shaken the universities out of comfortable complacency. In particular the competency movement has placed demands on the professions to demonstrate that they are able to describe their skills, roles and functions in accessible and assessable terms. This demand has also been placed on the social welfare profession. The requirement for the social welfare profession to formulate competencies has thrown into sharp relief an ideologically bound framework of practice that is seen to be out of touch with the needs of the current society, and this has had direct relevance for the education programs preparing people to practice in these areas. Chapter One focuses on views of knowledge and education and goes on to critique the changes in higher education that have occurred over the last half-century in Australia in general and in South Australia in particular, specifically in reference to the programs for educating social welfare workers. This chapter is largely historical, but this history is told with more of an appreciation of the spectacle of history's passing or recycling parade rather than of social progress. Chapter Two addresses the impact and significance of the structural and policy changes within the higher education sector with a particular focus on the competency movement as a demonstration of one of the currently perceived purposes of education. Chapter Three explores responses to the competency movement as further indicators of the views about the purposes of higher education in general and their relevance to those teaching with the social work and social welfare programs. Chapter Four locates voices in the discourse about the social welfare field, the type of work involved in the area, the sort of training needed, and the dilemmas inherent in the profession in the current society. This chapter highlights the need for a consensus position to support the formulation of standards for practice as implied in the design of competencies, and the ramifications of the lack of such consensus. Chapter Five displays the state of disarray in the profession through the analysis of the draft competencies produced so far, where lack of vision and consensus are seen, in the final reckoning, as the stumbling blocks to future clarity of purpose. Of any profession, social welfare work is one of the most difficult to put into competency based form due to both the nature of the work and the lack of a consensus view of its primary goals and purposes, yet it is essential that this can be achieved given the impactful and intrusive nature of the work, and the push for accountability implicit in the competency movement. The thesis concludes with a statement of hope that clearer standards for practice can be formulated and that social welfare education and practice can re-configure to contribute relevantly to the current society.

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Margolis, Stacy. "Can Education Reduce Welfare Rolls?: A Study of California's GAIN Program." Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/36575.

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Welfare programs often attempt to reduce their welfare rolls by pushing recipients into immediate employment, while others provide education and training to people before expecting them to re-enter the job market. In some states, such as California, counties are allowed flexibility in the implementation of welfare programs. This allows the counties to choose to focus on immediate job placement, educating recipients, or a combination of the two. This study examines three different implementation strategies of California's Greater Avenues for Independence Program (GAIN) in order to determine if the county which focused heavily on educating GAIN participants was most successful in reducing its welfare roll.
Master of Arts

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Holmes, Kim. "A study of the education welfare officer working to improve school attendance." Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/13496/.

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Truancy is currently (DfElS, 2001) right at the top of the government's list of educational issues to be addressed. On any one day, 400,000 pupils who should be in school are absent. That is 5% of the school population. The education welfare officer (EWO) has a very specific role in supporting a school to maintain high levels of attendance but these figures indicate there is clearly a need to examine ways in which different Education Welfare Services (EWSs) and their officers tackle school non-attendance. The research documented in this study set out to examine the working practice of EWOs engaged to improve school attendance. The methodology employed to do trIis comprised of a postal questionnaire, 16 in-depth interviews over a six-month period and a two-year action research investigation in one 'failing' secondary school. The lead methodological approach has been the interview technique that has enabled the researcher to pursue the collection of data as part of a social process. The research strategy involved a survey of 90 EWOs and from this sample 16 volunteers were sought to take part in the next phase of the research. The research findings strongly suggest the status and position of the EWS within education hierarchy is not at all clear. Issues regarding practitioner's title, training, supervision, skills required, qualifications and interventions have all been discussed leading to a conclusion that the EWS needs to be professionalised, the role of the EWO needs to be specialised and basic administrative tasks need to be undertaken by an administrator. The findings from this study are entirely in keeping with evidence from other research in that there are no national guidelines; staff tend to disagree with the fundamentals of their job; some staff do not work in partnership with schools; others try to change what happens in a school without the position and authority to succeed. However, this investigation has taken matters a stage further by extending this knowledge through interviews with EWOs and managers to develop a model of effective practice that has been tried and tested.

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Sleith, Rosemary. "A new role for the student funding welfare service within higher education." Thesis, University of Strathclyde, 2015. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=27851.

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The retention of students is an important component of any higher education’s business strategy. As a result of Internationalisation, there are new developments in student mobility and willingness to move between countries; host universities have to reconsider how they deliver their services to accommodate these changes. In addition to these transformations in the landscape student retention, personal development planning and employability continue to evolve. Student Services generally are evolving globally (IASAS, 2009) to be aligned with the changes, however, little is known of the changing roles of Student Funding Welfare Services and their potential contribution. Underpinning this research there are theoretical models (Tinto, 1997 and Yorke 2002), as well as, empirical research and studies (Davies and Elias, 2003, Quinn, Thomas, Slack, Casey, Thexton and Noble, 2005). This Study is unique because a Student Funding Welfare Service Practitioner writes it; very little if any research exists from such a contributor. The Study is an Interpretivist, mixed methods based approach carried out by an insider researcher within a post 1992 Scottish University Student Funding Welfare Service. This evaluation of the Service required three questionnaires, eight focus groups and 30 student learner Pen Portraits to gather rich qualitative and quantitative data from two service user groups: student learners and teaching staff. Conclusions were drawn about the contributions being made by the Student Funding Welfare Service in relation to: student retention, personal development planning and employability. Analysis and interpretation concluded that contributions were being made, as illustrated within the Student Funding Welfare Service Contribution Model developed as a result of this Study. This research considers two working environments within one higher education institution by showing ways in which the Student Funding Welfare Service Contribution Model was actively making scholarly contributions; which would work alongside other such practices within the overall university community. Following an analysis of the Services working practices the findings suggest similarities can be drawn between them and Dewey (1998), Connolly (2008), Land (2004) and Kolb (1984). The Study calls for Student Funding Welfare Services to be regulated by the Scottish Standards Money Advice Service to bring them in line with the public sector service deliverers in this field. In addition a suggestion is made for a formal postgraduate Diploma in Money Advice and Welfare Services. Such a qualification would aim to ensure all service delivery staff provide a nationally acceptable high standard and are recognised for their professionalism and expertise. Thirdly, this Study could be generalised to produce training tools for staff development for personal tutors, teaching staff and administrative support staff.

