Добірка наукової літератури з теми "Government 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 "Government 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 "Government aid to private schools"
1
Egbebi, John Oluyemi, and Olayinka Tijani Wakili. "Effective Management of Private Schools in Nigeria: Necessity for Governments’ Intervention." Randwick International of Education and Linguistics Science Journal 1, no. 2 (September 30, 2020): 208–16. http://dx.doi.org/10.47175/rielsj.v1i2.87.
Повний текст джерелаАнотація:
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.
2
Berg, Thomas C., and Douglas Laycock. "ESPINOZA, GOVERNMENT FUNDING, AND RELIGIOUS CHOICE." Journal of Law and Religion 35, no. 3 (October 26, 2020): 361–79. http://dx.doi.org/10.1017/jlr.2020.40.
Повний текст джерелаАнотація:
AbstractThe U.S. Supreme Court's decision in Espinoza v. Montana Department of Revenue, holding that religious schools cannot be excluded from a state program of financial aid to private schools, is another incremental step in the Court's long-running project to reform the constitutional law of financial aid to religious institutions. There was nothing surprising about the decision, and it changed little; it was the inevitable next link in a long chain of decisions. To those observers still attached to the most expansive rhetoric of no-aid separationism, it is the world turned upside down. But the Court has been steadily marching away from that rhetoric for thirty-five years now. The more recent decisions, including Espinoza, do a far better job than no-aid separationism of separating the religious choices and commitments of the American people from the coercive power of the government. And that is the separation that is and should be the ultimate concern of the Religion Clauses—to minimize the government's interference with or influence on religion, and to leave each American free to exercise or reject religion in his or her own way, neither encouraged by the government nor discouraged or penalized by the government.
3
CB, Ahumaraeze. "Comparative Analysis of the Status of Implementation of School Health Services in Public and Primary Schools in Owerri Municipal, Imo State, Nigeria." IDOSR JOURNAL OF BIOLOGY, CHEMISTRY AND PHARMACY 8, no. 2 (May 15, 2023): 92–101. http://dx.doi.org/10.59298/idosr/jbcp/23/10.127.
Повний текст джерелаАнотація:
Effective school health service helps to reduce ill health, increase school attendance, academic performance, decrease school dropout rates, and additionally plays a role in identifying children with emotional, behavioural, and mental health problems for proper assessment and appropriate interventions. To assess the status of the school health services in selected public and private primary schools within Owerri Municipal Local Government Area, Imo State. A cross sectional descriptive study was carried out from March to April 2017. Out of the 48 government approved primary schools, 36 (12 public and 24 private) schools within Owerri Municipal LGA were assessed. Relevant data was obtained from school head teachers and direct observation was done where applicable. The responses were scored using a validated School Health Programme evaluation scale. The overall mean score for School Health Services in Owerri Municipal LGA was 13.14 with the mean scores of 14.42 for private and 10.58 for public schools which were significantly lower than the minimum acceptable score of 19. The private schools performed better than public schools in practice of School Health Services and their mean difference was statistically significant (p=0.012). School health personnel were available in fourteen (38.9%) schools, out of which one (8.3%) public school had health personnel. All (100%) schools had first aid boxes, but none of the schools had the boxes completely stocked. School health clinics were available in one (8.3%) public school and 5 (20.8%) private schools. School meals were served in six (25%) private but none in public schools. The overall status of school health services in primary schools within Owerri Municipal LGA is poor. The private schools performed comparatively better than public schools. These findings therefore portray the need for implementation of the National School Health Policy by the State Ministries of Education and Health. Keywords: Implementation, School Health Services, Public and Primary Schools.
4
Hameed, Shahul, Gousiya Mubashireen Muskan, Chethana K, and Kiran KG. "Prevalence of Anaemia among Adolescent Girls on Weekly Iron and Folic Acid Supplementation (WIFS) and Non WIFS Group in Rural Schools of Mangalore, Karnataka; a Comparative Study." National Journal of Community Medicine 13, no. 2 (February 28, 2022): 104–7. http://dx.doi.org/10.55489/njcm1322022159.
Повний текст джерелаАнотація:
Background: Weekly Iron and Folic Acid Supplementation (WIFS) Programme is an initiative to decrease the burden of anaemia among adolescents studying in Government schools.
Objective: To assess the difference in prevalence of anaemia among Government school-going adolescents girls on WIFS as compared to private school girls not on WIFS.
Methods: Cross-sectional study was conducted among adolescent girls, 7th to 10th standard in Government schools (on WIFS) and private schools (not on WIFS). The sample size in each group was 104, selected by multi-stage sampling. Data was collected using semi-structured questionnaire, clinical examination and haemoglobin estimation. Chi-square test and Unpaired t test used to compare the categorical and continuous variables respectively.
Results: The prevalence of anaemia among the school children in government schools was 51% and in the private schools it was 64.4%. The mean haemoglobin was 11.77 ± 1.41 and 11.34 ± 1.49 in government and private school girls, respectively, which was statistically significant (p=0.013).
Conclusions: The prevalence of anaemia among the government school girls was lesser as compared to the private schools girls, suggesting the role of WIFS in the reduction of prevalence of anemia. WIFS programme may be extended to private schools as well.
5
Eaton, Charlie, Sabrina T. Howell, and Constantine Yannelis. "When Investor Incentives and Consumer Interests Diverge: Private Equity in Higher Education." Review of Financial Studies 33, no. 9 (October 22, 2019): 4024–60. http://dx.doi.org/10.1093/rfs/hhz129.
