Добірка наукової літератури з теми "Federal aid to private schools"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Federal aid to private schools".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Federal aid to private schools"
1
Atanda, Olatunde, and 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, no. 1 (January 15, 2022): 19–27. http://dx.doi.org/10.35877/454ri.daengku680.
Повний текст джерелаАнотація:
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.
2
Silva, Juliana Rezende Melo da, Bethsáida de Abreu Soares Schmitz, Maria de Lourdes Carlos Ferreirinha Rodrigues, and Cristine Garcia Gabriel. "Promotion of healthy eating at schools in the Federal District of Brazil." Revista de Nutrição 26, no. 2 (April 2013): 145–58. http://dx.doi.org/10.1590/s1415-52732013000200003.
Повний текст джерелаАнотація:
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.
3
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, no. 2 (October 19, 2021): 37–42. http://dx.doi.org/10.21512/jggag.v3i2.7253.
Повний текст джерелаАнотація:
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
4
Pedroso, Jéssica, Natacha Toral, and Muriel Bauermann Gubert. "Maternal dissatisfaction with their children's body size in private schools in the Federal District, Brazil." PLOS ONE 13, no. 10 (October 9, 2018): e0204848. http://dx.doi.org/10.1371/journal.pone.0204848.
Повний текст джерела
5
Mama, Abd R. Mama, Mohamad A. Mohamed, Amirul F. Azhar, Syarilla I. A. Saany, Norkhairani A. Rawi, Maizan M. Amin, Mohd F. A. Kadir, and 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, no. 1 (January 1, 2019): 35. http://dx.doi.org/10.11591/ijeecs.v13.i1.pp35-40.
Повний текст джерелаАнотація:
<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>
6
Deming, David J., Claudia Goldin, and Lawrence F. Katz. "The For-Profit Postsecondary School Sector: Nimble Critters or Agile Predators?" Journal of Economic Perspectives 26, no. 1 (February 1, 2012): 139–64. http://dx.doi.org/10.1257/jep.26.1.139.
Повний текст джерелаАнотація:
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.
7
OWAGBEMI, Gabriel Olusola. "Unaffordable Education and Criminality as a Choice among Youth in Ondo State, Nigeria." Contemporary Studies in Social Sciences 1, no. 1 (June 2023): 73–78. http://dx.doi.org/10.31559/csss2023.1.1.6.
Повний текст джерелаАнотація:
Education shapes human, and it has the capacity to determine who gets what and what one becomes in life. Acquiring education in Nigeria is gradually becoming unaffordable; schools at all levels are becoming very expensive making it difficult for common men to send their children to schools. Youth in Ondo State, Nigeria, whose parents cannot afford either Secondary or University education now consider criminality as a choice. The study adopts a qualitative method – in-depth interviews were utilized in generating data from 38 interviewees. The qualitative data generated from the study were analyzed using manual content analysis. The study found that both Public/Private Secondary schools and Universities in Nigeria now charge exorbitant school fees, making the youth from low-economic family backgrounds either drop out of school and go into crime, be in school, or engage in criminal activities. Based on the findings, it is recommended that the government at both Federal and State levels should consider a reduction in school fees, as it is currently paid in public schools in Nigeria. Besides, scholarship schemes for indigent students in both secondary and tertiary institutions should be resuscitated.
8
Mccallum, Heather, Ruth Pincoe, and John Ball. "Directory of Canadian Theatre Archives." Canadian Theatre Review 77 (December 1993): 83–84. http://dx.doi.org/10.3138/ctr.77.015.
Повний текст джерелаАнотація:
The Directory is a guide to Canadian theatre materials held in over 300 collections and institutions. It revises and updates Heather McCallum’s Theatre Resources in Canadian Collections published in 1973 by the National Library of Canada. It covers federal, provincial and city archives, national and large public libraries, university libraries and drama departments, theatre companies, schools, associations, museum and private collections. The arrangement is geographical by province from the East coast to the West with additional entries for the Yukon Territory and private collections. Within each section, arrangement is alphabetical by city or town and then by institution or theatre. Each major entry is numbered and decimal numbers are used to subdivide such major collections as the National Archives, the University of Guelph Archives and the Metro Central Library collection. A detailed index includes references to individuals, theatres, theatre groups, organizations, authors and titles. There is also a selected eight-page bibliography of major monographs on Canadian theatre.
9
Angelina PhD, EMAIKWU, Igoh Helen PhD* ,. OGWUCHE, Okewa, and OGWUCHE, Okewa Angelina PhD. "Efficacy of Public and Private Partnership Initiatives in four Management Variables in Public Secondary Schools in North Central Nigeria." International Journal of Research and Innovation in Social Science VII, no. IV (2023): 356–77. http://dx.doi.org/10.47772/ijriss.2023.7428.