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Bandara, Nirodha Anuththari. "Education, sectoral choice and the urban-rural welfare gap in Sri Lanka." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/42491/.

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This thesis is centred on three core issues in the context of Sri Lanka - the rates of returns to education across individuals in different types of employment, the contributors towards the urban-rural welfare gap for the years 2002 and 2009/10, and finally the determinants of employment and earnings across sectors. First, the rates of returns to education are analysed using an Instrumental Variables approach in order to address the endogeneity bias associated with measuring education. Secondly, the returns to education are estimated at different levels; a convex relationship between education and earnings is observed. Finally, a production function is estimated for agricultural and non-agricultural self-employed households. Higher education shares a positive relationship with non-agricultural output, but a negative relationship with agricultural output. In the second part of the thesis, we first identify the determinants of urban and rural expenditure using an unconditional quantile regression. Next, we examine the urban-rural welfare gap in 2002 and 2009/10 using a variant of the threefold Blinder-Oaxaca decomposition; identifying the characteristics and returns to characteristics that contribute towards the welfare gap in both years, and across the expenditure distribution. At a given point in time, the welfare gap is larger between richer urban and rural households relative to poorer households. We find the gap to have fallen considerably between 2002 and 2009/10. The final part in the thesis examines the sectoral choices and earnings. The labour market is disaggregated into 5 sectors. This chapter controls for two forms of possible bias – sample selectivity and endogeneity of education in earnings. The determinants of sector choice are analysed using a multinomial logit. We observe that individuals with the highest levels of education get in to the public and formal private sectors, whereas the least educated are likely to join the informal and agricultural sectors. The earnings functions suggest that the returns to education vary greatly across the sectors.

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Williams, Jennifer Lea. "Education Policy Adoption in a Child Welfare Agency: Frontline Perspectives on Leadership." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6494.

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This study focused on a policy that promotes educational stability for foster children in a southern state in the US. At the time of this study, this policy had not been fully adopted across the state which resulted in foster children not routinely receiving the interventions necessary for improving academic outcomes. Using the diffusion of innovation theory as a framework, the purpose of this qualitative case study was to explore how local-level leaders impacted the successful adoption of education policy in one county office of a statewide child welfare agency. Data were collected from a sample of 5 case managers and a review of the literature. The data were coded and analyzed using Colaizzi's 7-step method of data analysis. Results revealed the specific actions that were taken by county-level leaders to impact the successful adoption of the policy. Such actions included the allocation of resources and the intentional inclusion of informal leaders in decision-making around policy implementation. The social change implications stemming from this study include recommendations made to program leadership to consider practical changes to policy implementation that may result in successful adoption of this policy. Such changes may lead to foster children across the state receiving the benefits of the evidence-based supports outlined in the policy and may lead to an improvement in the delivery of services to vulnerable populations served by the child welfare agency.

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Mink, Tarin L. "Using Service Learning to Teach Social Welfare Policy." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243281610.

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Tolofari, Sowaribi Victor. "The commodification of higher education in the welfare state of Sweden exploring the possibilities /." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/485/.

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Connors, Niall. "Education and the humanitarian space : is there a dissonance between military education and military practice in the Irish Defence Forces?" Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/55390/.

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This thesis is centred on education and the humanitarian space, specifically, an analysis of whether there a dissonance between military education and military practice in the Irish Defence Forces. In this context, the research audience is considered to be constituted of two distinct cohorts; military personnel within the Irish Defence Forces and individuals within the development sector, in particular those with responsibility for the education and 'pre-deployment' training of those within the humanitarian space. Broadly speaking, the research is framed to examine education and the humanitarian space through the lens of the human security paradigm using qualitative research methods. To achieve this, a multi-layered strategy was employed focussed on the Strategic and Operational Practice levels using a thematic framework centred on the human security paradigm informed by both the gender and cultural perspectives. At the strategic level a number of published and unpublished documentary resources were analysed in order to explore how Irish identity and concepts of self are presented, while at the operational practice level a number of semi-structured interviews were conducted with an elite group of thinkers and decision makers within the Irish Defence Forces in order to get their unique perspective on policy interpretation, policy implementation and operational practice. The research process identified that there are dissonances between military education and military practice in an Irish Defence Forces context, specifically in respect of military operations within the humanitarian space. The research also indicated that this has contributed to tension within the community of practice and suggests possibilities for further research, which may mitigate the risk of dysfunction within the humanitarian space.

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Goode, Jackie. "Governmentality : welfare, health and higher education as sites of agency, resistance and identity." Thesis, University of South Wales, 2007. https://pure.southwales.ac.uk/en/studentthesis/governmentality-welfare-health-and-higher-education-as-sites-of-agency-resistance-and-identity(6eb9fc1a-f35f-491b-a049-bb5f0b9186c6).html.

