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Atanda, Olatunde y Sunday Adeseko Olaifa. "Comparative Study of Quality Assurance Practices in Unity Schools and Private Secondary Schools in Kwara And Oyo States, Nigeria". Daengku: Journal of Humanities and Social Sciences Innovation 2, n.º 1 (15 de enero de 2022): 19–27. http://dx.doi.org/10.35877/454ri.daengku680.
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This paper compared the quality assurance practices in Unity and private secondary schools in Kwara and Oyo States, Nigeria touching variables such as infrastructural facilities, staff discipline. The research design employed for the study was a descriptive survey type. The population of the study was made up of all Unity and Privates secondary schools in Kwara and Oyo States, Nigeria. Purposive and random sampling techniques were used to select the respondents in all the sampled schools. The data for the study were gathered through the use of questionnaires tagged “Quality Assurance Practices Questionnaire” (QAPQ) administered to teachers, Vice Principals and Principals. The data gathered during this study were analyzed with inferential statistics called t-test and ANOVA. The findings revealed a slight difference in infrastructural facilities in the sampled schools. Private secondary schools in Kwara and Oyo State were rated higher than the Federal Government Colleges. This paper further revealed that the discipline and control of staff in private secondary schools in Kwara and Oyo States were stricter than the Federal Government Colleges in both States. Based on these findings, the paper recommended among others that there should be adequate provision of infrastructural facilities, efficient supervision of schools to maintain a quality standard of equipment, especially the provision of potable water and electricity in the Federal Government Colleges. Also, staff discipline in private secondary schools should be more relaxed instead of instant judgment in the interest of fairness and low staff turnover.
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Silva, Juliana Rezende Melo da, Bethsáida de Abreu Soares Schmitz, Maria de Lourdes Carlos Ferreirinha Rodrigues y Cristine Garcia Gabriel. "Promotion of healthy eating at schools in the Federal District of Brazil". Revista de Nutrição 26, n.º 2 (abril de 2013): 145–58. http://dx.doi.org/10.1590/s1415-52732013000200003.
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OBJECTIVE: The aim of the present study was to describe strategies for the Promotion of Healthy Eating at Public and Private Schools in the Federal District of Brazil. METHODS: A descriptive, analytical, cross-sectional study was carried out involving 122 Private Schools and 173 Public Schools. The components of health promotion in the school setting were adapted to the context of the promotion of healthy eating, with interviews conducted for the administration of a semi-structured questionnaire. The Student's t test, Spearman's correlation coefficients and likelihood ratios were used for the statistical analysis (5% level of significance; p<0.05). RESULTS: Only one private elementary school fulfilled the criteria for 20 of the 24 items studied. At the other extreme, two public high schools only fulfilled the criteria for three items. A positive correlation was found between number of meetings held with the school community to address healthy eating and presence of healthy environments as well as between presence of healthy environments and monitoring of nutritional status of schoolchildren (p<0.01). Schools that held an above-average number of meetings to address healthy eating had a smaller proportion of street vendors and local stores in the surrounding area (p=0.01). The majority of schools that had a partnership with healthcare professionals included the topic of healthy eating in the curriculum (p=0.04). CONCLUSION: The different associations found demonstrate the importance and interdependence of the components of the promotion of healthy eating. Preschools have developed more strategies for the Promotion of Healthy Eating and health in general in comparison to other teaching modalities. Schools in the Federal District of Brazil need support and training to be developed as a "Health Promoting School", specifically with regard to actions directed toward healthy eating.
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Olubunmi, Odewumi Michael. "Using Procedural And Conceptual Colour Stimulation-Game As an Instructional Gizmo For Nigerian Students". Journal of Games, Game Art, and Gamification 3, n.º 2 (19 de octubre de 2021): 37–42. http://dx.doi.org/10.21512/jggag.v3i2.7253.
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This research study focused on investigating on the effect of colour stimulation-game on Nigerian Junior secondary school creative arts by adopting quasi-experimental research design with 60 junior secondary schools of three co-educational, from Private, Public and Federal Secondary Schools using simple random sampling technique to randomly select The three secondary schools assigned to both experimental and control groups. With the aid of two instruments which were The Colour Stimulation-game and Colour Stimulation-Game Achievement Test (CSGAT), the data was collected. Frequency counts and percentage distribution, mean, standard deviation, independent t-test, ANOVA and ANCOVA were used to analyse the data demographic information, the research question and the hypothesis generated respectively. The researcher found out that the students taught with Stimulus perform better after treatment than the student taught with conventional teaching method, students taught with Colour Stimulus game performed better when exposed to treatment than their students taught with conventional teaching method and female students taught with Colour Stimulus game performed better than their male students. It was recommended that that creative arts instructors should utilizes, colour stimuli game and reducing conventional method do as to impact the appropriates knowledge for studentsKeywords: Colour Stimulation-Game, Colour, Game and instruction, Game, Significant in games
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Pedroso, Jéssica, Natacha Toral y Muriel Bauermann Gubert. "Maternal dissatisfaction with their children's body size in private schools in the Federal District, Brazil". PLOS ONE 13, n.º 10 (9 de octubre de 2018): e0204848. http://dx.doi.org/10.1371/journal.pone.0204848.
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Mama, Abd R. Mama, Mohamad A. Mohamed, Amirul F. Azhar, Syarilla I. A. Saany, Norkhairani A. Rawi, Maizan M. Amin, Mohd F. A. Kadir y M. A. M. Nor. "Modelling decision support system for selection maahad tafiz center using analytical hierarchal analysis". Indonesian Journal of Electrical Engineering and Computer Science 13, n.º 1 (1 de enero de 2019): 35. http://dx.doi.org/10.11591/ijeecs.v13.i1.pp35-40.
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<p>Today, the interest of the community to send their children to religious-based schools that is Maahad Tahfiz Center (MTC)) whether managed by Government (State or Federal), private individuals, nonprofit organization (NGO) or certain organizations is very high. The demand that exceeds this offer has seen the growth of MTC rapidly. This situation provides many choices and advantages to parents. However, there is anxiety among parents to choose the MTC that fulfills the features that they want. Hence modeling decision support system (DSS) in a MTC selection has been modeled using Analytical Hierarchy Process (AHP) provides the effective way for parents to select appropriate MTC. AHP is an effective tool for dealing with the complex decision making and aid the parents to set priorities and provide the best decision in selection MTC. Hopefully by using this model and future development of this model will help the parents make the best choices of MTC based on their preferences. </p>
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Deming, David J., Claudia Goldin y Lawrence F. Katz. "The For-Profit Postsecondary School Sector: Nimble Critters or Agile Predators?" Journal of Economic Perspectives 26, n.º 1 (1 de febrero de 2012): 139–64. http://dx.doi.org/10.1257/jep.26.1.139.
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Private for-profit institutions have been the fastest-growing part of the U.S. higher education sector. For-profit enrollment increased from 0.2 percent to 9.1 percent of total enrollment in degree-granting schools from 1970 to 2009, and for-profit institutions account for the majority of enrollments in non-degree-granting postsecondary schools. We describe the schools, students, and programs in the for-profit higher education sector, its phenomenal recent growth, and its relationship to the federal and state governments. Using the 2004 to 2009 Beginning Postsecondary Students (BPS) longitudinal survey, we assess outcomes of a recent cohort of first-time undergraduates who attended for-profits relative to comparable students who attended community colleges or other public or private non-profit institutions. We find that relative to these other institutions, for-profits educate a larger fraction of minority, disadvantaged, and older students, and they have greater success at retaining students in their first year and getting them to complete short programs at the certificate and AA levels. But we also find that for-profit students end up with higher unemployment and “idleness” rates and lower earnings six years after entering programs than do comparable students from other schools and that, not surprisingly, they have far greater default rates on their loans.