Повний текст джерелаАнотація:
The study focused on the efficacy of public and private partnership initiatives in four management variables in public secondary schools in North Central Nigeria. The study was guided by four research questions and four hypotheses. Survey research design was adopted for the study. The population of the study was 44,342 academic staff from 1,656 public secondary schools in North Central Nigeria. The sample for the study consisted of 396 respondents selected using Taro-Yamane formula and which were further made up of 66 principals, 66 vice principal academic, 66 vice principal administration, 66 deans of studies and 2 class teachers each in 66 (132) purposively sampled public secondary schools that are spread in four states of Benue, Nasarawa, Kogi, Plateau and Federal Capital Territory Abuja in North Central Nigeria. The sampling technique used in this study was multi-stage sampling procedure. The instrument for data collection was a self-structured questionnaire. The instrument consisted of a 24-item questionnaire developed by the researchers. The items of the instrument were validated by four experts in the area of Educational Administration and Planning and one expert in the area of Measurement and Evaluation. The reliability coefficient of the instrument was established using Cronbach Alpha method. The reliability coefficient for the entire instrument was 0.87 which indicated that the instrument was reliable. The research questions posed in the study were descriptively answered using mean and standard deviation. The hypotheses formulated were tested at 0.05 level of significance using Chi-square test of goodness-of-fit statistic. The result indicated that public and private partnership initiatives have statistical significant positive effects on school management in the areas of provision of security, maintenance of students’ discipline and staff recruitment with effect size statistic of 44.9%, 67.6% and 62% respectively but, have no statistical significant positive effect in the area of teachers’ motivation in public secondary schools. Based on these results, it was recommended that there should be a continuous encouragement on the part of stakeholders in education for active private intervention in the provision of security, maintenance of students’ discipline and staff recruitment. The morale of the teachers should be enhanced through motivational strategies such as improved welfare, regular promotion and timely payment of salaries.
10
Hennchen, Benjamin, and Martina Schäfer. "Healthy, Inclusive and Sustainable Catering in Secondary Schools—An Analysis of a Transformation Process with Multiple Tensions." International Journal of Environmental Research and Public Health 21, no. 3 (March 20, 2024): 370. http://dx.doi.org/10.3390/ijerph21030370.
Повний текст джерелаАнотація:
Interest in catering for public sector schools is increasing due to its potential role in addressing the prevailing problems of malnutrition, food insecurity and non-sustainable food habits. Based on the case of secondary schools in Berlin, this study aims to explore this potential by focusing on the process of transformation towards healthy, inclusive and sustainable school catering. It employs a multi-perspective analysis based on the two concepts of food environment and social cohesion. Results are based on quantitative and qualitative data collected via an online survey of pupils from 25 secondary schools in Berlin as well as field notes from six stakeholder events. The survey findings were analyzed by descriptive means and provide explanations for the fact that most of the pupils (66.7%) never eat lunch at school. Based on the qualitative analysis of the stakeholder events, key tensions between actors from the federal state, municipal, school and private levels could be identified. Major areas of conflict arise due to (1) a lack of public funding and catering standards, (2) incompatible demands and preferences, (3) a lack of resources and opportunities for complementary education and participation, and (4) peer and parental influence. Transforming school food environments requires integrative strategies with interventions introduced by multiple actors operating on different levels.
Дисертації з теми "Federal aid to private schools"
1
McQueen, Kelvin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." THESIS_CAESS_HUM_McQueen_K.xml, 2003. http://handle.uws.edu.au:8081/1959.7/619.
Повний текст джерелаАнотація:
This thesis examines from an historical perspective the series of events between 1995 and 1999 in which the public school teachers’ union, the New South Wales Teachers federation, challenged the NSW and Australian government’s provision of funding to private schools. Such funding is known colloquially as state aid. The state aid struggle is conceived in this thesis as an industrial relations contest that went beyond issues simply of state aid. The state aid struggle was a centrepiece of the Teachers Federation’s broader challenge to government’s intensification of efforts to reduce the federation’s effectiveness in shaping the public school system’s priorities. This thesis contends that the decisive importance of the state aid struggle arose from the fundamental strategy used by governments to lower the cost of schooling over time. To achieve this they undertook the state aid strategy – cost reductions would flow from residualising public schools, de-unionising teachers and deregulating wages and conditions. The state aid strategy was implemented through those areas of policy and funding over which the Federation had negligible control or where the Federation’s membership was disunited. The Federation was undermined by governments using policy initiatives to fragment teacher unity. By the end of 1999, governments’ prosecution of the state aid strategy did not seem to have been diverted from the main thrust of its course by the federation’s struggle.Doctor of Philosophy (PhD)
2
McQueen, Kelvin. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/619.
Повний текст джерелаАнотація:
This thesis examines from an historical perspective the series of events between 1995 and 1999 in which the public school teachers’ union, the New South Wales Teachers federation, challenged the NSW and Australian government’s provision of funding to private schools. Such funding is known colloquially as state aid. The state aid struggle is conceived in this thesis as an industrial relations contest that went beyond issues simply of state aid. The state aid struggle was a centrepiece of the Teachers Federation’s broader challenge to government’s intensification of efforts to reduce the federation’s effectiveness in shaping the public school system’s priorities. This thesis contends that the decisive importance of the state aid struggle arose from the fundamental strategy used by governments to lower the cost of schooling over time. To achieve this they undertook the state aid strategy – cost reductions would flow from residualising public schools, de-unionising teachers and deregulating wages and conditions. The state aid strategy was implemented through those areas of policy and funding over which the Federation had negligible control or where the Federation’s membership was disunited. The Federation was undermined by governments using policy initiatives to fragment teacher unity. By the end of 1999, governments’ prosecution of the state aid strategy did not seem to have been diverted from the main thrust of its course by the federation’s struggle.
3
McQueen, Kelvin. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050714.144022/index.html.
Повний текст джерелаАнотація:
Thesis (Ph.D.) -- University of Western Sydney, 2003.A thesis presented to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliography.
4
Chan, Kam-lan Debby. "A study of public-private partnerships and financing strategies in Hong Kong's education system." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23294772.
Повний текст джерела
5
Furtado, Michael Leonard. "Funding Australian Catholic schools for the common good in new times : policy contexts, policy participants and theoretical perspectives /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16295.pdf.
Повний текст джерела
6
Heckman, Michele E. "Motivational stretegies for students who attend Title I schools." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:125.