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The work that is submitted here for the degree of PhD by publication comprises one book, one book chapter, and fourteen papers published in peer-reviewed journals. Many arise from qualitative research projects on which I was the appointed researcher. I am sole author on five of the publications, lead author on seven, and joint author on four. The publications span the years 1998-2007. They are included in full, and are examined, using Foucault's notion of 'governmentality', in an overview. The projects were designed and conducted during a particular era in history (characterised as 'risk society' or Yeflexive modernity'), dominated by a particular political ideology (characterised as 'neo-liberal'), and all examined aspects of public service delivery and use. Using Foucault's notion of governmentality, this body of research is concerned with questions of how we govern, and how we are governed, and with the relation between the government of ourselves, the government of others, and the government of the state. Foucault suggests that it is only through the analysis of various micro-sites that practices of power or governmentality might be identified. The research collected here represents a study of governmentality in the 'micro-sites' of welfare, (in this case, the provision and use of social security benefits); health care (the delivery and 'consumption' of NHS Direct, an innovative health care service); and education (in particular, the management of change in Higher Education, and the production of university learning, teaching and research).

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Blaney, Elizabeth. "Tracing classed and gendered relations in education and social welfare policy discourses in New Brunswick." View this thesis online, 2006. http://libraries.maine.edu/gateway/oroauth.asp?file=orono/etheses/37803141.pdf.

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Thesis (Ph.D.) -- University of New Brunswick, Faculty of Education, 2006.
Title from PDF title page (viewed on May 24, 2010) Available through UMI ProQuest Digital Dissertations. Includes bibliographical references (leaves 334-379). Also issued in print.

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Reeckman, Barbara Mary. "The welfare needs of refugee youth in a TAFE program /." Connect to thesis, 2001. http://eprints.unimelb.edu.au/archive/00000915.

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Awkward-Rich, Leah. "“Head Start Works,” But Why? Understanding the Persistence of an American Welfare Program." Oberlin College Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1495815773647501.

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Ranck, Edna Runnels. "The Politics of childhood : The historical development of early childhood education licensing laws and regulations in New Jersey, 1946-1972 /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10600231.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1986.
Typescript; issued also on microfilm. Sponsor: Leslie R. Williams. Dissertation Committee: A. Harry Passow. Bibliography: leaves 273-311.

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Dameron-Brown, Rebecca Merle. "Examining the Lived Experiences of Child Welfare Workers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/538.

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The purpose of this phenomenological study was to examine the lived experiences of a homogeneous group of frontline child welfare workers in Los Angeles, CA. Data were collected using recorded in-depth, open ended interviews with 10 participants. Critical incident technique was used to collect data on specific incidents. Symbolic interactionism was the theoretical framework used. Five themes emerged during the analyses which are the main findings of this study: (1) Organizational factors contributed to the challenges and stress of the job, (2) participants shared a belief that management did not value them, (3) participants' morale and workloads were adversely affected by a highly publicized child fatality, (4) the job was rewarding and meaningful when participants felt they had protected children and helped families, and (5) participants reported being socialized to accept abusive behavior from clients through the omission or minimization of safety as a training topic in college and work sites. The positive social change implication includes information that may help facilitate a paradigm shift in the professional and academic socialization of social workers. The realistic picture on public child welfare work that participants shared has the potential to be useful to future social work students, researchers, professors, law enforcement, and administrators of public child welfare agencies. Realistic expectations may also increase retention of employees.

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Brannon, Theresa Rebecca. "The relationship between caseworker education and client outcomes." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3368.

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The purpose of this study was to measure whether or not a child welfare worker's education has an effect on their client's outcomes. It compares master's degree in social work caseworkers' rates of family reunification and the length of time children on their caseload spend in foster care to those of child welfare workers who do not have an MSW. This study sought to address this gap in the current literature by analyzing available case data from a public child welfare agency in a Southern California county.

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Wright, Angela J. "Animal welfare assessment in veterinary education : its theory and practical application to domestic pigs." Thesis, Royal Veterinary College (University of London), 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572445.

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Twineham, John. "An investigation into the way education welfare officers understand and negotiate non-school attendance." Thesis, University of East London, 2000. http://roar.uel.ac.uk/1256/.

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This thesis explores the activities of education welfare officers (EWOs): local education authority employees whose work includes the investigation of pupil absence from school. EWOs have rarely been the subject of research or analysis, as writers have tended to see them as self-evident functionaries. Given the paucity of the existing literature, it was necessary to construct a research programme that would seek to describe and understand the social relationships and processes that the EWOs were engaged in and attempt to develop new frameworks and categories of analysis. To this end, a grounded qualitative research programme was pgrsued. The research data for this study was generated by a series of semistructured, in depth interviews with EWOs in three different local authorities. These interviews focused on a number of selected examples from the EWOs workloads that were discussed in detail and the case files analysed. As well as generating a grounded analysis, this data was then used as the basis for a series of case studies that were interrogated through the framework of a Foucauldian analysis of disciplinary power. The research programme produced a number of specific insights into the work of the EWO that had been absent or understated by previous analysts and writers. It also showed how the uses of care and control, as the defining analytical and antithetical categories in previous analyses, was unhelpful and at times misleading. Through a careful and detailed analysis of the EWOs work, the thesis shows how their activity is better understood in terms of processes of normalisation where strategies are deployed that utilise relations of disciplinary power as described by Foucault in Discipline and Punish. The way in which this work contributes to the development of Foucault's analysis of disciplinary society and the complications of supervisory mechanisms is discussed. However, the main achievement of this thesis is to show how the research programme led to the production of a framework for the analysis of the activities of EWOs that is able to engage effectively with questions that had apparently left previous writers baffled.

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Platts, Chris. "Education and welfare in professional football academies and centres of excellence : a sociological study." Thesis, University of Chester, 2012. http://hdl.handle.net/10034/253657.