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Farah, Abdiqani. "EVALUATING THE ASSOCIATION BETWEEN VARIOUS INDICATORS OF SCHOOL QUALITY AND EDUCATIONAL OUTCOMES IN SOMALIA WITH SPECIAL REFERENCE TO PUNTLAND STATE". African Journal of Education and Practice 8, n.º 3 (10 de mayo de 2022): 1–26. http://dx.doi.org/10.47604/ajep.1529.
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Purpose: the aim of this quantitative study is to highlight the major obstacles associated with the association between various indicators of school quality and educational outcomes that hinder adequate primary education from taking its foothold in Somalia at large and the federal state of Puntland in particular.
Methodology: This study used three retrospective data sources from the previous six school years, as well as raw data on the direct and indirect costs of primary education and their impact upon parents' affordability to send their children to school in the first place, which were collected from 27 primary schools using a cross-sectional approach. The study used descriptive and inferential statistics: compare mean ± SD, t-test and analysis of variance (ANOVA).
Results: In each considered scholastic year, on average, 30% of the population reached school-year and 167,439 enrolled, and of that, only a mere 5% qualified for the final year-eight exam. The outcome revealed a massive drop out along the way. Of the two types of primary education mise en scene, Alternative Basic Education (ABE) and Primary & Integrated Qur’anic Schools (PIQS), the parents enrolled their children in the latter on a 1:17 ratio. The enrollment rate of female and male pupils in the last six scholastic years has been 55% and 45%, respectively. The public-school regions examined were found to have been over three-fold higher than the private ones, though this doesn’t have an effect on the cost of education per capita. As for the distribution of schools in the nine regions, there is a significant disparity among them, ranging from 32±1 to 128±11. The teacher-student ratio was found to be 36:1±3. The overall average number of teachers over six school-years was found to have been 4,420±458, out of which only 14% (609±104) stood as females, and that is below the 50% sub-Saharan Africa benchmark. Finally, the school cost per child/student in each month has been observed and found to have been $29±7. Consequently, the overall cost for every child per year becomes $234.224 against a background of low family income.
Unique contribution to theory, practice and policy: a set of recommendations have been proposed such as: conducting situation analyses on school excellence and educational reforms to be formulated periodically to meet SDG 4 targets; meeting the future needs of education financing; better regulating both public and private schools; closing the gap in teacher-student ratio; the lowest ratio of female teachers in primary education; and for the government to explore in the direction of future education financing in order to better regulate both public and private schools.
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Ozoemena, Johnkenedy A., Festus U. Ngwoke y Basil O. Nwokolo. "Prospects of Mother Tongue as a Medium of Instruction in Nigerian Primary Level Education". English Language Teaching 14, n.º 4 (3 de marzo de 2021): 1. http://dx.doi.org/10.5539/elt.v14n4p1.
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This paper investigates the prospects in the use of mother tongue as a medium of instruction in Nigeria’s primary level of education. With the multilingual nature of Nigeria, many scholars have continued to clamour for the use of indigenous languages as a medium of instruction in Nigeria’s primary schools. This paper also seeks to justify the reasons why mother tongue education may not be feasible in the nearest future especially with the numerous roles that the English language plays in Nigeria, and the myriads of difficulties which constitute stumbling blocks to its realization. In doing this, two research questions were generated, and data collected from 150 primary school teachers, from both private and public primary schools in Gwagwalada Area Council of Federal Capital Territory (FCT) through purposive sampling technique. The instrument for data collection is a well-structured questionnaire. The questionnaire is made up of two sections, sections A and B. Section A sought for demographic data of respondents, while section B sought for information on the factors militating against mother tongue as a medium of instruction in primary schools in Nigeria. The data collected were analyzed using Crombatch Alpha, mean and standard deviation. The result of the analysis revealed that the multilingual nature of Nigeria, and lack of names of instructional materials and science equipment in the indigenous languages are impediments to the use of mother tongue as a medium of instruction in Nigerian primary level of education.
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Muhammad, Zaheer, Hafeez Hira, Ajmal Muhammad y Raza Muhammad. "The ramification of COVID-19: How work satisfaction mediates the perceived work stress with turnover intention and gender differences among knowledge workers of developing country". Организационная психология 12, n.º 1 (2022): 27–42. http://dx.doi.org/10.17323/2312-5942-2022-12-1-27-42.
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Purpose. In organizations, employee’s work stress is seen as the main problem behind dissatisfaction which ultimately leads towards turnover intention. This research is specific to knowledge workers of private schools registered in the Federal Capital Territory of Pakistan during COVID-19 and empirically examined the influence of perceived work stress on turnover intention and work satisfaction, including investigating the mediation effect of work satisfaction on the association of perceived work stress with turnover intention. Finally, the conditional direct and indirect effect of males and females is also measured. Design. Data were gathered from private school’s teachers of the Federal Capital Territory of Pakistan in the form of a survey and the final sample of 269 teachers was used to test the hypotheses through structural equational modeling. Findings. Perceived work stress positively influenced the turnover intention of knowledge workers but work satisfaction reduces the greater impact of stress on turnover intention and seems to be partially mediated the association of perceived work stress and turnover intention. Finally, gender differences exposed that work satisfaction decreases the greater effect of stress on turnover intention among females strongly than males although the direct effect was already weaker among male teachers than females. Practical Implications. This research will assist decision-makers to better understand the consequences of perceived work stress and work satisfaction. Moreover, management can formulate strategies for the retention of employees to minimize the turnover of knowledge workers that are contributing to the welfare of society. Organizations need to emphasize the work satisfaction of employees on priority in any circumstances to utilize their full efforts for better performance as the turnover intention is the main cause of perceived work stress. Work satisfaction minimizes the influence of perceived work stress on turnover intention among knowledge workers especially in the current scenario where almost every organization is affected by the COVID-19 pandemic and official work has been transmitted from physical to online medium which is generating uncertainties globally. Value of results. This research paper thrusts the knowledge about the antecedents of individual’s work satisfaction, stress and intention to quit in the field of education.
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Dimitri, Carolyn y Karen Gardner. "Farmer use of intermediated market channels: a review". Renewable Agriculture and Food Systems 34, n.º 03 (29 de abril de 2018): 181–97. http://dx.doi.org/10.1017/s1742170518000182.
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AbstractIntermediated markets are relatively new market channels that have the potential to expand local and regional food systems while increasing the viability of small- and medium-sized farms. The intermediated channels comprise a short supply chain linking farmers with consumers through the use of intermediary such as a distributor or supermarket. In many instances, these supply chains embed social or environmental values, such as supporting local farming. In this paper, we examine the current state of knowledge about the intermediated market channel. The first source of knowledge consists of data from federal and private sources. Next, we review a selection of the published literature focusing on farmer use of intermediated market channels in the USA. The main intermediated channels include direct to institutions, such as schools and hospitals; food hubs; and direct to retail. The paper finishes by raising questions about future of intermediated markets, based on the findings of the literature review and data.