Повний текст джерела
7
Hackett, Ursula. "Explaining inter-state variation in aid for children at private religious schools in the United States, up to 2012." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:140dbeed-db56-43d9-bf01-f2293734ac39.
Повний текст джерелаАнотація:
This American Political Development research explains cross-state variation in aid for children at private religious schools in the United States up to the end of 2012. Using a mixed-methods approach I examine how the institutional orderings of Federalism, Constitution, Church and Party affect policymaker decisions to instigate and sustain programmes of aid. By ‘aid’ I mean education vouchers and tax credits, transportation, textbook loans, equipment, nursing and food services, and tax exemptions for private religious school property. I conduct Fuzzy-Set Qualitative Comparative Analysis across all fifty states, supported by interview and archival research in six case-study states – California, Florida, Illinois, Louisiana, New York and Utah – and by statistical treatment of the constitutional amendments known as ‘No-Aid Provisions’. All of the aid policies examined here are ‘submerged’ in Mettler’s terms, in that they help private organizations to take on state functions, re-frame such functions in terms of the marketplace, and are poorly understood by the public. In this thesis I extend Mettler’s conception of submergedness to explain when institutions matter, which institutions matter, and why they matter for religious school student aid. State decentralization is necessary for high levels of aid and a high proportion of Catholics is sufficient for high levels of aid. Republican control of the state offices is a necessary condition for the passage of tax credit or voucher scholarships but not for other types of aid. No-Aid Provisions are unrelated to aid. Of the four institutional explanatory conditions, Federalism and Church have the most important effects on aid for children at private religious schools. Party explains some types of aid but not all, and Constitution is surprisingly lacking in explanatory power.
8
Franks, Melvin Eugene. "The effects of consolidation of federal funding programs on schools participating in Chapter 2 of ECIA in Mississippi: an investigative study." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54784.
Повний текст джерелаАнотація:
The focus of the study was to observe changes brought about by the implementation of Chapter 2 of the Education Consolidation and Improvement Act of 1981 in local jurisdictions of government when the disposition of federal funds were under local control. The study investigated the extent to which the six expressed intentions of Chapter 2, ECIA legislation were realized in 154 local education agencies in the state of Mississippi two years after implementation. Specifically, the six legislative concerns were to:
* Reduce the amount of paperwork without reducing the quality of programs,
* Equalize the distribution of federal funds without reducing the benefits to specific target populations,
* Increase local discretion without diminishing prior program commitments to the original national priorities,
* Increase the role of private education without raising the constitutional issue,
* Reduce reporting and evaluation requirements without a commensurate loss of accountability, and
* Reduce the constraints on SEAs in the planning of federally funded projects and programs without a loss of perceived quality in those programs.
Data sources collected for analysis included: a mail survey, interviews with state and local school personnel, and supportive documents from both the state education agency and local school districts. The data was analyzed using descriptive statistics.
From the study it was concluded that, while the goals of Chapter 2, ECIA legislation were admirable, they were replete with unintended consequences. Further, while many of the legislative objectives were met at the national level several of the objectives had differing effects in a state like Mississippi which exerted little SEA influence.Ph. D.
9
De, Leuil Heather. "The introduction of recurrent funding to non-government schools in Western Australia : National statesmanship or provincial pragmatism?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/318.
Повний текст джерелаАнотація:
State aid to private schools has been a controversial issue in Australia since the beginning of European settlement. This was true in all colonies' and remains a national issue in the twenty-first century. At various times colonial governments chose to provide to private schools, principally those operated by the Catholic and major churches. However as the colonies grew and statehood loomed, the of the day sought to withdraw their aid from private schools and their funding on the growing non-denominational, public school systems.
10
Mortimer, Anthony D. "Priorities for School Safety: The Alignment between Federal and State School Safety Legislation and Safety Needs as Perceived by Education Stakeholders in Florida Private Schools for Exceptional Students." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/807.
Повний текст джерелаАнотація:
This study investigates the apparent threat assessment priorities of potential risks to safety in the school environment in the United States and whether stakeholders in Florida private schools that serve exceptional students agree with the priority given to specific identified potential threats. Faculty and staff, high school students, and the students’ parents and guardians at four Florida private schools for exceptional students rated their perceptions of the severity and likelihood of occurrence of nine potential threats identified in a review of federal and Florida state school safety laws and national and state government surveys of incident occurrences. Results showed that although violent potential threats such as an armed intruder, students bringing weapons to school, and physical assaults received priority attention in federal and state school safety laws, stakeholders in Florida private schools for exceptional students indicated that threats of a more personal nature—such as bullying, sexual harassment, and cyberbullying—were the most significant risks to the safety of their school environment. All three respondent subgroups, however, reported high ratings of their overall feelings of safety at their schools.
Книги з теми "Federal aid to private schools"
1
Library of Congress. Congressional Research Service, ed. Private elementary and secondary education: Providing federal aid. Washington, D.C: Congressional Research Service, Library of Congress, 1986.
Знайти повний текст джерела
2
Claudia, Uribe, and National Bureau of Economic Research., eds. Expanding school enrollment by subsidizing private schools: Lessons from Bogotá. Cambridge, Mass: National Bureau of Economic Research, 2005.
Знайти повний текст джерела
3
Library of Congress. Congressional Research Service, ed. Choice programs and state constitutions: The inclusion of sectarian schools. [Washington, D.C.]: Congressional Research Service, Library of Congress, 1992.
Знайти повний текст джерела
4
Claudia, Uribe, and National Bureau of Economic Research., eds. Expanding school enrollment by subsidizing private schools: Lessons from Bogotá. Cambridge, MA: National Bureau of Economic Research, 2005.