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A career as a professional footballer has long been regarded as a highly sought after occupation for many young males within the UK and, against this backdrop, since the 1970s increasing attention has come to be placed on the way young players are identified and developed within professional clubs. Particular concern has been expressed over the number of players who, having been developed by professional clubs, fail to secure a professional contract, and the ways in which clubs should help young players safeguard their futures through alternative career training. There, have, however, been very few studies that have analyzed the education and welfare provisions that are offered within professional football Academies and Centres of Excellence, and fewer still that have done this from a sociological perspective. By drawing upon the figurational sociology of Norbert Elias, concepts derived from symbolic interactionism, and existing work in the sociology of youth, the objective of this study is to examine the realities of young players' day-to-day working-lives, the experiences they have of the educational programmes they follow, and the welfare-related matters that arise within present-day Academies and CoE. Using data generated by self-completion questionnaires and focus groups with 303 players in 21 Academies and CoE in England and Wales, the findings of the study suggest that players continue to be socialized into a largely anti-academic culture that has traditionally underpinned the world of professional football, and in which the demonstration of a 'good attitude' and commitment to the more central members of players' interdependencies (especially coaches and managers) dominated all other concerns. Indeed, it was also clear that the deep-seated values players held in relation to the professional game as part of their individual and group habituses were shaped by the figurations into which they were born and had been developed during the more impressionable phases of childhood and youth. Players' welfare needs were significantly compromised by the strong degree of suspicion and obvious degree of mistrust that characterized their relationship with club management, which emanated from players' fears that confidential matters would always 'get back' to others inside the club. This was exacerbated, in almost all cases, by players' observations that they were treated as if they were 'bottom of the club' and whose welfare needs were not generally well understood by those working within Academies and CoE.

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Munn, Meredith. "Welfare reform and abstinence-only sex education : the discursive production of American ideal citizenship /." Connect to online version, 2009. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2009/377.pdf.

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Repique, Jeanelle Kathleen. "The Emergency Immigrant Education Act of 1984| Past, Present, and Future of Federal Aid for Recent Immigration Education." Thesis, University of Redlands, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637627.

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The Emergency Immigrant Education Act of 1984 (EIEA) was passed by the 98th U.S. Congress to provide funds to states to "meet the costs of providing immigrant children supplementary educational services" (Emergency Immigrant Education Act of 1984, Title VI, Sec. 607). This study analyzes the culture, values, and political context in which the Emergency Immigrant Education Act of 1984 was developed, passed, and amended through its most recent reauthorization. EIEA is the only federal legislation that specifically targets new immigrant students. However, EIEA has been largely overlooked by education policy analysts, because new immigrant students are rarely considered as different from limited English proficient (LEP) students. The study employs historical document and content analysis, applying Kingdon's (2011) theoretical framework of agenda-setting and Manna's (2006) concept of borrowing strength to explain EIEA's path to the agenda. In addition, it applies McDonnell and Elmore's (1987) policy framework to EIEA to understand how policymakers sought to realize EIEA's goals, as well as that of Wirt, Mitchell, and Marshall (1988) to identify the cultural and political values revealed in the rhetoric of the legislation. In tracing EIEA's 30-year route, I describe how the nature of the legislation changed from a primarily capacity-building policy to more of an inducement. In addition, the study revealed a change in an egalitarian culture to one that emphasizes quality.

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Chang, Tommy. "Charter Schools as Leverage for Special Education Reform." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610317.

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Few studies have examined the intersection of charter school and special education policies. The concerns around the serving of special education students in charter schools must be carefully studied, especially as charter schools continue to grow in numbers and continue to serve a greater percentage of public school students. New policies must not only address equity in access for special education students in charter schools but must also study how charter schools can be leveraged to generate innovative and promising practices in the area of special education.

This study examines a recent policy change in the Los Angeles Unified School District that provides great autonomy and increased accountability for charter schools in their provision of special education services. This policy change promotes key tenets of charter schools: (a) autonomy and decentralization, (b) choice and competition, and (c) performance-based accountability with the aim of increasing access for students with special needs and increasing the capacity of charter schools to serve them. The research design utilizes a mixed method approach to collect qualitative and quantitative data to evaluate the goals of this major policy change within this particular school district.

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Brown, Charlette. "The impact of the 1996 Welfare Reform Act on access to postsecondary education for temporary assitance to needy families recipients in Jackson, Mississippi in 2011." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2013. http://digitalcommons.auctr.edu/dissertations/761.

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This study examines the extent to which the educational component of the 1996 Welfare Reform Act impacted African-American TANF recipients' access to postsecondary education in Jackson, Mississippi in 2011. This study was based on the premise that policies within the legislation restrict opportunities for welfare recipients to pursue postsecondary education as a pathway to self-sufficiency. For welfare recipients who often believe that college is inaccessible due to financial means, access is especially important for them. Participants in this study were thirty-two African-American women receiving TANF benefits from the State of Mississippi who were either enrolled in a college program or participated in the job readiness training supported by the Mississippi Department of Human Services. A qualitative research methodology was used to analyze the data. The data revealed that there is total consensus among the participants on the importance of postsecondaryeducation as a measure of future economic well-being for themselves and their families. Findings specifically revealed that many of the participants strongly believe that policies associated with welfare reform have prevented or denied them full access to education and that some of the policies should be changed. The conclusions drawn from the findings suggest that the 1996 Welfare Act impacted access to postsecondary education for TANF recipients in Jackson, Mississippi to some degree; and that after 15 years of stagnated welfare reform policies, specifically policies associated with work requirements, TANF recipients in Mississippi are longing for better educational opportunities that will allow them to enjoy a self-sustaining lifestyle.

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Ramirez, Esther, and Melissa M. Rodriguez. "Barriers to Higher Education Among CalWORKs Recipients." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/854.