Повний текст джерелаАнотація:
Abstract We study how private equity buyouts create value in higher education, a sector with opaque product quality and intense government subsidy. With novel data on 88 private equity deals involving 994 schools, we show that buyouts lead to higher tuition and per-student debt. Exploiting loan limit increases, we find that private equity-owned schools better capture government aid. After buyouts, we observe lower education inputs, graduation rates, loan repayment rates, and earnings among graduates. Neither school selection nor student body changes fully explain the results. The results indicate that in a subsidized industry, maximizing value may not improve consumer outcomes. Authors have furnished an Internet Appendix, which is available on the Oxford University Press Web site next to the link to the final published paper online.
6
Adeyemi, E. O., O. S. Olatunya, A. Ajibola, and O. J. Adebami. "An assessment of barriers to implementation of school health program in primary schools in Ido/Osi, Southwest, Nigeria: a qualitative study." Rwanda Public Health Bulletin 5, no. 1 (June 11, 2024): 45–52. http://dx.doi.org/10.4314/rphb.v5i1.5.
Повний текст джерелаАнотація:
INTRODUCTION: School Health Program is an event that promotes the understanding, maintenance, and improvement of the school community's health and ensures that children are at all times in a state of optimum health. The implementation of School Health Programme in most parts of Nigeria is, however, poor or suboptimal. The objective of the study was to assess the quality of the School Health Programme being implemented in Ido/Osi Local Government Area, Southwest Nigeria.METHODS: Focused group discussions were carried out among 4 different groups of 8 participants each, with each group comprised of different administrative heads and health instructors. The qualitative study was carried out among primary schools in the Ido/Osi local government area in Southwest Nigeria. The data were analyzed using a thematic framework approach for qualitative data analysis.RESULTS: Administrative heads and health teachers lacked in-depth knowledge of the School Health Programme. Most private schools had good buildings but the majority of public schools had dilapidated structures. All schools had at least a source of water. Toilet facilities were present in a few public schools and in all private schools. Most of the schools practice open dumping of refuse. All the schools had a first aid box but with varying content. Only one private school had a school nurse. All the schools send a child with suspected communicable diseases home. Free mid-day meals are available in public schools but lacking in private ones.CONCLUSION: The study revealed the poor state of SHP in Ido/Osi and identified deficiencies in the effective implementation of SHP.
7
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.
8
Hussain, Mohammed Sajjad, and Bharati Chand. "EMPIRICAL APPROACH FOR DEVELOPMENT OF PARENTAL PREFERENCES TO ADMIT CHILDREN IN SCHOOLS." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 10, no. 49 (October 31, 2021): 12062–70. http://dx.doi.org/10.21922/srjhsel.v10i49.9747.
Повний текст джерелаАнотація:
The present study was taken up to research question of Parental Preference for School Type. When government schools do exist in sufficient numbers alongside private schools, will families choose to enroll children in private schools over government schools? Does curriculum matter? Do other cultural factors matter?
9
Sotz, Carlos. "Private and Public Education in Kenya: the Case of Strathmore College." Estudios sobre Educación 7 (May 17, 2018): 69–90. http://dx.doi.org/10.15581/004.7.25592.
Повний текст джерелаАнотація:
After Independence the Kenya Government decided to shape one nation by removing racial discrimination from the education system and providing equal opportunities to all; this was achieved by transferring the management of all secondary schools and colleges to Boards of Governors and giving them Grant-in-aid status. To keep its autonomy Strathmore College opted to operate privately. The integration of the education system enhanced certain human rights but diminished religious freedom. The experience of Strathmore College shows that Boards of Governors and Sponsors may need more freedom to discharge their responsibilities.
10
Lleve, Eduardo Estobio, Leomarich Fortugaliza Casinillo, and Analita Abella Salabao. "Internal and external job stress of high school teachers in a private institution." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 14, no. 1 (February 29, 2024): 25–38. http://dx.doi.org/10.46223/hcmcoujs.soci.en.14.1.3075.2024.
Повний текст джерелаАнотація:
Private schools are working tirelessly to provide a quality education without support from the government. This article aims to evaluate the internal and external job stress of high school teachers in private schools in Leyte, Philippines, and determine its governing factors. The study involved a complete enumeration process in selecting the participants and gathering primary data. In analyzing and extracting relevant information from the data, standard descriptive metrics, correlation analysis, and Chi-square test for independence were employed with the aid of statistical software. The findings of the study depicted that private teachers are both internally and externally moderately stressful in their jobs. The Chi-square test revealed that employment status and years in service are associated with the private teachers’ internal job stress and it is significant at a 10% level. In addition, it is depicted that gender, monthly salary, and years in service are significantly dependent on the teachers’ external job stress at a 10% level. Conclusively, the school heads and management of private schools must lessen the work assignments to avoid exhaustion and increase benefits to improve the well-being of teachers. Moreover, it is suggested that teachers in private schools must be provided with training and seminars, incentives, supplies for teaching, and other benefits that improve their productivity and become globally competitive educators.
Дисертації з теми "Government 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
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.
4
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.
5
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.
6
Fisher, Elaine Kirstin. "A comparison of mathematics education in government and private schools in Mahbubnagar, India." Thesis, University of Newcastle upon Tyne, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438031.
Повний текст джерела
7
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
8
Moyle, Kathryn, and Kathryn Moyle@canberra edu au. "Digital technologies in Australian public schools : a narrative study of government policies." Swinburne University of Technology, 2002. http://adt.lib.swin.edu.au./public/adt-VSWT20060721.132427.