Знайти повний текст джерела
5
Burnett, Jefferson G. Take it or leave it?: Questions and answers on federal financial assistance for independent schools. Washington, D.C: National Association of Independent Schools, 1996.
Знайти повний текст джерела
6
Magendzo, Abraham. Privatización de la educación: La educación particular y los esquemas privatizantes en educación bajo un estado subsidiario (1973-1987). Santiago de Chile: PIIE, 1988.
Знайти повний текст джерела
7
Australia. Parliament. Joint Committee of Public Accounts. Review of efficiency audit, administration of capital grants to non-government schools: (hearings: 27 April, 13, 27 May 1987) : minutes of evidence. [Sydney?]: Parliament of the Commonwealth of Australia, 1987.
Знайти повний текст джерела
8
Rabinove, Samuel. The Supreme Court and the establishment clause: "through a glass, darkly". New York: American Jewish Committee, 1994.
Знайти повний текст джерела
9
Bodo, Pieroth, and Schuppert Gunnar Folke, eds. Die Staatliche Privatschulfinanzierung vor dem Bundesverfassungsgericht: Eine Dokumentation. Baden-Baden: Nomos, 1988.
Знайти повний текст джерела
10
S, Christensen Gayle, United States. Dept. of Education. Policy and Program Studies Service., and Urban Institute, eds. Private school participants in programs under the No Child Left Behind Act and the Individuals with Disabilities Education Act: Private school and public school district perspectives. Washington, D.C: U.S. Dept. of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, 2007.
Знайти повний текст джерелаЧастини книг з теми "Federal aid to private schools"
1
Costin, Claudia, and Allan Coutinho. "Experiences with Risk-Management and Remote Learning During the COVID-19 Pandemic in Brazil: Crises, Destitutions, and (Possible) Resolutions." In Primary and Secondary Education During Covid-19, 39–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_2.
Повний текст джерелаАнотація:
AbstractThe chapter examines the difficult conditions under which states, and municipalities had to struggle to ensure learning continued during the social isolation demanded by the COVID-19 crisis in the country. Although it seemed reasonable to expect that the Federal government would respect the constitution and coordinate the educational response to the pandemic, that simply did not happen. The Minister of Education did not consider that such a responsibility should be carried out at the federal level. In the absence of leadership from the central government, the two organizations that congregate subnational secretaries decided to support their members and promote the exchange of practices, with some support from civil society organizations. Through the think tank established by the senior author of this chapter at a private university, CEIPE- Center for Excellence and Innovation in Education Policies, at the Getúlio Vargas Foundation, she participated in this effort, mentoring state and municipal level secretaries in their efforts to provide distance learning through a combination of media, such as TV, radio, and digital platforms. The chapter includes her own anecdotal observations of this national effort, drawing on interviews with secretaries and their teams as well as documents related to the experience as the evidence basis of the chapter. Unfortunately, this is not a story of triumph, since Brazil has been one of the countries with more months of schools being completely or partially closed. In addition to the ineffective approach to fighting the disease, which made Brazil’s rate of infection and deaths much worse than many countries in Latin America, the fact that mayoral elections coincided with COVID-19, introduced political reasons for schools to remain closed. The final part of the chapter draws lessons learned and discusses future possibilities for the future of education in Brazil.
2
Pearigen, Robert W. "Federal Court Decisions Concerning Government Aid to and Regulation of Religious Schools." In Information, Computer and Application Engineering, 13–27. London: CRC Press, 2018. http://dx.doi.org/10.1201/9780429434617-2.
Повний текст джерела
3
Kutner, Mark A., and Joel D. Sherman. "Federal Policies for Private Schools." In Private Education. Oxford University Press, 1986. http://dx.doi.org/10.1093/oso/9780195037104.003.0009.
Повний текст джерелаАнотація:
The appropriate governmental relationship with private education has been the subject of controversy for many years. Some argue that parents should be able to choose private or public schools for their children without financial sacrifice and that the limitations on public financial support for private schools should be eliminated. Others maintain that financial support for private education is an improper use of public funds, that aiding private schools is unconstitutional, and that aid to private schools could have undesirable social consequences. Even among those who endorse some private school support, there are major disagreements over what the limits should be, what forms of aid are desirable, and what should be expected of private schools that receive public support. The policy debate concerning federal aid for private schools has shifted during recent years. Where once it focused on including requirements for program services to private school students in federal education legislation, most of the current debate centers around new types of aid arrangements which would enhance educational choice. The impetus behind this refocused policy debate is threefold. First, the federal government is funding limited services to children attending private schools. The major federal elementary and secondary education programs include provisions requiring the equitable provision of services to eligible students attending private schools. As a result, there is now an established relationship between the federal government and private schools. Second, over the past few years there has been a significant increase in concern about the quality of American public education and the effect that a virtual public monopoly over education has on educational achievement. Third, the concern that without federal assistance private schools would disappear has subsided. As shown in the Erickson contribution to this volume, the latest available figures indicate that enrollments in private schools as a percentage of total elementary and secondary school enrollments have stabilized. This paper traces the evolution of the federal role in the area of private elementary and secondary education finance and examines critical issues that relate to the possible expansion of federal funding for private education.
4
Quinn, Jane. "Sustaining Community Schools: Learning from Children’s Aid Society’s Experience." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0024.