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Individuals and families in poverty face an abundance of barriers to self-sufficiency with the lack of higher education being the most prominent of them. The California Work Opportunity and Responsibility to Kids (CalWORKs) program has been the primary intervention to aid poverty following the welfare reform of 1996. Through their work first approach the CalWORKs program intends to set recipients on the path to self-sufficiency. Although education is the biggest weapon against poverty, CalWORKs recipients face a plethora of barriers while pursuing a college degree, as CalWORKs regulations are rigid and unsupportive toward higher education. Due to the minimal research focusing particularly on CALWORKs recipients, there was a need to further examine the barriers these recipients face while pursuing higher education. This qualitative study explored the barriers hindering CalWORKs recipient’s progression toward college completion. This study administered 11 face to face interviews with active and former CalWORKs recipients in Riverside County, California. The data gathered were transcribed and analyzed to identify recurrent themes regarding barriers toward college completion among CalWORKs recipients. The major themes identified by the study were: lack of knowledge, conflicting roles, lack of self-confidence, and unrealistic requirements by the CalWORKs program. The implications of these findings for CalWORKs stakeholders were discussed.

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Alsina, Eileen Jackson. "Career development curriculum for welfare recipients." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3168.

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In this project a four week computer-based career assessment program was developed to equip employable welfare recipients in San Bernardino with the necessary tools to explore, seek, obtain, and maintain employment that is self-sustaining. The first three weeks of the curriculum addresses major areas of career development, while the last week focuses on job searching.

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Sass, Ditte Strunge. "'Being' and 'becoming' a welfare citizen in the Danish Folkeskole." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/9065.

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This thesis is an ethnographic investigation into the ‘bringing about’ of the Danish welfare citizen as observed through everyday values and practices in the Danish folkeskole. The thesis takes as its starting point the notion of dannelse, which is the ’holistic formation of social human beings who can manage their own lives, who know how to behave properly in society, and how to fit in with each other’ (Jenkins 2011:187) and hygge (cosiness), as the primary frameworks through which Danishness can be understood. While trying to unravel what these values/practices are and how they were expressed and inculcated in the everyday lived reality at the Danish folkeskole, I observed the importance of several other key concepts, including lighed (equality as expressed through sameness), and medborgerskab (co-‐citizenship). This thesis will attempt to understand the importance of these concepts in relation to wider Danish society, and as defining features on the ‘citizenship-‐journey’ that the Danish folkeskole in this thesis represents. I will argue that the Danish folkeskole to some degree exemplifies a ‘playpen of democracy’ (Korsgaard 2008) as it exists as a liminal sphere, both in terms of providing a space in which students can practice ‘being’ and ‘becoming’ welfare citizens, but more crucially also as a space in-‐between the public and the private sphere, a home-‐ away-‐from-‐home. This is achieved through notions of hygge to provide the safe and bounded space that is necessary to secure a conducive learning environment in which students can obtain a shared ideological understanding of the world, and hence an equal starting point. Finally, my thesis will focus on the interaction between and value connotations of concepts such as diversity, difference, individuality, inequality and heterogeneity. I am principally interested in demonstrating how these exist in a dynamic relationship with concepts such as equality, similarity, homogeneity and a sense of ‘we/us’ as Danish, and subsequently as democratic welfare citizens.

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Hincapie, Diana Patricia. "Essays on Education Policy and Student Achievement in Colombia." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617172.

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The main objective of this dissertation is to analyze the impact that two notable school reforms have had on student achievement in Colombia. The dissertation consists of three essays. The first essay lays out the conceptual framework for the dissertation. It describes the education production function that underlies most analyses in the economics of education, and reviews the main evidence on the impact of school resource policies on student outcomes.

The second essay analyzes the impact of longer school days on student achievement in Colombia, where primary and secondary students attend schools that have either a complete (7-hour) or a half-day (4-hour) schedule. Using test score data from 5^th and 9^th graders in 2002, 2005, and 2009, along with school administrative data, this study identifies the effect of longer school days by implementing a school fixed effects model. The main model compares variation in average test scores across cohorts for schools that switched from a complete schedule to a half schedule and vice versa. I find that among schools that switch schedules between 2002 and 2009, the cohorts exposed to complete schedules have test scores that are about one tenth of a standard deviation higher than cohorts that attended half schedules. The impact of a complete schedule is larger for math test scores than for language test scores, and it is larger for 9^th grade test scores than for 5^th grade test scores. Effects are largest among the poorest schools in the sample, and those in rural areas. The results suggest that lengthening the school day may be an effective policy for increasing student achievement, particularly for the lowest-income students in Colombia and other developing countries.

The third essay analyzes the impact of the "Escuela Nueva" (EN) model (New School) on student achievement, using test score data from SABER 2002 and 2005, a national standardized test administered to 5^th and 9^th graders in Colombia. EN is an educational model originally designed to improve the effectiveness of rural schools. It is characterized by multigrade classrooms (i.e., one instructor teaches students in various grades in the same classroom), a child-centered curriculum, flexible systems of grading and promotion, intensive teacher training, and parental involvement. To mitigate the concerns about systematic selection of schools into EN that might bias the estimations of the EN impact, this study implements a school fixed effects model that controls for time-invariant characteristics within the school. Results show that among schools that switched models between 2002 and 2005, the cohorts of 5^th grade students exposed to EN have on average 0.135 of a standard deviation higher language test scores than cohorts exposed to other models, while there is no statistically significant impact on switching to EN for 9^th graders. The impact of EN is largest among rural schools and the poorest schools in the sample.

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Geddes, Graham R. "Ideology, federalism, and the welfare state the public debate concerning guaranteed annual incomes, 1968-1976." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5632.

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Gardin, Matias Edvard. "States of education : reflections on the relationship between welfare state and education in Finland and the Federal Republic of Germany 1960-1970." Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/states-of-education(62ca8322-7ccd-4e4d-9b79-597ba57242a0).html.