Повний текст джерелаАнотація:
Policies advocating the use of digital technologies in government schools
are promoted by all public school education systems in Australia. This is
reflected in the release of political media statements, policies, plans,
budgets, digital networking rollouts, curriculum developments, and
professional development activities. Resources are being directed towards
such initiatives from within school education budgets and from
departmental and 'whole of government' initiatives, at state, territory and
federal levels. While there is considerable activity being supported by
governments, outside of these activities academic publications specifically
about these school level initiatives are limited.
This research sets out to answer the question: 'what does public schooling
mean in Australia in the 21st century given its past tradition of free,
compulsory and secular schooling, and given the present policies that are
urging the ubiquitous use of digital technologies?' The purpose of this
research is to interpret, understand and explain the policies of the public
schooling systems in Australia advocating the use of digital technologies. In
doing so, this thesis aims to contribute to the development of a stock of
Australian research specifically in the schooling sector, about the use of
digital technologies in schools. Further, this thesis aims to stimulate and add
to the conversations concerning these policies. It is argued that the use of
digital technologies in schooling has the capacity to redefine what has
previously been understood by 'public schooling'.
This thesis is the outcome of an interpretative social inquiry where narrative
theory and hegemony have provided its theoretical bases. This thesis has not
set out to merge these theories nor has it attempted to reconcile the internal
differences within them, but rather, to draw from them, and to use
approaches that are pertinent to this study. While such an approach may be
contentious and bring some inherent difficulties, the intention of the research has been to draw upon the abstract understandings afforded by
these theories and apply them to concrete, particular, yet newly emerging
educational activities. This is to provide interpretative and explanatory
perspectives to the advocated use of digital technologies in Australian
schools and systems, and, in Chapter Six, to forward a proposition for future
action.
There are several different ways in which this thesis could have been
approached and finally could have been structured. Likewise, there are
many avenues that require research but have been left without investigation
due to limitations of size, space and time. This is not to negate their
importance, but rather it is to recognise the limits of this project and to
highlight the necessity for more research to be undertaken.
Throughout the thesis distance education has been considered in conjunction
with the policies directly impinging upon 'face to face' schooling. It is
argued that with the advocated use of digital technologies as an inherent part
of public schooling, there is emerging, a convergence in these two styles of
schooling. Further it is argued that experiences from school level distance
education practitioners have the potential to offer some insights that may be
useful for those in 'face to face' schools using digital technologies. It is
intended then, that the implications from this research will have the capacity
to influence how we view centrally developed school education policies,
curriculum leadership and management as well as what is intended to
happen in the classroom.
The thesis has been arranged into three parts. The first three chapters
comprise Part One. Chapter One identifies the research space for the thesis.
This is achieved by describing the fields of research from which this thesis
draws, and introduces the theoretical bases used in the research space
identified for this thesis. Chapter Two provides the theoretical bases for the
thesis in more detail. In doing so, positivist approaches to the research are
rejected. Chapter Three describes the research methods used to interpret,understand and explain the public schooling sectors' digital technologies
policies. Together, these three chapters provide an outline of the nature of
the research undertaking, and the theories and methods used.
Part Two also has three chapters. These are structured around the temporal
concept important to narrative theory; that of the past, the present and the
future. Chapter Four looks to the past and provides an account of the history
and three traditions, it is argued, impinge upon this research project. In
particular, this chapter discusses what was intended by the phrase 'public
education' in Australia during the 19th and 20th centuries. This chapter
establishes the context for the interpretations of the policies that follow.
Chapter Five seeks to understand and explain the policy narratives of the
present, defined as the research period between 1997 and 2001. This period
of time is thought of as sitting temporally between the past history and
traditions outlined in Chapter Four and the possible scenarios for the future,
proposed in Chapter Six.
Part Three brings the thesis to its conclusion by reflecting on the central
question identified for this thesis: 'what does public schooling mean in
Australia in the 21st century, given its past tradition of free, compulsory and
secular schooling, and given the present policies that are urging the
ubiquitous use of digital technologies?'
9
Russon, Jo-Ann Katherine. "Addressing poverty alleviation : the UK government-MNC interface in Sub-Saharan Africa." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677283.
Повний текст джерела
10
Kirk, Brian L. "The effects of the outstanding schools act on adequacy, equity, and property tax /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720546.
Повний текст джерелаКниги з теми "Government aid to private schools"
1
Government regulation of private schools: A bibliography. Monticello, Ill: Vance Bibliographies, 1985.
Знайти повний текст джерела
2
Alberta. Private Schools Funding Task Force. Funding private schools in Alberta. [Edmonton, Alta.]: The Task Force, 1997.
Знайти повний текст джерела
3
Education, Alberta Alberta. Funding for school authorities in the 1996-97 school year: A manual for school jurisdictions, private schools, and private ECS operators. [Edmonton, Alta.]: Alberta Education, 1996.
Знайти повний текст джерела
4
MacFarlane, Jeanette. Factors affecting perceptions of experienced public sector teachers concerning the appropriateness of public funding of private schools. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1987.
Знайти повний текст джерела
5
Lawton, Stephen B. Alternative methods of financing private schools in Ontario. [Toronto, Ont: Commission on Private Schools in Ontario], 1985.
Знайти повний текст джерела
6
Data Research, Inc. (Rosemount, Minn.), ed. State aid to parochial schools: A special report. Rosemount, Minn: Data Research, 1987.
Знайти повний текст джерела
7
Witte, John F. Public subsidies for private schools: Implications for Wisconsin's reform efforts. Madison, Wis: Wisconsin Center for Educational Policy, University of Wisconsin-Madison, 1991.
Знайти повний текст джерела
8
Swift, Susan. Funding of private religious schools: Adler v. Ontario. Toronto: Legislative Research Service, Ontario Legislative Library, 1997.