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Besser Freitag, Alberto Eduardo y Alexandre Barreto de Oliveira. "Underutilization of workers: an analysis according to the lean management philosophy in basic education". Independent Journal of Management & Production 12, n.º 9 (21 de diciembre de 2021): s940—s959. http://dx.doi.org/10.14807/ijmp.v12i9.1652.
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One of the eight wastes that Lean production, inspired by the Toyota Production System, proposes to study is the underutilization of workers, that is, the inadequate use of their intelligence. The sense is to provide listening and participation in improvement projects, of professionals who have experience in daily life and, in many cases, consistent academic qualifications. The objective of this work is to study the importance of the participation of teachers and employees of a basic education school in the construction of new routines and work methods, in the context of the Lean management philosophy, justified by the scarcity of scientific literature on the subject. Brazil has about 184,000 basic education schools with one million four hundred thousand teachers working from kindergarten to the ninth grade of elementary school, and of these, 83.2% have a college degree, a percentage that grows every year. About the schools, 21.7% are private, 61.3% municipal, 16.6% state, and 0.4% are federal schools. As a research methodology, a systematic review of the literature was adopted, based on the PRISMA protocol, allowing the identification of 53 records, 14 of which were included in the literature review, due to their adherence to the researched subject. The main contribution of this paper is the identification of a research gap involving the underutilization of workers and adoption of the Lean management philosophy in the education sector, as well as a conceptual proposal of the positive impact on the educational organization results by not underutilizing workers, without wasting their intelligence.
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Chagas, Carolina Martins dos Santos, Giselle Rhai-Sa Melo, Raquel Braz Assunção Botelho y Natacha Toral. "Effects of the Rango Cards game intervention on food consumption, nutritional knowledge and self-efficacy in the adoption of healthy eating practices of high school students: a cluster randomised controlled trial". Public Health Nutrition 23, n.º 13 (1 de junio de 2020): 2424–33. http://dx.doi.org/10.1017/s1368980020000531.
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AbstractObjective:The study aimed to assess the impact of a game-based nutritional intervention on food consumption, nutritional knowledge and self-efficacy in the adoption of healthy eating practices.Design:This cluster randomised controlled trial included both male and female high school students from private schools in the Federal District, Brazil. Four schools were randomly selected for each group. Investigated variables were age, sex, monthly family income, maternal education level, dietary perceptions and practices, nutritional knowledge and self-efficacy in the adoption of healthy eating practices.Setting:Intervention group participants were instructed to play Rango Cards, a digital game developed for the study, on their own, for a period of 7–17 d, while the control group was not provided with any game or material during the study.Participants:The study included 319 adolescents (mean age = 15·8 (sd 0·7) years).Results:Significant reductions were observed in the intervention group compared with the control group for the following variables: habit of eating while watching TV or studying and having meals at fast food restaurants. The intervention group showed increased knowledge of the effects of fruit and vegetable consumption as well as improved self-efficacy in the adoption of healthy eating practices such as reducing Na intake and preparing healthy meals.Conclusions:The design of Rango Cards is potentially capable of effecting positive changes. Therefore, the digital game promotes autonomy and self-care among adolescents with regard to healthy eating.
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Robert, Akor. "INFLUENCE OF TEACHERS PEDAGOGICAL COMPETENCE ON ATTITUDE OF SENIOR SECONDARY SCHOOL STUDENTS TOWARDS TECHNICAL AND VOCATIONAL EDUCATION". International Journal of Advanced Research 9, n.º 10 (31 de octubre de 2021): 1033–39. http://dx.doi.org/10.21474/ijar01/13646.
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Technical and vocational education and training (TVET) in Nigeria is intended to help the federal and state education authorities in their determination to revitalize, reform, and expand the provision of skills, vocations, science, and technology geared towards the socio-economic development of the nation. TVET also includes a wide range of skills development opportunities incorporated into national and local contexts. There are increasing insinuations suggesting that TVET in the Nigerian set-up is challenged by unfavorable perceptions of the concept by learners. The primary aim of the study is to examine secondary school students attitudes based on TPC. One hundred and sixteen senior secondary school students drawn from public and private secondary schools in Kogi State participated in the study. The participants completed self-report measures on attitude towards TVE and perceived teachers pedagogical competence. The findings revealed that 65.5% of the respondents expressed a negative attitude towards science process skills. Also, it was found that teachers pedagogical competence influenced attitude towards TVET. The findings and practical implications of the study are discussed.
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Yevtodyeva, M. "Employment and Education Policy in Germany in the Context of Digitalisation and “Industry 4.0” Development". World Economy and International Relations 66, n.º 11 (2022): 50–59. http://dx.doi.org/10.20542/0131-2227-2022-66-11-50-59.
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The article is devoted to the study of tools to regulate the evolution of the labour market and educational sphere in Germany in connection with digitalization and the development of the “Industry 4.0”. These issues have been studied insufficiently both at the country and cross-country levels, since most of the scientific literature deals mainly with economic and technological aspects of digital transformation, while the role of public policy and the formation of the “digital environment” (including human resources and education) are given much less attention. The paper highlights key features of Germany’s digital strategy, such as the development of cyber-physical systems, IT security, and the reliance on public-private partnerships in the course of digitalization. It also analyzes a wide range of projects, initiatives and programs in the field of regulation of the labour market and education, on the basis of which the German Federal Government provides a solution to the most pressing problems and challenges for the country’s digitalization. According to the findings of the White Paper “Labour 4.0” by the Federal Ministry of Labour and Social Affairs and of a number of experts in labour market of Germany, these challenges include: the lack of the qualified specialists in MINT professions (Mathematik, Informatik, Naturwissenschaften, Technik), specialists with digital skills and knowledge of information and communication technologies; shortcomings in the development of education and digital environment, in particular low levels of technical equipment of schools and other educational institutions; the negative impact of demographics and migration problems on the labour market and employment.
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NOGUEIRA, Rosana Maria, Bruna BARONE, Thiara Teixeira de BARROS, Kátia Regina Leoni Silva Lima de Queiroz GUIMARÃES, Nilo Sérgio Sabbião RODRIGUES y Jorge Herman BEHRENS. "Sixty years of the National Food Program in Brazil". Revista de Nutrição 29, n.º 2 (abril de 2016): 253–67. http://dx.doi.org/10.1590/1678-98652016000200009.
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School meals were introduced in the Brazilian political agenda by a group of scholars known as nutrition scientists' in the 1940s. In 1955, the Campanha de Merenda Escolar, the first official school food program, was stablished, and sixty years after its inception, school food in Brazil stands as a decentralised public policy, providing services to students enrolled in public schools, which involve the Brazilian federal government, twentyseven federative units, and their 5,570 municipalities. Throughout its history, school food has gone through many stages that reflect the social transformations in Brazil: from a campaign to implement school food focused on the problem of malnutrition and the ways to solve it, to the creation of a universal public policy relying on social participation and interface between other modern, democratic, and sustainable policies, establishing a strategy for promoting food and nutrition security, development, and social protection. In this article, the School Food Program is analyzed from the perspective of four basic structures that support it as public policy: the formal structure, consisting of legal milestones that regulated the program; substantive structure, referring to the public and private social actors involved; material structure, regarding the way in which Brazil sponsors the program; and finally, the symbolic structure, consisting of knowledge, values, interests, and rules that legitimatize the policy.