Повний текст джерелаАнотація:
Before The Children’s Aid Society (CAS) opened its first two community schools in Washington Heights (1992–1993), our staff and board had already begun to address the issue of sustainability—that is, how to plan for the long-term development, implementation, assessment, and institutionalization of this new line of work. Internal strategic planning led to decisions by CAS board and staff leadership to realign existing resources in support of this new work, while external planning resulted in explicit partnership agreements, forged in 1990, with the New York City Board of Education and Community School District 6 (see appendix to Coltoff, ch. 1 in this volume) that also set the stage for long-term sustainability. As CAS’s assistant executive director for community schools, my responsibilities include planning and overseeing our sustainability efforts. This chapter describes CAS’s experience in raising funds for its community schools and offers suggestions for how other practitioners might proceed. CAS views sustainability as involving not only aggressive fundraising but also public relations, constituency building, and advocacy, using a conceptual framework developed by the Finance Project, a national research and policy organization. These four components are interrelated; work in one area supports and complements efforts in the other three. For fiscal year 2003–2004, the operating budget for CAS’s 10 community schools totaled almost $13 million, which included approximately $8.6 million for the extended-day, summer camp, teen, parent, and adult education components and $2.8 million for health services (medical, dental, and mental health). In addition, two sites have Early Head Start and Head Start programs operated by CAS; the costs for these programs are covered entirely by federal grants totaling approximately $1.4 million. Because the programs differ, each school has a different budget, but the estimated additional cost per student per year of a fully developed community school is $1,000. CAS generates support for its community schools from a wide variety of sources. During the initial years, core support came primarily from private sources, including foundations, corporations, and individuals; the exception was the health and mental health services, which were financed partially by Medicaid and Child Health Plus (federally supported children’s health insurance), as well as by other public and private sources.
5
"Unlocking Potential, Inspiring Success." In Advances in Educational Marketing, Administration, and Leadership, 233–55. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7005-3.ch012.
Повний текст джерелаАнотація:
The federal, state, and local level authorities make educational policies in the USA. The spirit of federal law is education as a civil right. The federal law Every Student Succeeds Act of 2015 replaced No Child Left Behind. The school education system comprises a range of public and private schools, including charter and magnet schools. The US school education system includes elementary, middle, and high school. Elementary schooling includes kindergarten. The academic framework is essentially child-centric, flexible, gender-sensitive, and technologically enriched to empower all learners to excel. The US Education provides special education services for students with disabilities, including individualised education plans and specialised instructional support. Students must meet specific academic requirements to progress to the next level of education and pass standardised tests to graduate from high school. The strong emphasis on accountability measures, especially with ESSA law, has been a subject of ongoing debate and controversy.
6
Temin, Peter. "Public Education." In The Vanishing Middle Class. The MIT Press, 2017. http://dx.doi.org/10.7551/mitpress/9780262036160.003.0010.
Повний текст джерелаАнотація:
The United States has a dual education system; the FTE sector sends its children to suburban public and private schools, and the low-wage sector sends its children to failing urban public schools. This dual system was created in response to the Great Migration as whites left inner cities to incoming black families. It was sustained by the Supreme Court and federal support for suburban growth. City schools are deprived of support and increasingly fail to educate black and brown children properly. Poor low-wage families with incarcerated fathers are forced to use failing schools, and their children grow up to be imprisoned. Reform efforts aim for quick results and fail spectacularly. Charter schools—private public schools—have widely varied effects.
7
Rothstein, William G. "The Medical School Clinical Faculty." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0023.
Повний текст джерелаАнотація:
Large-scale federal funding of research in the 1950s and 1960s enabled medical schools to hire many full-time clinical faculty members who differed from their part-time colleagues in their orientation toward research and patient care. When research funding leveled off in the late 1960s, medical schools turned to patient-care revenues from Medicare and Medicaid to pay faculty salaries. Faculty earnings from research and clinical activities have led to inbalances in the attention given to patient care, teaching, and research. Until well past mid-century, most clinical faculty members were part-time teachers with extensive private practices. In 1951, part-time faculty members comprised 32 percent of the non-M.D. faculty and 80 percent of the M.D. faculty, and they provided 40 percent of the total faculty time spent on all activities. The use of part-time faculty members in the clinical fields was considered advantageous because they retained their clinical skills and were paid lower salaries. When the federal government began large-scale funding of research in medical schools, full-time clinical faculty positions became more feasible because the government compensated faculty members for their research time. Some faculty members carried out federally funded research during the summer months to supplement their academic-year salaries. Many others carried out funded research during the academic year, with the medical schools receiving compensation on a prorated basis for the time lost from teaching and other academic obligations. Medical schools were also reimbursed by all grants for research overhead expenses. By 1970, 49 percent of all medical school faculty members received partial or full support for their research activities. Because research detracted from the private practices of clinical faculty members, few of them would have made the necessary financial sacrifices to undertake research and live on normal academic salaries. Medical schools and the NIH therefore used several devices to create nominal faculty salaries for purposes of grant funding that were much higher than the actual faculty salaries paid by medical schools. One method was for the medical school to pay only a part, such as one-third, of a faculty member’s salary, while the total salary was used in grant applications.
8
Rothstein, William G. "Hospitals Affiliated with Medical Schools." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0024.