Знайти повний текст джерела
9
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
10
Carter-Yamauchi, Charlotte A. SPRBs for private schools: Practical and constitutional considerations. Honolulu, Hawaii: Legislative Reference Bureau, 2001.
Знайти повний текст джерелаЧастини книг з теми "Government aid to private schools"
1
Iwabuchi, Kazuaki, Kouki Hodama, Yutaka Onishi, Shota Miyazaki, Sae Nakae, and Kan Hiroshi Suzuki. "Covid-19 and Education on the Front Lines in Japan: What Caused Learning Disparities and How Did the Government and Schools Take Initiative?" In Primary and Secondary Education During Covid-19, 125–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81500-4_5.
Повний текст джерелаАнотація:
AbstractWhile the COVID-19 pandemic posed unprecedented challenges to the education system of Japan, the government and schools took necessary measures to combat the outbreak and ensure student learning continued. The temporary school closure, following the state of emergency, continued for 2 months, from April through May of 2020. Even after the declaration was lifted in May 2020, schools adopted the new-normal way of operations. By shortening the summer break and holding alternative classes, elementary, junior, and senior high schools, except for universities, returned to normal while the COVID-19 pandemic was settling down, and ended the semester regularly in December 2020. The temporary closure, however, led to a huge disparity in implementing online classes, depending on availability of personal laptops in schools. Many private schools, and a substantial number of public schools established by innovative local governments, such as Saga Prefecture and Shibuya Ward, were successful in transitioning to online learning. However, most public schools were unable to hold online courses due to the lack of facilities both in schools and at student households. Aware of the disparities, the government brought forward a policy initiative to distribute personal PCs to all elementary and junior high school students, and to supply high-speed IT networks to each school, with an expected completion of March 2021. In this chapter, we will explore various disparities in depth, particularly underlining the relationship between ICT environments in schools and the issue of school founders. Additionally, we provide an overview on how the government and schools coped with the crisis, capitalized on the policy initiatives, and utilized available resources. As a concluding remark, we aim to leave room for optimism by taking this pandemic as an opportunity to reconsider and reimagine education. Note: This chapter has nothing to do with operations of organizations that respective authors belong to, and the views expressed in this chapter do not represent organizations’, but are authors’ own.
2
Schulpen, Lau, and Paul Hoebink. "From Favoritism via Abundance to Austerity—NGDO-government Relations in the Netherlands." In Private Development Aid in Europe, 173–213. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137009777_6.
Повний текст джерела
3
Pearigen, Robert W. "Government Aid to Religious Schools Commentary and Analysis." In Information, Computer and Application Engineering, 29–54. London: CRC Press, 2018. http://dx.doi.org/10.1201/9780429434617-3.
Повний текст джерела
4
Hoebink, Paul, and Lau Schulpen. "From Plains and Mountains: Comparing European Private Aid and Government Support for Private Aid Organizations." In Private Development Aid in Europe, 292–319. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137009777_9.
Повний текст джерела
5
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.
6
Dower, Nigel. "Are Government Aid and Private Charity Morally on a Par?" In Conflict and Change in the 1990s, 63–79. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-12728-3_5.
Повний текст джерела
7
Seppänen, Piia, Iida Kiesi, Sonia Lempinen, and Nina Nivanaho. "Businessing Around Comprehensive Schooling." In Finland’s Famous Education System, 137–53. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_9.
Повний текст джерелаАнотація:
AbstractThe idea of education as a commodity, particularly as a field of export, has gradually taken hold in Finland creating a base for government collaboration with edu-business. In that logic comprehensive schooling for citizens in a small nation like Finland is positioned as a tool for a platform economy and to make profit within a sector of welfare society that has traditionally been considered separate from business-making forces. In this chapter after briefly describing the commercial actors in comprehensive schooling in Finland, we aim to understand how businessing around comprehensive schooling works in Finland based on interviews with different types of actors who aim to create this industry. We distinguish the rationalities, logics and modes of operation of edu-business. The rationale behind private actors’ involvement in comprehensive schooling in Finland rests on their claimed ability to create “innovations” that schools themselves cannot make, mainly related to the use of technology. Possible negative side effects are not discussed. Edu-preneurs emphasise “evidence based” activities done outside the academic community, nevertheless they call this research. Industry-making in education is conducted via networks facilitating various edu-business related activities by connecting interests and actors. We conclude that society needs to be wary of multiple lines of products and policy pressures by global edu-business creating new policies like auditing and quality assurance policies to guide and consult education policy-makers. Overall developments in businessing around comprehensive schooling raise questions about democracy and schooling as public service in a small nation like Finland.
8
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
9
Lauer, Lynden, Shirley Watters, Kari Morris, and Sandra Griffin. "Brokering School-Community Partnerships: Cross-Sector Advocacy and Hard Work." In Schools as Community Hubs, 45–59. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9972-7_4.
Повний текст джерелаАнотація:
AbstractCollaboration within government and across sectors can be challenging due to differing priorities, disciplinary perspectives and funding cycles. This complexity can be a barrier when it comes to enabling schools to respond to local contexts and developing strong community partnerships. This chapter shares insights from one Australian state government pilot program that aimed to broker cross-sector relationships to benefit the health, wellbeing and educational outcomes of school children and the broader community. Established in 2014, the Community Hubs and Partnerships (CHaPs) pilot program was initiated by the Queensland Government to work with all levels of government, non-government organisations and the private sector to plan accessible and cost-effective social infrastructure to connect communities and support coordinated delivery of community services. Based on the practical experience obtained over seven years, this chapter discusses strategies for brokering partnerships, along with the types of impact and outcomes that can be achieved through collaborative approaches to planning social infrastructure. To illustrate the approaches and strategies that support the establishment of schools as community hubs, it profiles two related projects: Yarrabilba Family and Community Place, and the Buzz at Yarrabilba.