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Sani, Faruk y Buhari Bello. "Deploying Public Private Partnership (PPP) in Understanding the Missing Link and Requisite Legal Regime to Resolve the Almajiri System Challenge". International Journal of Research and Innovation in Social Science 06, n.º 10 (2022): 156–66. http://dx.doi.org/10.47772/ijriss.2022.61010.
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The various efforts of the Federal Government and its agencies together with international institutions at integrating the Almajiri education into contemporary education in Nigeria or mainstreaming the Almajiri system into the nation’s educational system have not achieved the desired objectives. The failure of relevant policy makers could be traced to their solution-strategies, which did not give adequate considerations to the historical realities of the Almajiri system; to the constitutional obligation of government to provide free and compulsory basic education to its school age citizens; and to a genuine stakeholder buy-in of Almajiri school operators. Using a doctrinal research methodology that leaned more on official narrative, institutional publications as well as Internet resources and online blogs, the paper looked at Almajiri concept, reviewed the legal framework underpinning basic education rights in Nigeria, and explored the various attempts at mainstreaming the Almajiri system. The paper discovered that the solution-strategies to deal with the Almajiri challenge are premised on a jaundiced notion of the Almajiri system, which is commonly viewed as a source of terrorists and criminal gangs recruitments, and the underestimation of the capacity of Almajiri school operators to lead the process. The paper found that the risk analyses of the solution strategies were not adequate and comprehensive enough with the attendant consequence of increased suspicion between the government and Almajiri school operators. The paper therefore recommended a partnership arrangement built on mutual respect among the three stakeholders, namely, the government, the Almajiri school operators and the Almajiri parents as well as a partnership on the basis of shared responsibilities, shared resources and shared rewards under which the operators or their immediate communities will take a commanding heights in the operation and management of the Almajiri schools. This type of arrangement is a good candidate for Pro-Poor Public Private Partnership (PPPPP), which is commonly used in many jurisdictions to serve the neglected part of the populations. In this respect, the paper recommends the Charter School model, which the United States established to cater for the educationally underserved and neglected among its citizens. If implemented, the twin incidences of out-of-school children and Almajiri Street begging will greatly reduced, thereby positively impacting to the social, political and economic sectors of the Nigerian society.
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Rodríguez Rodríguez, Javier, Oswaldo Ceballos Gurrola, Jorge Isabel Zamarripa Rivera, Rosa Elena Medina Rodríguez, Walter Ho y Rosa López D´ Amico. "Educación Física de Calidad desde la perspectiva de la práctica docente: propiedades psicométricas de un instrumento para su evaluación (Quality Physical Education from the perspective of teaching practice: psychometric properties of an instrument for it". Retos, n.º 41 (8 de enero de 2021): 373–79. http://dx.doi.org/10.47197/retos.v0i41.86253.
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El propósito del estudio fue examinar las propiedades psicométricas y estructura factorial del Cuestionario de Educación Física de Calidad traducido y adaptado al español y contexto mexicano. Se presenta un estudio cuantitativo con un diseño instrumental. Participaron 763 docentes de Educación Física de México con rango de edad 19 a 71 años (M = 37.89 ± 11.18); donde el 31.7% son mujeres y 68.3% hombres. El 59.4% trabajan en escuelas que pertenecen al sistema federal, el 33.9% al sistema estatal y el 6.7% trabajan en escuelas particulares. Se realizó la traducción y adaptación al español y contexto mexicano de la encuesta de Educación Física de Calidad compuesta por 50 ítems que se responden sobre una escala que va desde 0 “no alcanzado totalmente” y 10 “completamente alcanzado”. Se efectuó el análisis factorial exploratorio (AFE) utilizando la matriz de correlaciones Kaiser-Meyer Olkin KMO (.97) y prueba de esfericidad de Bartlett (χ² x2= 30645.936 y gl = 990) obteniendo seis factores y la reducción a 46 ítems. El análisis factorial confirmatorio (AFC) mostró una buena consistencia interna y correlaciones de inter factor (χ² /gl = 2.98, NNFI = .98, CFI = .98 y RMSEA = .07), así como al dividirlo por género, nivel y sistema educativo. El instrumento muestra buenas propiedades psicométricas para valorar la Educación Física de Calidad desde la perspectiva de la práctica docente en el contexto mexicano. Por sus características podría utilizarse en otros países de habla hispana ya que su redacción, terminología y contenidos se adaptan al contexto.
Abstract. The purpose of the study was to examine the psychometric properties and factor structure of the quality Physical Education scale from the perspective of teaching practice, translated and adapted to the Spanish and Mexican context. A quantitative study with an instrumental design is presented. The participants were 763 Physical Education teachers from Mexico with an age range of 19 to 71 years old (M = 37.89 ± 11.18); where 31.7% were women and 68.3% men. 59.4% work in schools that belong to the federal system, 33.9% to the state system and 6.7% work in private schools. The translation and adaptation to Spanish and the Mexican context of the Quality Physical Education survey was carried out. It is composed of 50 items that are answered on a scale that goes from 0 "not totally achieved" to 10 "completely achieved". It was carried out the exploratory factorial analysis (EFA) using the Kaiser-Meyer Olkin KMO correlation matrix (.97) and Bartlett's sphericity test (χ² x2= 30645.936 y gl = 990) obtaining six factors and the reduction to 46 items. Confirmatory factor analysis (CFA) showed good internal consistency and inter-factor correlations (χ2/gl = 2.98, NNFI = .98, CFI = .98 and RMSEA = .07), as well as when divided by gender, level and educational system. The instrument shows good psychometric properties to evaluate Quality Physical Education from the perspective of teaching practice in the Mexican context. Due to its characteristics, it could be used in other Spanish-speaking countries since its writing, terminology and contents are adapted to the context.
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Sweet, Robert. "A Profile of Private Vocational Training Schools". Canadian Journal of Higher Education 23, n.º 3 (31 de diciembre de 1993): 36–63. http://dx.doi.org/10.47678/cjhe.v23i3.183171.
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This paper outlines the salient features of private vocational training schools in four major regions of Canada. Schools are further described in terms of their operating principles and practices, the range of training programs offered and, finally, the regulatory and governance structures of federal and provincial governments and of the industry itself. This profile outlines the market-oriented nature of the proprietary school industry and is presented with reference to the community college and institute system where, to a limited degree, similar entrepreneurial features are found. On the basis of this comparison, some observations are made as to the potential contribution of proprietary schools toward current government efforts at improving training provision in Canada.
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Anderson, Lee W. "The No Child Left Behind Act and the legacy of federal aid to education." education policy analysis archives 13 (4 de abril de 2005): 24. http://dx.doi.org/10.14507/epaa.v13n24.2005.
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The No Child Left Behind Act of 2001 (NCLB) builds on a tradition of gradually increasing federal involvement in the nation's public school systems. NCLB both resembles and differs from earlier federal education laws. Over the past five decades, conservatives in Congress softened their objections to the principle of federal aid to schools and liberals downplayed fears about the unintended consequences of increased federal involvement. The belief in limited federal involvement in education has been replaced by the presumption by many legislators that past federal investments justify imposing high stakes accountability requirements on schools.
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Weiss, Manfred. "The Financing of Private Schools in the Federal Republic of Germany". Compare: A Journal of Comparative and International Education 16, n.º 2 (enero de 1986): 149–65. http://dx.doi.org/10.1080/0305792860160202.
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Purdy, Michelle A. "Blurring Public and Private: The Pragmatic Desegregation Politics of an Elite Private School in Atlanta". History of Education Quarterly 56, n.º 1 (febrero de 2016): 61–89. http://dx.doi.org/10.1111/hoeq.12149.