Повний текст джерелаАнотація:
After mid-century, university hospitals became more involved in research and the care of patients with very serious illnesses. This new orientation has created financial, teaching, and patient-care problems. In order to obtain access to more patients and patients with ordinary illnesses, medical schools affiliated with veterans’ and community hospitals. Many of these hospitals have become similar to university hospitals as a result. Medical schools experienced a serious shortage of facilities in their customary teaching hospitals after 1950. Many university hospitals had few beds or set aside many of their beds for the private patients of the faculty. Patients admitted for research purposes had serious or life-threatening diseases instead of the commonplace disorders needed for training medical students. The public hospitals affiliated with medical schools had heavy patient-care obligations that reduced their teaching and research activities. To obtain the use of more beds, medical schools affiliated with more community and public hospitals. The closeness of the affiliation has varied as a function of the ability of the medical school to appoint the hospital staff, the number of patients who could be used in teaching, and the type of students—residents and/or undergraduate medical students—who could be taught there. In 1962, 85 medical schools had 269 close or major affiliations and 180 limited affiliations with hospitals. Fifty-one of the hospitals with major affiliations were university hospitals and 100 others gave medical schools the exclusive right to appoint the hospital staffs. Dependence on university hospitals has continued to decline so that in 1975, only 60 of 107 medical schools owned 1 or more teaching hospitals, with an average of 600 total beds. All of the medical schools averaged 5.5 major affiliated hospitals, which provided an average of 2,800 beds per school. Public medical schools were more likely to own hospitals than private schools (39 of 62 public schools compared to 21 of 45 private schools), but they averaged fewer affiliated hospitals (5.1 compared to 6.0). In 1982, 419 hospitals were members of the Council of Teaching Hospitals (COTH), of which only 64 were university hospitals. Members of COTH included 84 state or municipal hospitals, 71 Veterans Administration and 3 other federal hospitals, and 261 voluntary or other nonpublic hospitals.
9
Rothstein, William G. "Medical School Research." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0022.
Повний текст джерелаАнотація:
Research in medical schools developed after World War I with specific projects funded by foundations, firms, and industries. After World War II, medical schools greatly expanded their research activities with funding from the federal government. Medical school researchers became the most important performers of research funded by the National Institutes of Health, which delegated most of its responsibility for setting research policy to academic medical researchers. Both basic science and clinical research in medical schools has been directed toward an understanding of biological processes rather than the prevention and treatment of disease. Medical school research has become a specialized activity separate from other medical school activities. Research in medical schools began in earnest after 1900 with the employment of full-time faculty members. The quantity of research was limited and the quality did not meet European standards. Erwin Chargaff reminisced that when he came to the United States in 1928, “I found a scientifically underdeveloped country dominated by an unhurried, good-natured, second-rateness. European scientists who visited the country at that time were attracted by the feeling of freedom generated by the wide open spaces and even more by the then very pleasant aroma of the dollar.” Research was at first funded from medical school endowments and grants from a few major foundations, such as the Rockefeller Foundation and the Carnegie Foundation. By the mid-1930s, about 20 private foundations had a major interest in health and spent a total of about $7 million annually for medical research and medical education. About this time also, the American Foundation for Mental Hygiene, the American Cancer Society, the National Foundation for Infantile Paralysis, and other health-related associations began to fund research related to their interests. Private firms also sponsored research with direct commercial applications. In return, they used the names of the medical schools in advertisements as providing “scientific” data to support their claims. By 1940, research had become a measurable factor in medical school budgets. In that year Deitrick and Berson found that 59 of the 77 medical schools spent $3.2 million on research: 22 public medical schools spent 8.9 percent of their combined budgets of $9.5 million on research, and 37 private medical schools spent 13.0 percent of their budgets of $17.8 million on research.
10
Short, Maureen N., and Charity Uzochukwu. "Mobile Technology Integration and Student Learning Outcomes." In Handbook of Research on Mobile Technology, Constructivism, and Meaningful Learning, 178–96. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3949-0.ch010.
Повний текст джерелаАнотація:
Several schools leverage federal, state, local, and private funding to improve technology. Most have implemented their technology plans which range from providing each student with a digital device to equipping each classroom with an interactive white board or desktop computers. To fully realize the benefits of these technologies requires teachers to redesign their instructional strategies including participating in technology focused professional development and administrative support. This chapter examines the impact of technology integration on student learning outcomes and reviews a framework for the integration technology in the curriculum.
Тези доповідей конференцій з теми "Federal aid to private schools"
1
Langer-Buchwald, Judit, and Zsolt Langer. "CORRELATIONS BETWEEN GOVERNMENTAL FINANCIAL CONTRIBUTIONS TO EDUCATION AND THE AUTONOMY OF ALTERNATIVE SCHOOLS IN HUNGARY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end047.
Повний текст джерелаАнотація:
"Besides state-funded schools, private schools play a role in public education both abroad and in Hungary, however the financial aid they receive from the governmental budget is different from country to country. There are countries where they receive the same amount of support that state-funded institutions get. Whereas there are other private institutions that cannot gain any financial resources from the subsidy. Financial contribution by the government to educational costs, however, always goes together with a restriction of the autonomy of schools by said government. These restrictions may include forcing the exemption of tuition fees or mandating that private schools cannot control the admission of pupils. Moreover, it might convey the restriction of the pedagogical autonomy of alternative private schools according to the educational system’s degree of centralization. The liberal and decentralized Hungarian education system has become centralized again due to the current government’s aspiration of creating an integrated and unified educational policy. In this study, we seek to answer the question of how the financial contribution of the state to the operation of alternative private schools affects their pedagogical autonomy."
2
Alcântara, Aline, Gabrielli Queiroz, Laura Bessa Uhl, Ana Paula Peçanha Passos, Aline Siqueira, and Carolina Magalhães. "Lucas law and the teacher training of a private schoolin Campos dos Goytacazes-RJ: A pilot study." In 7th International Congress on Scientific Knowledge. Biológicas & Saúde, 2021. http://dx.doi.org/10.25242/8868113820212418.