10
Waldron, Kathryn, and Christopher J. Coyne. "You Can’t Develop What You Don’t Know: The Realities and Limitations of Foreign Aid Missions." In International Studies in Entrepreneurship, 191–212. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-49196-2_11.
Повний текст джерелаАнотація:
AbstractMariana Mazzucato argues that capitalism needs to be rebuilt around private-public partnered “missions.” To facilitate these missions, Mazzucato provides seven pillars to serve as guidelines. Using Mazzucato’s pillars, we critically review US government efforts to develop the local economy and establish new political institutions through foreign aid. We analyze the successfulness of these “missions” by assessing government officials’ ability to overcome the “knowledge problem” and “political economy problems.” We conclude that Mazzucato’s pillars are unlikely to be satisfied due to these dual problems.
Тези доповідей конференцій з теми "Government 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
Min, Zhao, and Lv Youdian. "Notice of Retraction: The study of effects on individual career management of private elementary and middle schools' teachers — Taking private elementary and middle schools of Dongguan city for example." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5881434.
Повний текст джерела
3
Ishida, Satoshi. "Remote Learning Responses to the COVID-19 Situation in Creating Collaborative Learning Environment: Cases from Nagasaki’s Public Schools." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.009.
Повний текст джерелаАнотація:
Abstract This paper examines collaborative learning environment through remote learning in local government. While COVID-19 brought pedagogical and financial challenges to public schools that were already experiencing crises in the management of their educational programs, it also created new opportunities to strengthen relationships and create institutions that will bring out the resilience needed to bounce back stronger and better than before. Government-led approaches to introduce ICT into the educational environment have become even more important in the during the COVID-19 disaster, and in this crisis, public school education in remote areas, including remote island regions, is about to undergo a major transformation. In recent years, ICT environments have begun to be established in educational settings throughout the country. However, it is a fact that there is a large difference in the response to remote learning among local governments. On the other hand, some local governments in Nagasaki Prefecture have begun initiatives to collaborate with private companies and universities to enhance remote learning. In particular, in remote island areas, cross-border collaborative remote learning is being developed in a way that makes use of past experiences. These efforts are expected to meet the needs of the "new normal" under the COVID-19 situation and to be effectively used as "hubs for collaborative learning" that will become the standard in the future. This paper briefly explores the challenges and possibilities of how the promotion of remote learning can bring a ray of hope to the educational field of public schools, using the case of Nagasaki Prefecture, which includes remote island area. KEYWORDS: Remote Learning, Online Education, COVID-19, Collaborative Learning, Nagasaki
4
Agarwal, Sonakshi, and Purvi Vora. "IMPROVING READING FOR ENGLISH LANGUAGE LEARNERS (ELLS) IN GOVERNMENT SCHOOLS USING A VIRTUAL CLASSROOM PLATFORM- A PUBLIC-PRIVATE PARTNERSHIP MODEL." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0638.
Повний текст джерела
5
Pozzer, Lilian L. "A HUMAN RIGHTS CENTRED HISTORICAL APPROACH TO TEACHING SCIENCE FOR SOCIAL CHANGE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end012.
Повний текст джерелаАнотація:
"The COVID-19 pandemic brought to light uncomfortable realizations for science educators; it has become patently obvious how much confusion and misunderstanding there exist about basic scientific facts that could help one make informed decisions, from individual choices to policy making at all levels of government. The extreme polarity in public and private discourses related to COVID-19 might be augmented by political views, economic interests and social media algorithms, but at the bottom of it all there is a lack of understanding of scientific concepts and of the nature of science, as well as its sociocultural and historical contexts. There is also a lot of skepticism about science and scientists. This skepticism is not completely out of place; historically, there are embarrassing large numbers of cases in which human rights were infringed in the name of advancements of scientific knowledge. There are also incredible contributions of science to upholding and improving human rights. Whereas scientific discoveries are presented by the media as noteworthy and celebrated, there is a lack of intentional exploration and meaningful discussion of the “ups and downs” of science throughout its history and across cultures in the context of its relationship with human rights. To address this issue, I developed and implemented two courses designed for pre-service and in-service teachers, exploring the rather turbulent history of science and human rights from ancient times to the present day, from a perspective that considers both science and human rights within social, cultural and historical contexts, and highlights the contributions of science to human rights causes, from both negative and positive cases. Rather than promoting a naïve view of science as an a-cultural practice, detached from its sociocultural and historical context, and uncritical of the hegemonic Western, Judeo-Christian, White, male, heteronormative and colonial grounds on which rests the mainstream science presented in grade school textbooks, the courses pushed the boundaries of the very definition of science and its role in human rights causes, challenging students to consider the many implications of how we define, present and study science in schools, as well as how we promote and use scientific knowledge in our lives. Students in the courses were challenged to (re)envision science and human rights as they critically analyzed predominant Discourses from an eco-pedagogical social-cultural and historical perspective. A description of the courses and results evidencing the impact of the courses on students’ conceptualizations of science education for social change are reported in this conference presentation."
6
POLCYN, Jan, and Bazyli CZYŻEWSKI. "POPULATION DENSITY IN RURAL AREAS AS A DRIVER OF THE HUMAN CAPITAL DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.042.
