Dissertations / Theses: 'Education and state Vanuatu'

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Hartsock, Tanner. "Magma evolution, P-T conditions and volatile degassing of a steady-state volcano: Yasur, Vanuatu." Thesis, University of Iowa, 2019. https://ir.uiowa.edu/etd/6757.

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Yasur is an active scoria cone volcano in the Siwi Caldera on the island of Tanna, Vanuatu, in the South Pacific. This volcano has been erupting continuously for the last 800 years and is the latest manifestation of episodic volcanic activity in this area dating back to the late Pliocene. Yasur eruptions consist of intermittent Strombolian-style explosions of pyroclastic debris with emissions of volatiles such as SO₂, HCl and HF. Other than CO2 and H2O, the most abundant gas emitted from Yasur is sulfur, and plume monitoring has confirmed the volcano as one of the largest point sources of sulfur on the planet with an average flux of 600-1400 tons/day. Fluorine poses a chronic environmental health risk on Tanna, so understanding long-term exposure rates as well as periodic increases in volcanic intensity will help to better quantify its risk. In this study we gauge compositional variation of magma using fresh pyroclastic bombs collected over a 3-month period from August to November, 2016. Our results suggest long-term broad compositional stability in both the whole-rock and groundmass glass and minerals. Our results show slight variation in volatile phases in both olivine-hosted melt inclusions and groundmass glass over an intensively sampled 3-month period, which suggests that the plumbing beneath Yasur harbors an open-system degassing environment. Volcanic eruptions are usually driven by magma mixing, however, our results show no compositional variation in phenocrysts. We show that Yasur is an excellent example of an inefficiently degassed volcano, and that volcanic activity is controlled by volatile flux. We also use cotectic compositional data to calculate pressure and temperature conditions within the magma chamber and assess fluxes of volatiles from the magma using melt inclusion analyses for S and Cl. Our study places new bounds on the vertical extent of the magma chamber and suggests differentiation from a basaltic trachyandesite at depths of up to 12 km.

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Willans, Fiona. "Ideological and implementational spaces for multilingual education : a case study in Vanuatu." Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/ideological-and-implementational-spaces-for-multilingual-education(4248d1c3-3036-4cf2-a4e8-3c5a4c4ecba5).html.

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This study is a discourse-oriented ethnographic investigation of language-in-education policy in Vanuatu. Following a period of joint Anglo-French colonial rule, education currently follows a dual-submersion model, in which children are enrolled in either English-medium or French-medium schools, while the remaining 106 languages are excluded. A case study of one English-medium school and one French-medium school demonstrates that a single language (either English or French) is constructed as the only appropriate language of each institution, but that this construction is challenged in two ways. It is, firstly, undermined by the heteroglossic reality of daily language practices. Teachers and learners make use of multiple linguistic resources in order to negotiate their school lives, using only just enough English or French to conform to the monolingual ideal. It is, secondly, contradicted by the desire for ‘bilingualism’ in English and French, as the vestiges of Vanuatu’s double colonial heritage have been reimagined in unexpected ways. The dual legacy has been transformed from being a reminder of an oppressive and burdensome past to being both a gateway to double opportunity and a marker of a ‘bilingual’ national identity that should be celebrated. The thesis examines the way participants mediate the tension between competing conceptualisations of ‘language’ and ‘languages’ in education. It considers whether ideological and implementational spaces (Hornberger, 2002) can be found amongst the contestation for the incorporation of alternative or additional linguistic resources. It suggests the need to rethink the notion of media of instruction, and to look for ways to foster the productive use of repertoires of learning and teaching, drawing on whichever resources are available to be used. In so doing, it reorients the problem from an approach to education policy and planning that is driven by language, to an approach to language policy and planning that is driven by learning.

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Dyer, Jayne Elizabeth. "The nexus of language interaction and language acquisition in Vanuatu with the development of Bislama : the role and response of education." Title page, table of contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09EDM/09edmd996.pdf.

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Lake, Barry Martin. "The education policy of the Presbyterian church of the New Hebrides (Vanuatu) 1948 - 1980." Thesis, Lake, Barry Martin (1985) The education policy of the Presbyterian church of the New Hebrides (Vanuatu) 1948 - 1980. Masters by Coursework thesis, Murdoch University, 1985. https://researchrepository.murdoch.edu.au/id/eprint/41194/.