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The school desegregation narrative often references historically white public schools as sites of massive resistance and historically white private schools as segregationist academies. Yet some historically white elite private schools or independent schools, such as The Westminster Schools (plural in name only), established in 1951 in Atlanta, Georgia, chose to desegregate. Such elite institutions, which have served as one catalyst for the creation and maintenance of social and cultural capital, became more accessible after Brown v. Board of Education through a combination of private and public decisions galvanized by larger social, political, and federal forces. Westminster's 1965 decision to consider all applicants regardless of race was emblematic of the pragmatic desegregation politics of Atlanta's city leaders during the civil rights movement and a national independent school agenda focused on recruiting black students. Drawing on institutional, local, regional, and national archival records and publications, this article examines the import of schools like Westminster to civic and business leaders, to the politics of race and desegregation occurring in large cities, and to the range of educational opportunities available in metropolitan areas. This examination yields an analysis of the leadership and politics of a southern historically white elite private school that black students desegregated in 1961.
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Egalite, Anna J., Jonathan N. Mills y Patrick J. Wolf. "The Impact of Targeted School Vouchers on Racial Stratification in Louisiana Schools". Education and Urban Society 49, n.º 3 (27 de julio de 2016): 271–96. http://dx.doi.org/10.1177/0013124516643760.
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The question of how school choice programs affect the racial stratification of schools is highly salient in the field of education policy. We use a student-level panel data set to analyze the impacts of the Louisiana Scholarship Program (LSP) on racial stratification in public and private schools. This targeted school voucher program provides funding for low-income, mostly minority students in the lowest-graded public schools to enroll in participating private schools. Our analysis indicates that the vast majority (82%) of LSP transfers have reduced racial stratification in the voucher students’ former public schools. LSP transfers have marginally increased stratification in the participating private schools, however, where just 45% of transfers reduce racial stratification. In those school districts under federal desegregation orders, voucher transfers result in a large reduction in traditional public schools’ racial stratification levels and have no discernible impact on private schools. The results of this analysis provide reliable empirical evidence on whether or not parental choice harms desegregation efforts in Louisiana.
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Osagie, Roseline O. "FACTORS AFFECTING THE IMPLEMENTATION OF VOCATIONAL AND TECHNICAL EDUCATION POLICY IN PRIVATE SECONDARY SCHOOLS IN EDO STATE". Sokoto Educational Review 16, n.º 1 (28 de junio de 2015): 12. http://dx.doi.org/10.35386/ser.v16i1.59.
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The government policy directive to secondary schools has been to diversify their programs to include vocational and technical education in the 6-3-3-4 system in order to make provision for students with varying aptitudes. This article explores the impact of this policy by examining some factors affecting the implementation of the policy in private secondary schools in Edo state. Subjects for the study were fifty (50) students, fifty (50) teachers and five (5) principals randomly drawn from five(5) private secondary schools in Edo State. The study utilized interviews, observations and a questionnaire to assess the implementation of government policy onvocational and technical education in private secondary schools in Edo State. The findings showed that there was a dearth of qualified teachers for vocational and technical subjects, poor infrastructure, lack of equipment, instructional materials and books. The schools were not adequately financed. It was observed that the federal government did not make adequate preparations before it issued directives for the take off of the programs in the schools. Recommendations were made for the federal government to sensitize the public on the importance of vocational and technical education, as it plays a vital and indispensable role in the economic and technological development of the country.
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Ogunode Niyi Jacob. "An investigation into the impact of COVID-19 on private schools in Gwagwalada area council of FCT, Nigeria". International Journal on Integrated Education 3, n.º 6 (23 de junio de 2020): 35–44. http://dx.doi.org/10.31149/ijie.v3i6.399.
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The study investigated the impact of COVID-19 on private schools in Gwagwalada area council of FCT, Nigeria. Questionnaire was adopted for the study. The sample of the study comprised 80 private schools administrators. The researcher used purposive sampling technique to select the sample from the population for the study. To ensure the validity of the instrument, test retest was employed to validate the reliability of the instrument. Simple percentage and chi-square was used to analyze the data collected for the study. The result collected revealed that COVID-19 Pandemic has impact on private school finances; COVID-19 Pandemic influences retrenchment of staff in private school; COVID-19 government intervention funds did not get to private schools proprietors and majorities of proprietress of private schools in Gwagwalada area council have not been able to pay their staff for the past two months of the COVID-19 pandemic. Based on this findings, the researcher hereby recommends that the government should provide specially intervention funds for the private schools with low interest rate. Based on the results obtained from the study, it was recommended that government at the federal and states levels should make provision for the private schools to access special intervention loans with low interest rate so that the private schools owners should be able to pay salaries to their staff
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LANKO, D. A. "Das Kind Mit Dem Bade Ausschütten? U.S. Federal School Reform in Early 21ST Century". Outlines of global transformations: politics, economics, law 11, n.º 2 (27 de agosto de 2018): 63–81. http://dx.doi.org/10.23932/2542-0240-2018-11-2-63-81.
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Grounded in analysis of specific features of the federal school reform undertaken in the U.S. in early 21st century, this article demonstrates that the U.S. government attempted to reduce the number of students lagging behind and thus to increase students’ average performance by means of stimulating them to transfer from underperforming to better schools, including from public schools to schools of other types, which offer higher quality of teaching. The article distinguishes three stages of the reform. On the first stage, in late 20th century, new types of schools emerged in the U.S.: in addition to pre-existent public, private and religious schools, as well as home schooling, magnet schools emerged in 1970s, and charter schools emerged in 1990s. On the second stage, during George W. Bush Administration, U.S. government assumed the powers to stimulate transfer of students from underperforming public schools to charter schools, and to stimulate increase in the number of charter schools. On the third stage, during Barack Obama Administration and the first year of Donald Trump Administration, U.S. government faced the impossibility to significantly increase the number of charter schools, to stimulate mass transfer of students from public schools to charter schools, and to significantly improve average students’ performance over short time. Even if U.S. government assumes the powers to stimulate transfer of students also to private schools, as Donald Trump Administration proposed, it will hardly have a positive effect in the short run. The article concludes that the model of school reform applied in the U.S. cannot solve the puzzle, because it concentrates available resources around elite schools, while most students lagging behind concentrate around traditional public schools.
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Husted, Thomas y David Nickerson. "Private Support for Public Disaster Aid". Journal of Risk and Financial Management 14, n.º 6 (1 de junio de 2021): 247. http://dx.doi.org/10.3390/jrfm14060247.
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Despite its growing economic and political importance, this is the first study in economics to investigate public opinion in the United States regarding both the allocation of government disaster aid to stricken households and communities as well as total expenditures by government on such aid. This is also the first study to bridge a gap in previous research on disasters by comparing and contrasting our results to related behavioral studies from political science, social psychology and sociology. Combining individual data from the 2006 General Social Survey with county-level information about the local environment of survey respondents, we estimate probit models to ascertain the magnitude and significance of the socioeconomic, demographic, political and experiential determinants of public opinion on these issues. Among other results, we find that Black survey respondents strongly support increasing total aid expenditures and aid to affected households and communities while income, age and a conservative political ideology largely exert a negative influence on these same variables. Surprisingly, the effects of prior experience with disasters and educational level have only a weak effect on the allocation of aid and none on the level of expenditures on aid. These and other results are consistent with only a portion of previous findings from other disciplines. Several implications of our results for current federal disaster policy are discussed and we also suggest directions for further research into this important topic.