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This PhD thesis examines the impact of political ideologies on the welfare-state developments of the Republic of Finland and Federal Republic of Germany from 1960 to 1970, a period of dramatic social expenditure expansion and economic growth. It explores the issue by asking whether different ideas of ruling parties mattered in these developments or were there other factors, such as the level of economic strength, which became more influential in explaining cross-national welfare variations. Whereas mainstream analysts of comparative social policy since the early 1990s have taken for granted that politics mattered in the immediate post- war era reflecting the more pronounced left-right, catholic-protestant and other historical cleavages, this research moves beyond the oversimplified traditional welfare regime typologies and instead considers how welfare systems became intertwined with other more control-focused aspects of state development: in effect, whether and how they became instruments of discipline through educating citizens. Drawing on the Foucauldian idea of power of normalisation - and using educational expansion of the 1960s as a case study - it is suggested that there are aspects of the development of Finnish and West German policing which had a direct bearing on the emergence of the welfare state. Welfare regimes became complex entities which structured the evolution of European nation states after WW2. Yet, it has often been assumed that strong economic development and welfare policies became incompatible. As this study demonstrates, this was not the case in Finland and the FRG. Quite the opposite, both countries emerged stable and democratic into the twenty first century. 1960-1970 was the timeframe during which the groundwork for this success was pioneered and the period was to have a lasting legacy which gave direction to the future. Therefore, a closer study on the interconnectedness between education and welfare state needs to be established. Whereas this thesis confines itself to Finnish-German developments as my original contribution to knowledge, it suggests some grounds for extending the research to other countries.

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Dodd, Jennifer M. "An Analysis of the Collaboration between Child Welfare and Early Childhood Education Systems in Cuyahoga County." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1342792216.

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Robinson, Shannon. "Neither Clear nor Convincing: How New Title IX Guidelines Undermine Equity, Security, Efficiency, Liberty and Welfare Goals for American Colleges." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586970200919108.

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Ahern, Susan L. "Breaking the Cycle of Poverty| A Qualitative Analysis of Higher Education Success among Women on Welfare." Thesis, Saint Peter's University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839589.

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The purpose of this study is to give a voice to economically disadvantaged women on welfare pursuing a degree in higher education. Attention is focused on the motivational and institutional factors they encounter while struggling to integrate academically and socially into the college campus community. The theoretical framework of the study was based on Vincent Tinto’s Theory of Persistence, which emphasizes the importance of a strong inclusive educational and social campus community, and the role it plays in student retention. The study considers the impact of the 1996 Welfare Reform Act and the feminization of poverty in the United States. The impact the new welfare reform act had on education acquisition for women on welfare as well as the challenges these women faced was also examined. In addition, the academic and non-academic support programs that have enabled women on welfare to overcome the obstacles and barriers to education and achievement of academic success in higher education was further explored. The research design was a narrative study approach, which included the participants sharing their own story which included their background, family upbringing, educational experiences from elementary school to high school and ultimately college. In-depth interviews were used to develop a thorough description for the narratives. The participants were women on welfare who currently attended or had graduated from colleges and universities located in Hudson County, New Jersey. Through an analysis of the results a better understanding of how motivational and institutional factors affect a student’s persistence was identified. The themes that emerged during analysis of the interview transcripts were considered within Tinto’s 1973 model of attrition and persistence. Tinto’s model includes the following components: pre-entry attributes (prior schooling and family background); goals/commitment (student aspirations and institutional goals); institutional experiences (academics, faculty interaction, co-curricular involvement, and peer group interaction); integration (academic and social); and outcome (departure decision— graduate, transfer, dropout). Findings indicate that colleges and universities can increase retention and support persistence by identifying students’ individual institutional needs, and by implementing and improving upon programs that aid academic and social integration.

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Tsang, Kwok-wah, and 曾國華. "A study of bishop R.O. Hall's contribution (1895-1975) toHong Kong education and social welfare." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31950449.

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Clayton, W. T. "Welfare assistance as a resource to help with the education and management of children with special educational needs in ordinary primary schools." Thesis, University of Winchester, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290428.

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Aturupane, Dilhan Harsha Chittraranjan. "Is education beneficial? : a microeconomic analysis of the impact of education on the economic welfare of a developing country, Sri Lanka." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307909.

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Martinez, Carmella Marie. "Extended opportunity program and service, and cooperative agencies resources for education for welfare students in pursuit of a post-secondary education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2280.

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The purpose of this study was to evaluate the effectiveness of the relationship between participation in one community college EOPS & CARE program and participant sense of preparedness for self-sufficiency.

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Adejumobi, Saheed A. ""Life more abundant" : colonial transition, the Yoruba intelligentsia and the politics of education and social welfare reforms in Nigeria, 1949-1970 /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008263.

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Kingery, Linda S. "Understanding E-Learning as Professional Development for Rural Child Welfare Professionals." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4928.

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Ongoing professional development is an integral part of a child welfare agency's strategy toward the provision of services to children and families involved with a child welfare intervention. Electronic learning (E-Learning) is popular as a fiscally responsible and flexible way to deliver such trainings. There is a gap in the research addressing the problem of how child welfare professionals are motivated to engage in the E-learning process. The purpose of this qualitative case study was to explore the perceptions of child welfare professionals regarding their motivation to use an agency provided E-learning program. Eight child welfare professionals employed by a Midwestern private child welfare agency participated in semi-structured interviews, which were audio recorded and transcribed verbatim. A pattern matching logic model was used to extrapolate relevant themes. The themes from this study were that work environment, irrelevance of content, and emotional aspects of child welfare work were barriers to engaging in E-learning during a work day. The implications for positive social change are that using E-learning as a delivery system for training in child welfare needs to be combined with a concerted effort to develop programs that first consider the work environment of the child welfare professional and the relevance of content. Providing more effective training is expected to result in better trained workers, which leads to more effective child welfare interventions. More effective child welfare interventions are needed to resolve the current crisis within the field of child welfare, which protects one of society's most vulnerable populations.