Повний текст джерелаАнотація:
Rural areas are typically characterised by uneven access to education and the resulting varying levels of pupils’ educational attainment. The inefficiency of the education system may lead to a decreased level of human capital development in the society. It is therefore vital to identify the factors responsible for the inefficiency of the education system and take steps to mitigate their negative impact. The aim of the present study is to determine the relationship between the population density in rural areas, the pupils’ average level of examination performance and the educational value added. The analyses were based on the exam results achieved by lower secondary school-leavers in 1,372 rural communes between 2012 and 2014. The original intention was to include all rural communes in the analysis. However, due to the incompleteness of the data concerning some of the communes, they were eventually excluded from the study. The final sample for analysis consisted of about 58% of all rural communes in Poland. The communes were divided into classes, based on the criterion of population density. The objects under study were arranged in an ascending order according to the value of the population density variable, and then divided into four classes (class A contained 25% of communes with the highest population density). The classes thus defined were used as a qualitative predictor in the subsequently performed ANOVA test. As a next step, contrasts were determined by applying a simple contrast to the analysed classes of communes. The analyses revealed that the highest examination results were achieved in the communes with the highest population density, while the lowest examination results were found in the communes with the lowest population density. This dependence may be indicative of educational negligence at lower levels of education, in this particular case - at the stage of primary school. The results of the analyses point to the need for expanding the network of nursery schools. To address the above problem, financial support should be provided from the state budget to social initiatives aimed at increasing the access to nursery schools, e.g. by creating an appropriate system of subsidies for nursery schools run by both local governments and private entities.
7
Ola, George Tayo, Christiana Adetunde, and Oluwamumibori Victoria Agboola. "EMPATHY TRAINING AS A MEANS OF PREVENTING BULLYING IN SELECTED SECONDARY SCHOOLS: ALIMOSHO LOCAL GOVERNMENT AREA, LAGOS, 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.202237.
Повний текст джерелаАнотація:
Bullying is a maladaptive behaviour that children and adolescents face daily in schools all around the world. It is prevalent in today's schools and is commonly found in secondary schools. It is a complicated social problem that can have serious negative implications for both bullies and victims, especially when the victim is physically or psychologically harmed. The study, therefore, examines empathy training among students to prevent bullying behaviour in selected secondary schools in Alimosho local government area of Lagos state. A survey method was utilized using the structured questionnaire as an instrument of data collection. Utilizing a simple random sampling, three hundred and seventy-six copies of the questionnaire were administered to students in the four secondary schools. However, three hundred and thirty were retrieved which were used for the analysis. Quantitative data were tested using Quantitative data was analysed utilizing the descriptive statistics with the aid of the Statistical Package for Social Science (SPSS) version 23. A descriptive analysis was used with the use of frequency counts and percentages for the analysis of the data. Findings of the study shows that many victims of bullying get involved in substance abuse and lose interest in schooling. Therefore, empathy training and encouraging victims to make timely reports on incidences of bullying are crucial to mitigating bullying and its consequences in secondary schools in Lags State. Keywords: Bullying, Empathy training, prevention of bullying, Secondary schools
8
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.
9
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.
10
Bower, Linda. "Bulgaria's Digital Transformation." In 9th International Conference on Human Interaction and Emerging Technologies - Artificial Intelligence and Future Applications. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002953.
Повний текст джерелаАнотація:
For over three decades, Bulgaria has been advancing the level of technology in the country. The strategy has evolved from e-government into digital transformation. In the beginning, the country’s e-Government program was focused primarily on developing and upgrading infrastructure elements and main systems. However, the existing regulatory framework was able to accommodate e-Government, but it did not stimulate it. In addition, difficult to achieve high efficiency achieve high efficiency due to a lack of a systematic approach to e-Government development. Some agencies had progressed significantly in implementing electronic administrative services, but in general, e-services were limited.The government forged a strategic framework to implement e-government, and a new e-government agency was established to guide the process. Tis strategy has been successfully implemented: the government has gone paperless, citizens have mobile access to government services, and schools receive curriculum materials electronically. e-Government system, part of an end-to-end solution to provide e-Government services The main components of Bulgaria’s e-Government infrastructure include portals, networks, eIdentificatin/e/Authorization, and knowledge management. The legal framework includes legislation, freedom of information, data protection/privacy, e-commerce, e-communications, and e-procurement.Bulgaria has obtained significant benefits from this program. In particular, it has contributed to a tangible reduction of the administrative burden on citizens and business. Going paperless by itself has saved hundreds of tons of paper and humdreds of thousands of dollars annually. In addition, government processes have been optimized, and systems are more reliable and secure.The program continues with Digital Bulgaria 2025. This program has a vision beyond government operations and seeks to bring the benefits of digital technology to all sectors of the economy and society. The goal is to create an environment to foster the widespread use of information and telecommunications technologies (ICT), along with new technologies for businesses and citizens. Continued progress in e-government is an important part of the program, as well as modernizing education, improving the digital ICT skills of the workforce, and increasing the number of highly qualified ICT specialists. Significant benefits are expected from the implementation of this strategy.It encompasses achievements so far and the new European strategic and programming guidelines for achieving a smart, sustainable and inclusive digital growth. The goal is widespread implementation of intelligent solutions in all areas of the economy and society, and modernizing information and communications technologies (ICT
Звіти організацій з теми "Government aid to private schools"
1
Das, Jishnu, Joanna Härmä, Lant Pritchett, and Jason Silberstein. Forum: Why and How the Public vs. Private Schooling Debate Needs to Change. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/12.