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Nour, Arwa, Ahmad R. Alsayed y Iman Basheti. "Prevalence of Asthma amongst Schoolchildren in Jordan and Staff Readiness to Help". Healthcare 11, n.º 2 (6 de enero de 2023): 183. http://dx.doi.org/10.3390/healthcare11020183.
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Assessing asthma prevalence and management in schools is crucial. Improving school policies may reduce asthma morbidity and mortality. This study aimed to determine the prevalence of asthma among schoolchildren in Amman, Jordan. Second, we evaluated Jordanian school staff on asthma first-aid knowledge and competence. This cross-sectional study was conducted over five months in 2019. The researcher visited primary schools (private and public), and the availability of proper first-aid tools and teachers’ knowledge were assessed. The participated schools included ten public schools with 100 participating teachers and ten private schools with 100 participating teachers. Less than 25% of all schools reported having an asthma first-aid kit, and 65% reported having medical reports for chronic diseases, including asthma. The mean number of students in the schools involved in the study was 455.31 ± 212.92, out of whom 10.38 ± 7.26 were asthmatic children. The prevalence of asthma was 2.38% among schoolchildren in Amman, Jordan. Schools were found to have insufficient medical reports for the asthma children, in addition to a lack of first aid kits. The asthma knowledge of teachers in schools was weak. There is a need for educators to develop more awareness. These findings shed light on important concerns that require immediate attention.
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Mayasari, Yufitri y Rahayu Dwi Setia Wibowo. "Teachers’ Knowledge About Dental Trauma and its Management in Primary Schools in Jakarta, Indonesia". Journal Research of Social, Science, Economics, and Management 1, n.º 8 (15 de marzo de 2022): 1061–71. http://dx.doi.org/10.36418/jrssem.v1i8.132.
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Traumatic dental injuries often occur in children aged 7-12 years during school hours. However, most teachers are not aware of first aid for traumatic dental injuries. There are 2 types of elementary schools, namely public elementary schools and private elementary schools. This study aims to explain the difference in knowledge about traumatic dental injury and its first aid management between public and private school teachers. Analytical research was conducted using a cross sectional approach and the sampling method was carried out using purposive sampling. Questionnaires in the form of Google Forms were used to collect data. Data were statistically analysed using Chi-square test for any correlation. Based on the results of the study that there is no significant difference in knowledge between public and private school teachers. The highest p-value is 0.752 and the lowest p-value is 0.102 (p > 0.05). So it can be concluded that this study did not find a significant difference in knowledge about first aid for traumatic dental injuries between public and private school teachers.
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Kubaison, Simon. "utilization of Public-Private- Partnerships in schools". African Journal of Science, Technology and Social Sciences 1, n.º 2 (23 de diciembre de 2022): 169–73. http://dx.doi.org/10.58506/ajstss.v1i2.18.
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This is a preliminary study on public-private partnerships in public secondary schools in Tigania west Sub-county.The Objective of the study was to Investigate the models of public-private partnerships available in public secondary schools in Tigania West sub-county. The study was conducted in 46 public secondary schools between September and December 2021. The main data collection instruments comprised an observation checklist and Interview schedules. School managers, KEPSA, and Ministry of Education officials provided interviews. Key findings include low levels of PPP intake in schools, poor performance in examinations, dilapidated infrastructure, under-utilization of certain facilities, lack of initiativeness by school managers, and lack of policy guide from MOE on implementation of PPPs in schools. The key PPP model preferred in schools was Annuity payment, followed by PFI. The study recommends decentralization of PPP projects and authority in the education sector to aid school management benefit from the PPP Act of 2013.
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Lingard, Bob, Peter O'Brien y John Knight. "Strengthening Australia's Schools through Corporate Federalism?" Australian Journal of Education 37, n.º 3 (noviembre de 1993): 231–47. http://dx.doi.org/10.1177/000494419303700302.
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The federal policy document, ‘Strengthening Australia's schools’ (SAS), signified a new approach to commonwealth—state relations in schooling policy making—corporate federalism. Corporate federalism extended the application of neocorporatist strategies for managing and responding to crisis (here, in particular, Australia's worsening national and international economic situation) from the private to the public sector This paper documents and evaluates the rationale for corporate federalism in SAS. Some possible future developments within federalism and schooling policy are also considered.
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Underwood, Julie. "Under the Law". Phi Delta Kappan 99, n.º 3 (23 de octubre de 2017): 76–77. http://dx.doi.org/10.1177/0031721717739602.
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Since a 1997 amendment to the Individuals with Disabilities Education Act, students with disabilities who attend private schools have not had the same rights to services and due process that are afforded to those who attend public schools. However, as a recent Minnesota court decision makes clear, state law may grant rights that the federal regulations do not.
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Grubb, W. Norton. "The Long-Run Effects of Proprietary Schools on Wages and Earnings: Implications for Federal Policy". Educational Evaluation and Policy Analysis 15, n.º 1 (marzo de 1993): 17–33. http://dx.doi.org/10.3102/01623737015001017.
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Although proprietary schools serve large (and increasing) numbers of students, including many low-income students, the large amounts of student aid going to them, the high default rates of their students, and news about fraud and abuse suggest substantial problems. Unfortunately, information about proprietaries is sparse. This article summarizes what is known from several national data sets, particularly about the amounts of aid allocated to proprietary school students, student composition, completion and noncompletion rates, and effects on wages and earnings. The findings provide little support for proprietary schools on average, though the averages may mask substantial benefits for some schools. One implication is that the assumptions necessary for student loans are not met, and even grants to students in proprietary schools may not be warranted. Another is that requiring better information about the effects of proprietary schools would help in regulating such schools and would improve student choices.
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Ezeonu, Chinonyelum Thecla, Clifford Onuorah Okike, Maria Nwakaego Anyansi y James Osaeloka Ojukwu. "Health emergency preparedness: an assessment of primary schools in Abakaliki, South-Eastern Nigeria". International Journal Of Community Medicine And Public Health 4, n.º 5 (24 de abril de 2017): 1436. http://dx.doi.org/10.18203/2394-6040.ijcmph20171752.
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Background: Children spend a significant proportion of their day in school, thus pediatric emergencies such as exacerbation of medical conditions, accidental and intentional injuries are likely to occur. An estimate of 10 -25% of injuries occur while the children are at school. It is the legal responsibility of the schools to ensure the safety and well-being of the pupils/students and staff during school hours working towards prevention of accidents and being prepared for immediate solutions when the accidents occur.Methods: A cross sectional descriptive study of 31 registered primary schools in Abakaliki Metropolis. A prepared check list of facilities necessary for emergency care at schools derived from the school health programme evaluation scale was used for the assessment. Data was analyzed using the SPSS statistical package version 8, comparing findings in public schools with the private schools using Chi square. The level of significance was set at p<0.05.Results: A health room was available in 9.7% of schools exclusively private schools. Nurses, doctors and trained first aiders were found in 6.5%, 9.7% and 32.3% respectively of schools. First aid boxes were available in 80.6% of the schools but only 67.7% of the schools could offer first aid treatment at emergencies. None of the public schools had a school safety patrol or a fire extinguisher in contrast to the private schools.Conclusions: Schools, especially the public schools in Abakaliki metropolis are ill prepared for emergencies.