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Browning, Carolyn L. "The Educational Needs of Welfare Recipients and the Role of the Community College As an Agent of Social Change." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2884.

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The purpose of this study was to investigate two underlying questions related to welfare reform and its impact on participants in the Cumberland Plateau Region: (1) What are the training and other noneducational needs of the participants in the VIEW program? and (2) What is the projected success of the impact of the training on the lives of the participants? The research study included 47 interviews with four distinct groups of individuals--VIEW participants, case managers, administrators, and trainers. Three focus group interviews were conducted with individuals who were participants in the VIEW program or professionals actively involved in the administration and implementation of the program. All the individuals interviewed in the study identified four difficulties to the successful implementation of the VIEW program: (1) the lack of economic development in the region, (2) the abbreviated time frame for the implementation of VIEW, (3) an excessive amount of paperwork, and (4) the lack of transportation. The participants cited the following difficulties: (1) child care, (2) inappropriate dress for interviews, (3) attitudes and busyness of case worker, (4) penalties associated with securing employment, and (5) limited opportunities for training. The training personnel identified three areas posing difficulties for participants: (1) motivation, (2) attitudes of the participants, and (3) leadership development. In summarizing the responses of all the individuals interviewed in this study, the two viable remedies emerged as options available to assist participants: (1) seeking additional help from family members or friends, and (2) taking the initiative to investigate other avenues of assistance outside the scope of the Departments of Social Services. The training component of the VIEW program was considered the most favorable among all the individuals interviewed in this study. The-proposed outcome of the training received for all participants in the VIEW program was the attainment of full-time or part-time employment. All the interviewees felt to varying degrees that the VIEW program would assist participants in securing employment. The administrators and case managers ultimately viewed the employment as the measure of success of the training. However, most of the participants were very unsure if they would secure employment in the Cumberland Plateau Region.

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Levy, Gal. "Ethnicity and education : nation-building, state-formation, and the construction of the Israeli educational system." Thesis, London School of Economics and Political Science (University of London), 2002. http://etheses.lse.ac.uk/849/.

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The dissertation is about the ethnicisation of social relations in Israeli society and its reflection and manifestation in education. My main aim in this study is twofold: first, to offer a critical account of the development of ethnic relations in Israeli society and to examine the role ethnicity has played in the processes of nation-building and state-formation; and, second, to propose a history of the educational system in Israel which accounts for the role of education in creating and perpetuating ethnic identities. The first part of the dissertation consists of a critical reading of existing analyses of ethnicity in Israel. Its aim is to bring the state into the analysis of ethnic relations and demonstrate that such an approach is vital to the understanding of ethnic relations and identities. In the following part, I trace back the processes of nation-building and state-formation demonstrating how governments and major political actors became involved in the formation and re-production of ethnic boundaries within Israeli society. In these two parts, I am arguing against both functionalist and critical accounts of ethnicity in Israel, which tend to ‘essentialise’ ethnic categories and thus deny the political nature of ethnicity and its power as an organising basis for political action. In the third and major part of the dissertation, I seek to re-construct the history of the Israeli educational system within an understanding of ethnicity as a structural feature of state-society relations. This re-construction reveals how ‘ethnicity’ became an organising feature of this system since its inception as a Zionist national educational system in the early days of the Jewish colonisation of Palestine. Whereas the ‘national’ educational system was characteristically sectorial, non-European (mizrahi) Jews were denied the same autonomy that their European counterparts enjoyed. With the transition to statehood, and the massive influx of Jewish immigrants, the educational system was re-organised under the aegis of the state. Yet, it turned out, this new system retained the ‘old’ lines of division between Arabs and Jews, and between European and non-European Jews, thus imposing upon the latter the stigma of being ‘non-modern’ and ‘non-Zionist’. This re-emphasised ethnic boundaries, and entrenched ethnicity as a powerful basis for political action. In the 1960s, when the state engaged itself in reforming the educational system, making it compatible with the new needs of industrialisation and nationhood, ethnicity again played a critical role in legitimising state policies. ‘Integration’, that is, the de-segregation of the educational system, turned out to be nothing but a political token and, in fact, a means for entrenching ethnic boundaries and identities. The state, I argue, has thus been a crucial factor in perpetuating those ethnic images and realities, and hence a focus of ethnic discontent in the 1980s and 1990s.

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Rodriguez, Justicia David. "Tax compliance & the welfare state: the role of education, ideology and immigration in tax morale." Doctoral thesis, Universitat Rovira i Virgili, 2019. http://hdl.handle.net/10803/667720.