Повний текст джерелаАнотація:
According to the World Health Organization, human safety is based on the development of the individual, understanding the safety of all situations in their daily lives, including safety at school. Consideringthat approximately 80% of school-age children and adolescents attend schools, they have taken on a fundamental role in promoting health and preventing accidents, especially in the school environment. Incidents in the school space occur frequently, most ofthe time, teachers and school employees do not notice risk situations and may even contribute to the aggravation of injured students, since they were not trained to intervene in such emergency demands. The Lucas Law appears in this scenario with the purpose of training teachers and employees, from public and private schools, to provide first aid, avoiding possible accidents. Therefore, this pilot study aimed to train teachers of Kindergarten at a private school in the city of Campos dos Goytacazes-RJ, according to the Lucas Law, on the initial measures of first aid. To carry out this pilot study, training was initially carried out on the Lucas Law, with verbal exposition and demonstration of initial first aid measures, through four theoretical-practical videos with 12 teachers. Soon after, the pre-test questionnaire was applied, with closed and semi-open questions related to the training content, and after 10 days, the post-test questionnaire was applied. Data analysis was performed using descriptive statistics in the SPSS® software, comparing the pre-test and post-test results. It was verified, in the pre-test, 17.5% of correct answers, while in the post-test it reached 83%. Thus, it is concluded that the pilot study made it possible not only to verify the effectiveness of training in the training of teachers, but also the need to carry out training such as this to encourage the autonomy of teachers in cases of accidents and, consequently, favor school safety.
3
Bruckmayr, Philipp. "PHNOM PENH’S FETHULLAH GÜLEN SCHOOL AS AN ALTERNATIVE TO PREVALENT FORMS OF EDUCATION FOR CAMBODIA’S MUSLIM MINORITY." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/rdcz7621.
Повний текст джерелаАнотація:
Following the end of Khmer Rouge rule (1975–79), the Cham Muslim minority of Cambodia began to rebuild community structures and religious infrastructure. It was only after 1993 that they became recipients of international Islamic aid, mostly for the establishment of mosques, schools and orphanages. Now Cambodia boasts several Muslim schools, financed and/or run by Saudi Arabian and Kuwaiti NGOs as well as by private enterprise from the Gulf region, most of which rely on a purely religious curriculum. However, Cambodian Muslim leaders are urging attendance of public Khmer schools and seeking to establish alternatives in the form of Islamic secondary schools with a mixed curriculum, modelled after similar schools in Malaysia. The generally harmonious relations between Chams and Khmers have been affected by the importation of new interpretations of Islam through international Islamic welfare organisations, and the long arm of international terrorism. The only Cambodian non-religious and non-discriminatory educational facility operated from a Muslim country is Phnom Penh’s Zaman International School. It was founded in 1997 and is associated with the Fethullah Gülen movement. Classes are taught in both Khmer and English. Its kindergarten, primary and high schools are attended by Khmers, resident foreigners and a few Chams. For them, apart from the high standard provided by the school, its explicit agenda of instruction on an inter-racial and inter-religious basis, coupled with its prestige as an institution operated from Muslim lands, serves to make the school a valuable alternative to both secular private schools and Islamic schools. This paper raises and discusses the interesting question of the applicability of Gülen’s thought on education and inter-faith relations to the periphery of Southeast Asian Islam.
4
Vasconcelos, Pedro Henrique de Ávila, Ana Luiza Baião Rodrigues, Lillia dos Santos Barsante Silva, Márcia Basília de Araújo, Carlos Alberto Severiano Júnior, and Carlos Alexandre Silva. "Sabará Racial Equity Program: Digital inclusion of black and brown girls in Sabará." In VI Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvimulti2024-028.
Повний текст джерелаАнотація:
This article reports on the experience of the Sabará: Racial Equity Program, which promoted the digital inclusion of black (black and brown) girls in Sabará. Held by the Federal Institute of Minas Gerais on the Sabará campus in 2023, the program offered programming and robotics courses to students from 6th to 9th grades in public and private schools. The main objective was not only to promote knowledge in technology, but also to strengthen female self-confidence and empowerment. The multidisciplinary approach aimed to stimulate interest in STEAM (Science, Technology, Engineering, Arts and Mathematics) and reduce ethnic-racial and gender disparities in access to technological education. This initiative is essential to increase the representation and participation of black and brown girls in the field of technology and strengthen their presence in historically underrepresented areas.
5
Allo, Tolulope Abiola, Tayo Ola George, and Oluwatobi Dorcas Adelowo. "ELECTRONIC LEARNING DURING THE COVID-19 PANDEMIC LOCKDOWN AND THE CHALLENGE OF USAGE AMONG SELECTED UNDERGRADUATE STUDENTS OF PRIVATE AND PUBLIC UNIVERSITIES IN NIGERIA." In SOCIOINT 2022- 9th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.46529/socioint.202238.