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McAndrews, L. J. "Friends Like These: George W. Bush and Federal Aid to Nonpublic Schools". Journal of Church and State 47, n.º 4 (1 de septiembre de 2005): 769–82. http://dx.doi.org/10.1093/jcs/47.4.769.
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McAndrews, Lawrence J. (Lawrence John). "Choosing "Choice": George Bush and Federal Aid to Nonpublic Schools". Catholic Historical Review 87, n.º 3 (2001): 453–69. http://dx.doi.org/10.1353/cat.2001.0113.
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Malta, Deborah Carvalho, Marta Angélica Iossi Silva, Flavia Carvalho Malta de Mello, Rosane Aparecida Monteiro, Luciana Monteiro Vasconcelos Sardinha, Claudio Crespo, Mércia Gomes Oliveira de Carvalho, Marta Maria Alves da Silva y Denise Lopes Porto. "Bullying in Brazilian schools: results from the National School-based Health Survey (PeNSE), 2009". Ciência & Saúde Coletiva 15, suppl 2 (octubre de 2010): 3065–76. http://dx.doi.org/10.1590/s1413-81232010000800011.
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The aim of this study is to identify and describe the occurrence of bullying among students in the 9th year (8th grade) from public and private schools from 26 Brazilian state capitals and the Federal District. It is a cross-sectional study involving 60,973 students and 1,453 public and private schools. Data analysis indicates that 5.4% (IC95%: 5.1%-5.7%) of students reported having suffered bullying almost always or always in the last 30 days, 25.4% (IC95%: 24.8%-26.0%) were rarely or sometimes the victim of bullying and 69.2% (IC95%: 68.5%-69.8%) of students felt no humiliation or provocation at school. The capital with higher frequency of bullying was Belo Horizonte (6.9%; IC95%: 5,9%-7,9%), Minas Gerais, and the lowest was Palmas (3.5%; IC95%: 2.6%-4.5%), Tocantins. Boys reported more bullying (6,0%; IC95%: 5.5%-6.5%) compared with girls (4,8%; IC95%: 4.4%-5.3%). There was no difference between public schools 5.5% (IC95%: 5.1%-5.8%) and private (5.2%) (IC95%: 4.6%-5.8%), except in Aracaju, Sergipe, that show more bullying in private schools. The findings indicate an urgent need for intersectoral action from educational policies and practices that enforce the reduction and prevention of the occurrence of bullying in schools in Brazil.
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Arias, María Fernanda. "The Federal Law of Education in Argentina: Its Application in the Province of Buenos Aires". education policy analysis archives 13 (24 de enero de 2005): 8. http://dx.doi.org/10.14507/epaa.v13n8.2005.
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The present work seeks to analyze the results of the educational reform of the secondary school system in Argentina initiated by the Ley Federal de Educación in 1993. This article has chosen Greater Buenos Aires, the biggest conurbation in the country, as a "case study." The methodology used is based on quantitative and qualitative surveys administered to the top authorities of state and private schools in the area. We conclude that the reactions toward the reform are, in general, negative. Furthermore, there are no differences in attitudes between private and state schools. Both of them agree that the worst effect is the leveling down of the quality of education. In other words, the main cause of disagreement is mostly pedagogic.
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Omolewa, Michael. "International Aid and Private Schools for the Poor: Smiles, Miracles and Markets". International Journal of Lifelong Education 33, n.º 1 (2 de enero de 2014): 115–18. http://dx.doi.org/10.1080/02601370.2013.854449.
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Hackett, Ursula. "The Exit-Voice Choice: Religious Cleavages, Public Aid, and America's Private Schools". Politics and Religion 9, n.º 2 (8 de marzo de 2016): 249–70. http://dx.doi.org/10.1017/s1755048316000201.
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AbstractIn America's culture wars denominations increasingly ally with one another despite differences in theology, church organization, and membership. But these developments are not reflected in America's private K-12 school system or in patterns of public aid for children who attend them where divisions between religious traditions remain stark. I demonstrate, by means of an analysis of critical junctures in American political development supported by statistical analysis, that Catholics who desire a religious education for their children have historically tended to exit for the parochial sector while Evangelicals having similar desires lobbied for reform of the public school system. These differential group responses stem from differing conceptions of identity and belonging, theological understanding, and institutional structure. In American education policy, differences between religious groups are surprisingly tenacious.
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Egbebi, John Oluyemi y Olayinka Tijani Wakili. "Effective Management of Private Schools in Nigeria: Necessity for Governments’ Intervention". Randwick International of Education and Linguistics Science Journal 1, n.º 2 (30 de septiembre de 2020): 208–16. http://dx.doi.org/10.47175/rielsj.v1i2.87.
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Private schools and owners invest a lot of worthwhile input in the provision of functional educational service delivery thus paving way for further access, equity and fair play to every intending learner as complement to the effort of government, the public school providers in Nigeria. This development actually met the world declaration of the expectation from all nations of the world to provide mass, quality and free education to all citizens. By and large, education service delivery as a social service requires huge sum of money in its operations across all levels of educational institutions – basic, post basic and tertiary. The paper examined effective management of private schools in Nigeria and the necessity for governments’ intervention. In a nutshell, the paper espoused: the world demand on provision of quality education; available sources of funding for private school ownership; challenges of private school ownership and management; justification for the establishment of private schools to support government established institutions; comparism of funding and management pattern of private schools in Nigeria and diaspora; and core constraints of private schools. The paper concludes and recommends that, respective governments, their agencies and parastatals should participate actively in rendering adequate support regarding award of grant-in-aid to owners of private schools; and that cost of registration and set up cost on infrastructural facilities for private schools - low, medium and high scales should be cut down by FME or SMoEs , ZIE, LIE, UBEC, TRCN, and similar institutions thus, affordable to create more access to learners with standards.
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Omar, Naureen, Rameeshey Khan, Faizan Farooq, Humera Karim, Muhammad Ayoub y Ushna Habib. "HEALTH CARE FACILITIES AT SCHOOL". Professional Medical Journal 22, n.º 12 (10 de diciembre de 2015): 1546–49. http://dx.doi.org/10.29309/tpmj/2015.22.12.802.
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Schools should pertain to a comprehensive system to deal with day to dayemergencies, as children spend more than six hours at school and are liable to suffer frominjuries and illnesses. Objectives: This study was conducted with the objective of assessingthe experiences of students regarding healthcare management especially first aid patterns atschool. Study Design: Cross sectional study. Setting: Study was conducted on 50 studentsenrolled from ten identified public and private schools of Lahore Period: Six months. Methods:In depth interviews were conducted on students from classes 6-10 who had suffered from aninjury or illness during school hours within the last six months. Results: In these 50 studentsthe most common injury were fractures and dislocations (15), most common illness was fever(19). Majority (41) were managed at schools with a first aid facility and provision of sick rooms(28). Teachers were the main healthcare providers in private schools (17), as compared topublic schools (9). Lack of properly trained health professionals was observed; only 7 out of 50schools had employed nurses. Health education regarding hand washing, personal hygiene,dengue prevention was being provided in (45) schools. Conclusion: This study highlights theimportance of provision of first aid services at school and the need to train teachers regardingbasic life support. Implementation of the existing school health program needs to be emphasizedin all schools of Lahore.
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Mawdsley, Ralph y Joy Cumming. "U.S. Federal Discrimination Law and Language and Culture Restrictions in K–12 Private Schools". International Journal of Educational Reform 22, n.º 1 (enero de 2013): 24–36. http://dx.doi.org/10.1177/105678791302200102.