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Aquesta tesi contribueix a la literatura que estudia la moral tributària amb tres estudis organitzats en capítols: El Capítol 1 analitza dos canals a través dels quals l'educació influeix en la moral tributària. Els resultats indiquen que l'educació formal té un impacte positiu en la moral tributària dels individus que són beneficiaris nets del sistema de benestar i un impacte negatiu en la dels que en són contribuents nets. A més, els resultats indiquen que els individus més educats exhibeixen una moral tributària més elevada en països amb una major qualitat dels serveis públics, un sistema impositiu més just i una qualitat institucional més elevada. El Capítol 2 analitza els canals a través dels quals les ideologies influeixen en la moral tributària dels ciutadans. Aquest estudi aconsegueix establir un vincle causal entre ideologia i moral tributària utilitzant variables instrumentals. Els resultats indiquen que la moral tributària disminueix quan la diferència ideològica entre els ciutadans i els governs augmenta, i que els ciutadans situats ideològicament a la dreta del govern exhibeixen una menor moral tributària en comparació als que estan situats a l'esquerra. A més, un canvi de govern de dretes a un govern d'esquerres té un efecte negatiu en la moral tributària. El Capítol 3 analitza si la creença que els immigrants representen una amenaça per a la sostenibilitat de l'estat del benestar afecta la moral tributària. Els resultats revelen nivells més baixos de moral tributària entre els ciutadans que creuen que els immigrants suposen una pressió pel sistema de benestar del seu país. Considerant que les percepcions dels ciutadans no estan relacionades amb els nivells reals d'immigració ni amb el seu impacte econòmic real, els resultats obtinguts suggereixen que la creença que la immigració erosiona el sistema de benestar podria esdevenir una profecia autocomplida.
Esta tesis contribuye a la literatura que estudia la moral tributaria con tres estudios organizados en capítulos: El Capítulo 1 analiza dos canales por los que la educación influye en la moral tributaria. Los resultados indican que la educación formal tiene un impacto positivo en la moral tributaria de los individuos que son beneficiarios netos del sistema de bienestar y un impacto negativo en la de los que son contribuyentes netos. Además, los resultados indican que los individuos más educados exhiben un moral tributaria más elevada en países con una mayor calidad de los servicios públicos, un sistema impositivo más justo y una calidad institucional más elevada. El Capítulo 2 analiza los canales por los que las ideologías influyen en la moral tributaria de los ciudadanos. Este estudio establece un vínculo causal entre ideología y moral tributaria utilizando variables instrumentales. Los resultados indican que la moral tributaria disminuye cuando la diferencia ideológica entre los ciudadanos y el gobierno aumenta, y que los ciudadanos situados ideológicamente a la derecha del gobierno exhiben una menor moral tributaria en comparación a los que están situados a la izquierda. Además, un cambio de gobierno de derechas a uno de izquierdas tiene un efecto negativo en la moral tributaria. El Capítulo 3 analiza si la creencia de que los inmigrantes representan una amenaza para la sostenibilidad del estado de bienestar afecta la moral tributaria. Los resultados revelan niveles más bajos de moral tributaria entre los ciudadanos que creen que los inmigrantes suponen una presión para el sistema de bienestar de su país. Considerando que las percepciones de los ciudadanos no están relacionadas con los niveles reales de inmigración ni de su impacto económico real, los resultados obtenidos sugieren que la creencia de que la inmigración erosiona el sistema de bienestar podría convertirse en una profecía autocumplida.
This thesis contributes to the literature on tax morale with three studies organized in chapters: Given the insights from the psychological and political science literature about the role of education in the formation of social values, Chapter 1 analyzes two channels through which education shapes tax morale. The results indicate that education has a positive impact on tax morale for those individuals that are net beneficiaries of the welfare state, and a negative impact for those that are net contributors. Furthermore, the results indicate that the more highly educated because of their better knowledge on public affairs exhibit higher levels of tax morale in countries that have better quality public services, a fairer tax system and higher quality institutions. Based on the predictions from a theoretical model, Chapter 2 analyzes the channels through which ideological stances influence citizens willingness to pay taxes. A causal link between ideology and tax morale is established by using instrumental variables estimation with heteroskedasticity-based instruments. The results indicate that tax morale decreases with ideological differences between citizens and their governments. Citizens ideologically to the right of the government exhibit a lower willingness to pay taxes than those to the left. Therefore, an electoral change from a right-wing to a left-wing government reduces tax morale, an effect that becomes stronger with public sector size. Finally, Chapter 3 analyzes whether the belief that immigrants represent a threat to welfare sustainability affects citizens' willingness to pay taxes. The results robustly reveal lower levels of tax morale among those citizens who believe that immigrants are a strain on their country's welfare system. Considering that citizens' perceptions are unrelated to real levels of immigration and its real economic impact, the obtained results suggest that the belief that immigration erodes the welfare system could become a self-fulfilling prophecy.

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Eggen, Sigrid Anna. "Children's Welfare in Multicultural Societies : A Case study of the Norwegian Rom people's Resistance towards Education." Thesis, Linköping University, Centre for Applied Ethics, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7843.

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The Norwegian Rom community (Gypsies) leads a life outside large society. Most of the members are illiterate and poor and they are dependent on social security. Moreover, the Rom children are not going to school because education is not a part of the Rom culture. This situation raises various ethical dilemmas regarding cultural rights and obligations. In this thesis the author asks which of the conflicting rights should weigh most: The parent’s right to bring up their children in accordance with their own culture and beliefs, or the child’s right to education? The author’s argument is structured around two main problem areas. First, what is it with education that is good for all people? The short answer to this question is that education is important for functioning in society. Knowledge provides for a wider range of opportunities, and how to use this knowledge is up to each person. The other problem area is the limits of cultural toleration in liberal societies. Here, the author argues that although the right to culture is important, liberalism cannot accommodate illiberal practices. Childrearing that restricts the child’s access to the world outside its original community is one example of intolerable practices. In order to get the Rom children in to school, dialogue is the preferable way to go. However, if the establishment of dialogue is impossible because of fundamentalist or non-dialogical attitudes, an alternative argument is provided: Discursive paternalism is a compulsion to argue on contested norms. This compulsion reconciles individual freedom (autonomy) and paternalism, and can therefore be justified by liberals. Main references are Will Kymlicka, Martha Nussbaum, Chandran Kukathas, Adeno Addis and May Thorseth.

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Bryan, Agnes. "Exploring the experiences of black professionals in welfare agencies and black students in social work education." Thesis, University of Bath, 2002. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760805.

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Dissertations / Theses on the topic 'Welfare to education'

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