Повний текст джерелаАнотація:
This paper examined the various electronic learning platforms adopted by students in both private and public Universities in Nigeria and the challenges associated with their usage during the COVID-19 pandemic lockdown in 2020. With the ripple effect of the coronavirus cutting across all countries and sectors, about 91% of the global student’s population was affected by this global health catastrophe. The objective of this study is to compare the experiences of private and public University students to determine whether there is a significant disparity in the accessibility, affordability, and ease of use of the various e-learning platforms that were adopted during the global pandemic lockdown. The study employed the survey method in eliciting useful information from undergraduate students at Covenant University, and the undergraduate students at the University of Lagos. The population of study consisted of 374 undergraduate students from both schools. Questionnaire was physically administered to students in Covenant University while a google form was created for students in the University of Lagos due to the inaccessibility of students whose lecturers are currently on an industrial action. Data was analyzed using descriptive techniques in frequencies, percentages, and linear regression analysis. Results from the study revealed that 68.1% of students in Covenant University utilized more e-learning platforms like Moodle, Coursera, Zoom and WebEx unlike their counterparts in the University of Lagos who used only Moodle and Zoom by 43.6%. Also, 87.5% of Covenant University undergraduate students made use of their laptops mostly for their e-learning classes while 56.4% of their counterparts in the University of Lagos mostly made use of their smartphones. Findings revealed that students from the public University faced major challenges such as unstable internet connectivity, limited financial capability in buying devices such as laptops, and lack of skill and competence in navigating the e-learning platforms while students in the private universities on the contrary had relatively stable internet connectivity, could afford laptops and smart devices and had the requisite skills to properly navigate their e-learning platforms. The study concludes by recommending the provision of substantial financing that will aid in the acquisition of relevant technology to promote and support e-learning in public Universities in Nigeria. It also suggested the inclusion of public University students in adequate training on how to navigate the e-learning platforms, thereby equipping them with the requisite skills needed in maximizing the benefits of e-learning. By so doing, the Nigerian educational system would be better prepared in facing future emergencies that may warrant remote learning. Keywords: E-learning platforms, COVID-19, Emergencies, Challenges
Звіти організацій з теми "Federal aid to private schools"
1
Ezegwu, Chidi, Dozie Okoye, and Leonard Wantchekon. Impacts of Political Breaks on Education Policies, Access and Quality in Nigeria (1970 – 2003). Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe08.
Повний текст джерелаАнотація:
This study examines how the political interruptions in Nigeria between 1970 to about 2003 altered policies, institutional norms, governance structures, and attitudes in the education sector. Particular attention is given from 1973 to 2003, a period after the civil war, when the Federal Government became fully involved in managing primary and secondary schools (taking over schools from missions and private owners) up to 2003 when the first successful democratic transition took place. Further disruptions to the country’s democracy have been experienced since then, and have continued to inform the political economy of education sector development.
2
De Lucena, Thiago, Sammara Soares, Juliana Camargo, André Portela Souza, Amanda Arabage, and Lycia Lima. Vocational Education and Training in Brazil: Knowledge Sharing Forum on Development Experiences: Comparative Experiences of Korea and Latin America and the Caribbean. Inter-American Development Bank, June 2015. http://dx.doi.org/10.18235/0006998.
Повний текст джерелаАнотація:
The past decade has witnessed an unprecedented surge in the emphasis given to the role of vocational education and training in Brazil. This has been characterized by an increasing flow of resources from the government to vocational education and training and a substantial increase in the number of enrollments. Particularly from 2011 onwards, with the launch of the PRONATEC program as one of the main flagship initiatives of President Dilma Roussef's government, VET has gained even more visibility.The coverage of vocational education and training in Brazil is low, but it has an increasing trend. When compared to general education courses over time, the path is clear: VET education is gaining momentum, attracting more students that would otherwise follow a purely general track. Enrollment in VET courses still represents a small portion of total secondary education in Brazil but it has notably increased over the past years. The Federal government's spending on vocational education has risen from 0.04% of GDP in 2007 to around 0.2% of GDP in 2013. As a result, in 2007, 9% of total students enrolled in general secondary education were also enrolled in a VET program whereas in 2013, this number reached 17%. Regarding VET provision, although private institutions still enroll less students than public ones, their importance is far from negligible. Such institutions play an important role in VET in Brazil, with special attention to the so-called S System, which is privately managed but receive public funds through taxes over firms' payrolls. The S System is responsible for the provision of approximately 43% of professional and technical education in Brazil. Alongside of undeniable advancements pertaining to the recent surge of VET in Brazil, there are also several challenges. The challenges related to VET students and providers in Brazil are multidimensional and stretch over the entire student experience from a student's entry in a VET program, passing through school retention until the transition of students to the labor market. Among the main challenges pertaining VET in Brazil are the mismatch between supply and demand of professional skills, school evasion and lack of transparency by the government and VET providers.
3
Renaud, Alexander, Michael Forte, Nicholas Spore, Brittany Bruder, Katherine Brodie, Jessamin Straub, and Jeffrey Ruby. Evaluation of Unmanned Aircraft Systems for flood risk management : results of terrain and structure assessments. Engineer Research and Development Center (U.S.), August 2022. http://dx.doi.org/10.21079/11681/45000.
Повний текст джерелаАнотація:
The 2017 Duck Unmanned Aircraft Systems (UAS) Pilot Experiment was conducted by the US Army Engineer Research and Development Center (ERDC), Coastal and Hydraulics Laboratory, Field Research Facility (FRF), to assess the potential for different UAS to support US Army Corps of Engineers coastal and flood risk management. By involving participants from multiple ERDC laboratories, federal agencies, academia, and private industry, the work unit leads were able to leverage assets, resources, and expertise to assess data from multiple UAS. This report compares datasets from several UAS to assess their potential to survey and observe coastal terrain and structures. In this report, UAS data product accuracy was analyzed within the context of three potential applications: (1) general coastal terrain survey accuracy across the FRF property; (2) small-scale feature detection and observation within the experiment infrastructure area; and (3) accuracy for surveying coastal foredunes. The report concludes by presenting tradeoffs between UAS accuracy and the cost to operate to aid in selection of the best UAS for a particular task. While the technology and exact UAS models vary through time, the lessons learned from this study illustrate that UAS are available at a variety of costs to satisfy varying coastal management data needs.
4
Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.
Повний текст джерелаАнотація:
Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.