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Superfine, Benjamin M. y David S. Woo. "Teacher Unions, Charter Schools, and the Public/Private Distinction in Education Law and Policy". Teachers College Record: The Voice of Scholarship in Education 120, n.º 10 (octubre de 2018): 1–28. http://dx.doi.org/10.1177/016146811812001006.
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Background Over the past decade, courts and administrative agencies increasingly have considered cases that involve clashes between charter school proponents and teacher unions. While these cases have focused on a range of education policy issues, some cases have focused on arguably the most important legal and policy distinction applicable to charter schools— whether a charter school should be considered public or private. Purpose This study examines the intersection of the public/private distinction in U.S. law and policy, and the shifting political positions of teacher unions and charter school proponents, in courts and agencies. We examine the history of the public/private distinction in U.S. law and policy and specifically in education, in addition to conducting an in-depth analysis of three recent decisions involving charter schools and teacher unions in which courts and agencies determined whether charter schools were public or private organizations. Research Design This article is a legal analysis and historical case study. Findings Three recent and high-profile education cases in agencies and courts reflect the continuing breakdown of the public/private distinction in law and policy. Courts and agencies have hinged their decisions about the applicability of federal and state collective bargaining laws on this distinction and have grounded decisions about the basic constitutionality of state charter school laws in this distinction as well. However, there is little consistency in how the public/ private distinction has been applied in legal clashes between teacher unions and charter schools. Conclusion Our analysis underscores the limitations of the current debate over the public/ private nature of charter schools and teacher unions, particularly in the institutional settings of courts and agencies, because this debate is largely untethered from issues of teaching and learning. However, our analysis also suggests that the public or private nature of charter schools still appears “up for grabs” in the legal arena. As such, courts and agencies might offer reformers a useful venue compared to the legislative arena for influencing how the public/private distinction applies to charter schools.
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Mansfield, Katherine Cumings. "The growth of single-sex schools: Federal policy meets local needs and interests". education policy analysis archives 21 (1 de diciembre de 2013): 87. http://dx.doi.org/10.14507/epaa.v21n87.2013.
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Changes to Title IX allowing the growth of single-sex schools have garnered media attention promoting the benefits of separating boys and girls. Alternately, civil rights groups such as the ACLU continue to oppose any type of school segregation. Within this context, a private philanthropy, the Foundation for the Education of Young Women (FEYW) has established public-private partnerships with six Texas school districts to open all-girls’ public college prep magnet schools with plans to expand. This multi-year ethno-historical case study explores the meaning making of one community in the FEYW network as it attempts to make sense of federal policy at the local level. The topic is important to the field of education because it is timely: changes to Title IX and the growth in single-sex arrangements pose interesting legal and sociological questions about equity and justice since it links Title IX (an equity-driven policy) with the choice provisions in NCLB (a market-driven policy). The significance of this study lies in the unique use of ethnography as interpretive policy analysis to show how local communities (re)interpret federal policy to better align with their personal values and more adequately address contextual complexities in their attempts to do what they believe is best for students.
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Kelchen, Robert. "Campus-Based Financial Aid Programs: Trends and Alternative Allocation Strategies". Educational Policy 31, n.º 4 (22 de septiembre de 2015): 448–80. http://dx.doi.org/10.1177/0895904815604213.
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Two federal campus-based financial aid programs, the Supplemental Educational Opportunity Grant (SEOG) and the Federal Work-Study Program (FWS), combine to provide nearly US$2 billion in funding to students with financial need. However, the allocation formulas have changed little since 1965, resulting in community colleges and newer institutions getting much smaller awards than long-standing private colleges with high costs of attendance. I document the trends in campus-level allocations over the past two decades and explore several different methods to reallocate funds based on current financial need while limiting the influence of high-tuition colleges.
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Pelissero, John P. y David R. Morgan. "Targeting Intergovernmental Aid to Local Schools: An Analysis of Federal and State Efforts". Western Political Quarterly 45, n.º 4 (diciembre de 1992): 985. http://dx.doi.org/10.2307/448821.
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Daele, Henk Van, Thomas Vitullo-Martin y Bruce Cooper. "Separation of Church and Child. The Constitution and Federal Aid to Religious Schools". European Journal of Education 26, n.º 1 (1991): 91. http://dx.doi.org/10.2307/1502876.
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Pelissero, J. P. y D. R. Morgan. "Targeting Intergovernmental Aid to Local Schools: an Analysis of Federal and State Efforts". Political Research Quarterly 45, n.º 4 (1 de diciembre de 1992): 985–99. http://dx.doi.org/10.1177/106591299204500410.
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Šimenc, Marjan y Mojca Štraus. "Coleman’s Third Report". Center for Educational Policy Studies Journal 6, n.º 2 (30 de junio de 2016): 43–60. http://dx.doi.org/10.26529/cepsj.87.
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The article analyses the (third) Coleman Report on private and public schools. The report scrutinises the relationship between private and public schools and shows that private school students show better academic achievement. Coleman concluded that these findings provided a strong argument in favour of public financial support for private schools. However,he identified a number of school characteristics that he believed to be related to student achievement. According to his analysis, these characteristics were not limited to privateschools; public schools exhibiting the same characteristics also had good results. Coleman interpreted the available data in favour of financial aid to private schools, although this was not the only possible interpretation. An alternative conclusion would have been to encourage these characteristics in public schools. Why did Coleman disregard this possibility? Why did he deviate from his usual scientific rigour? The present article suggests that there appear to be two reasons for the narrow interpretation of the relationship between public and private schools in Coleman’s third report. The first lies in Coleman’s notion of contemporary society as a constructed system in which every individual actor holds a place in the structure and requires incentives in order to act to the benefit of society. In the case of education, the goal of the institution is to ensure the high cognitive achievement of students, and the incentive is related to choice and competition. The second reason is related to Coleman’s vision of sociology as a discipline aiding the construction of an effective society.
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Higginbotham, Patrick E. "Mahon Lecture". Texas Wesleyan Law Review 12, n.º 2 (marzo de 2006): 501–11. http://dx.doi.org/10.37419/twlr.v12.i2.2.
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The law of federal courts is now a free-standing subject in every law school curriculum, taught in law schools as federal jurisdiction and in distinct courses as federal practice and civil procedure. So much of this is recent. After all, the Federal Rules of Civil Procedure which fueled a sea of change in American litigation are only 65 years old. Its youth in the law is easily demonstrated. For example, the doctrine of standing did not appear in anything like its present form until after World War II, responding as it did to the growth of public law and the expanded use of private litigation to enforce federal norms. We saw the traditional bi-polar suit by a plaintiff against a defendant complaining of breaches of duty by private persons, joined by suits by private persons complaining of state and federal government failures to comply with the law. These newly emerging public lawsuits typically sought orders from federal courts directing state and federal officials to obey federal law and remedies for the injuries suffered by those violations. I point to these as examples of the "law" of federal courts with which we have busied ourselves, along with a myriad of other "reforms" and concerns, such as costs of civil litigation and the role of judge and jury in district courts. In this important work with the trees, we risk missing the forest, whistling past macro changes in the role of federal district courts and courts of appeal in turn. When we widen our lenses, we find disturbing trends, such as the decline of trials with federal trial courts looking like European courts. We also find a suspiciously parallel flow of dispute resolution to the administrative agencies.