Повний текст джерелаАнотація:
“Are private schools better than public schools?” This ubiquitous debate in low- and middle-income countries is the wrong one to have. The foreword and three essays collected in this Forum each explore how to move past the stuck “public vs. private” binary. Jason Silberstein is a Research Fellow at RISE. His foreword is titled “A Shift in Perspective: Zooming Out from School Type and Bringing Neighborhood Education Systems into Focus.” It summarizes the current state of the “public vs. private” debate, outlines an alternative approach focused on neighborhood education systems, and then synthesizes key findings from the other essays. Jishnu Das has conducted decades of research on school systems in low-income countries, including in Zambia, India, and Pakistan. His essay is titled “The Emergence and Consequence of Schooling Markets.” It describes exactly what schooling markets look like in Pakistan, including the incredible variance in school quality in both public and private schools within the same village. Das then reviews the evidence on how to engineer local education markets to improve learning in all schools, including polices that have underdelivered (e.g., vouchers) and more promising policies (e.g., finance and information structured to take advantage of inter-school competition, and a focus on the lowest performing public schools). Das’ research on Pakistan is available through leaps.hks.harvard.edu, which also houses the data and documentation for the project. Lant Pritchett writes from a global lens grounded in his work on systems thinking in education. His essay is titled “Schooling Ain’t Just Learning: Controlling the Means of Producing Citizens.” It observes that governments supply, and families demand, education for many reasons. The academic emphasis on one of these reasons, producing student learning, has underweighted the critical importance of other features of education, in particular the socialization function of schooling, which more persuasively explain patterns of provision of both public school and different kinds of private schools. With this key fact in mind, Pritchett argues that there is a strong liberty case for allowing private schools, but that calls for governments to fund them are either uncompelling or “aggressively missing the point”. Joanna Härmä has done mixed-methods research on private schools across many cities and rural areas in sub-Saharan Africa and India, and has also founded a heavily-subsidized private school in Uttar Pradesh, India. Her essay responds to both Das and Pritchett and is titled “Why We Need to Stop Worrying About People’s Coping Mechanism for the ‘Global Learning Crisis’—Their Preference for Low-Fee Private Schools”. It outlines the different forces behind the rise of low-fee private schools and asserts that both the international development sector and governments have failed to usefully respond. Policy toward these private schools is sometimes overzealous, as seen in regulatory regimes that in practice are mostly used to extract bribes, and at other times overly solicitous, as seen in government subsidies that would usually be better spent improving the worst government schools. Perhaps, Härmä concludes, “we should leave well enough alone.”
2
Ravi, Aparna, Jayna Kothari, Sudhir Krishnaswamy, Varsha Iyengar, and Shruthi Chandrasekaran. Redressal of Teacher Grievances through the Courts – A Comparative Study Across Nine States in India. Centre for Law and Policy Research, October 2014. http://dx.doi.org/10.54999/wqzi8362.
Повний текст джерелаАнотація:
This Report presents the analysis, findings and recommendations of a study conducted by the Centre for Law and Policy Research on the use of the courts for grievance redressal by teachers in government and government-aided private schools in nine States in India for the period from 2009 to June 2014.
3
Roy, Pratim, Anita Varghese, Bhavya George, and Madeleine Gefke. Lessons in Experiential Learning from a Biosphere Reserve. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf2107.2024.
Повний текст джерелаАнотація:
Learning from the field is at the core of the approach that Keystone Foundation, a non-governmental organisation (NGO) based in the Nilgiri Biosphere Reserve, Western Ghats, India has been engaged in since its inception in 1993. As a group for eco-development initiatives, we engage with children and the youth from local to global, and formal and non-formal institutions. Through this report, we used the opportunity to reflect on our experiments with field learning and alternative pedagogies that are currently ongoing through the Nilgiri Field Learning Centre (a collaboration between Keystone Foundation and Cornell University) and the Climate Smart School initiative, which has been implemented in 15 schools (both private and government run). We seek to: a) explore the knowledge produced and the pedagogical approaches that have been enabled; b) examine the impact of field learning in terms of capacity; and c) reflect on our efforts at mainstreaming these pedagogies through government schools. Additionally, we collaborated with alumni from the field learning programmes to conduct a survey to assess the status of education among children belonging to indigenous communities in the Nilgiris.
4
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.
5
Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.
Повний текст джерелаАнотація:
Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.
6
Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.
Повний текст джерелаАнотація:
Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with district-level education bureaucracies, schools, and communities in two districts in the state of West Java in Indonesia, this article shows that decentralisation has indeed led to community-responsive policy-development in Indonesia. The district-level education bureaucracies in both districts did appear to prioritise community preferences when choosing to prioritise specific educational reforms from among many introduced by the national government. However, the optimality of these preferences could be questioned. The prioritised policies are reflective of cultural and religious values or immediate employment considerations of the communities in the two districts, rather than being explicitly focused on improving learning outcomes: the urban district prioritised degree completion, while the rural district prioritised moral education. These preferences might appear sub-optimal if the preference is for education bureaucracies to focus directly on improving literacy and numeracy outcomes. Yet, taking into account the socio-economic context of each district, it becomes easy to see the logic dictating these preferences: the communities and the district government officials are consciously prioritising those education policies for which they foresee direct payoffs. Since improving learning outcomes requires long-term commitment, it appears rational to focus on policies promising more immediate gains, especially when they aim, indirectly and implicitly, to improve actual learning outcomes. Thus, more effective community mobilisation campaigns can be developed if the donor agencies funding them recognise that it is not necessarily the lack of information but the nature of the local incentive structures that shapes communities’ expectations of education. Overall, decentralisation is leading to more context-specific educational policy prioritisation in Indonesia, resulting in the possibility of significant district-level variation in outcomes. Further, looking at the school-level variation in each district, the paper shows that public schools ranked as high performing had students from more privileged socio-economic backgrounds and were catering for communities that had more financial resources to support activities in the school, compared with schools ranked as low performing. Thus, there is a gap to bridge within public schools and not just between public and private schools.
7
Ryu, Kirak, and Hanna Moon. Skills for Work: 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/10.18235/0007000.
Повний текст джерелаАнотація:
This study investigates Korea's success in the area of skills development and what role the Korean government played during the stages of Korean economic development since the 1960s. Major achievements connected with the Korean skills development system over the last few decades are described and evaluated. However, it is worth noting that the Korean system has confronted challenges, arising from rapid changes in the economic and social environment that have put the sustainability of its current skills development system into question. In this regard, this study also analyzes the direction the Korean skills development system is moving toward and makes policy recommendations concerning how current challenges may be better handled.In doing so, the notion of lifelong skills development is derived. This notion signals a shift away from a government-led, supply driven model towards a locally based, demand-driven model, in order to align the supply of education and training programs with the needs of local business, and the improved effectiveness of Korea's skills development system over the coming years. The Korean government has played a key role in establishing the skills development system over the last few decades. Government intervention in skills development has addressed both the public and private sector. In the public sector, government initiatives established vocational education and training institutions in response to rising demand for skills, and according to economic development strategy. In the private sector, government legislation established regulations and institutions that incentivized private employer investment in in-plant training by providing financial support (e.g., levy-exemption) until the late 1990s, with the levygrant system under the Employment Insurance Act effective since 1995. These measures helped employers to bear costs related to training prospective and existing employees. Additionally, national qualification systems helped job seekers to undertake vocational training, which was in high demand throughout the labor market. This paper briefly describes challenges and concerns connected with establishing a lifelong skills development system in Korea. The analysis will focus on how the existing government-led VET system may be transformed into a public-private partnership based model that provides better VET programs. Additionally, the VET system needs to foster lifelong employment or employability rather than lifelong jobs, which was previously the cornerstone of the Korean employment system. Regarding career development, policy intervention needs to disestablish the "monorail" career trajectory of school-work-retirement, in favor of diversified careers by establishing flexible and competency-based qualification systems. This paper also describes some examples of instances of application of the lifelong skills development system in Korea. In-depth case studies are carried out regarding the development and application of National Competency Standards, the local-industry tailored skills development system, and reform of secondary vocational education focused on specialized vocational and Meister Schools in Korea. However, the Korean central government must still perform a significant role in managing and monitoring skills development. It should continue to use policy to foster public-private partnership in skills development, as local municipalities and sectoral stakeholders are yet to develop their own capabilities in this area. In addition, National Competency Standards (NCS) and regional Human Resources Development (HRD) committees need to further develop their roles and functions in order to better meet the diversified demands of business and employees and adapt to rapid technological and organizational changes. To further expedite the fine-tuning of skill policy in rapidly changing markets, forecasting skill demand and supply requires further attention, although it is becoming incr
8
López Corral, Antonio M. Learning in Twenty-First Century Schools: Note 3: Public-Private Partnerships in School Infrastructure in Latin America. Inter-American Development Bank, December 2014. http://dx.doi.org/10.18235/0006291.
Повний текст джерелаАнотація:
The objective of this chapter is to provide the tools needed to support the governments of Latin American countries in assessing potential operations and opportunities that can be carried out as PPPs, a mechanism which facilitates the development of these countries by promoting the participation of the private sector in the provision and funding for infrastructures, facilities, and educational sector services.
9
Elacqua, Gregory, Nicolas Figueroa, Andrés Fontaine, Juan Francisco Margitic, and Carolina Méndez. COVID-19 Exodus: Parent preferences for public schools in Peru. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005095.
Повний текст джерелаАнотація:
In 2020 in Peru, the Ministry of Education (MINEDU), in response to the COVID-19 pandemic, organized a centralized assignment mechanism that allowed thousands of students at multiple levels of education to move from the private sector to the public sector due to an unprecedented rise in demand. Exploiting the randomness in the assignment of students to their new schools, we causally estimate which public school characteristics families that had decided to study in the private sector before COVID-19 value the most and how preferences for school attributes change after parents experience public schools. We find that families care about the distance to the assigned school and the relative academic and peer quality with respect to their school of origin. Parents weigh features such as distance to school and peer demographics differently when deciding whether or not to remain at the assigned school. These findings provide insights into how governments can strengthen the supply of public schooling.
10
Elacqua, Gregory, Nicolas Figueroa, Andrés Fontaine, Juan Francisco Margitic, and Carolina Méndez. Exodus to Public School: Parent Preferences for Public Schools in Peru. Inter-American Development Bank, December 2023. http://dx.doi.org/10.18235/0005497.
Повний текст джерелаАнотація:
Due to an unprecedented rise in demand, in 2020 the Peruvian Ministry of Education implemented a centralized assignment mechanism that allowed thousands of students at various levels of education to move from the private to the public sector. In this paper, we empirically explore the determinants of accepting a public school assignment and, subsequently, remaining in the public system. Specifically, we exploit the randomness in the assignment of students to new public schools to causally estimate the influence of distance on the decision to accept a public school placement, and we explore its role in the decision to remain there. We also provide insights into various determinants of parental preferences. Our findings reveal that families care about distance from home to the assigned public school as well as the relative academic and peer quality with respect to their school of origin. Parents weigh these factors differently based on their familiarity with them. Consequently, experiencing a new school environment can alter the significance of specific attributes when it comes time to decide whether to stay at the assigned school. These findings offer valuable insights into how governments can strengthen the supply of public schooling.