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The Presbyterian Mission began its work in the New Hebrides in 1848. From this point onwards the work gradually spread throughout the islands. Evangelization, medical care and education formed the three-fold basis upon which the Mission pursued its tasks. This approach was not unusual; the Christian Church had long directed its efforts towards these ends wherever its missionaries had ventured. What was unusual in the case of the New Hebrides was the length of time which the Missions had to carry the work of education, and to a lesser degree medical care. In the absence of any formal government to begin with, and later the lack of resolve of the Condominium Administration, the Missions were left with no alternative but to press on with their own educational structures. The Presbyterians carried the greater portion of this burden. From the outset, "education" meant teaching in the vernacular in order to enable the native people to read the Bible - translation of which formed a major undertaking for the early missionaries. This concept survived for close to one hundred years. The system prevailed throughout at the village level. The only other educational enterprise which existed during the period was the Tangoa Training Institute. Begun in 1895, it became the focal point for the training of teacher-catechists. That the Institute perpetuated a low standard of education throughout the islands was early recognized. Yet the situation persisted. During the early decades of the twentieth century it became apparent that a number of New Hebrideans were seeking a form of education which had not to date been offered; something more in keeping with the capacity to enter secular areas of employment. The Church was reluctant to enter such a field. Industrial training was often mooted but never seriously contemplated. A number of Presbyterian leaders did, however, perceive the inadequacy of the form of education being offered. Something was needed to broaden the horizons beyond the narrow limits of a religious education. It was abundantly obvious that the government would not fulfil the requirements. The Church, knowing full well that by nature the task did not belong to it, took up the challenge for the sake of the people it served. The 1940's witnessed extensive efforts in the educational field. The Tangoa Institute was upgraded and this strengthened the teaching at the village level. District schools began to be established and were added to in the 1950's. The Presbyterian hospital became the training centre for medical workers. Educational work among women received considerable attention. In 1953 the Presbyterians opened Onesua High School. The concept of education for nationhood began to be the goal. The 1950's were years in which the Presbyterian Church attempted to gain a substantial commitment from the British Government to education. Progress was slow, but in the meantime the French Government was establishing its own schools. It was realized by leaders of the Church that the Mission schools were far from adequate. Eventually the British Administration did begin to respond. In 1957 the Bay Report on education was commissioned. A British Education Officer was appointed in 1959. There followed the setting up of the British Education Advisory Committee. These moves opened a new era in the field of education. The Presbyterians, for their part, appointed an Education Secretary to centralize procedures and to Iiaise with the British Education Officer. With the establishment of the Kawenu Teachers College in 1962, under the sponsorship of the British, the end of the Tangoa Training Institute was in sight. The British Secondary School (BSS), which opened in Vila in 1966, had a strong academic emphasis. It became necesary for Onesua High School to adapt its procedures in order to fit in with the requirements of the BSS. At this time the British were financially committed to Presbyterian schools through grants-in-aid. But there was already a plan for the withdrawal of the Presbyterian Church from the primary sector; this took place in 1971. Having released this considerable area of work, the Church found that it was now possible to enter upon some new initiatives in education. But aside from setting up a number of new educational institutions in the 1970's, the Presbyterian Church found that part of its role touched upon the political sphere. Christian Education during this time took on distinct political overtones as the struggle for the independence of the New Hebrides intensified. When independence came on 30 July 1980, the Presbyterian Church could look back on one hundred and thirty years of educational endeavour. Having begun with fairly narrow objectives in education, the succeeding years were to bring a remarkable diversity of operations. The legacy of this work was perhaps best reflected in the struggle for independence and its ultimate success, for many of the New Hebridean leaders at that time had been educated in Presbyterian schools. Nationhood had been one of the goals of the educational efforts. But the Church had not lost its initial aim of evangelization. In fact, the early work of missionaries and teacher-catechists had laid the foundation for a widespread commitment to Christianity. Later educational work never neglected its primary objective. The success of the endeavour is perhaps best seen in the close relationship which the ni-Vanuatu (New Hebrideans) themselves see between Church and State. On the negative side, the Church had become part of the process of division among the people. At no po!nt was there any attempt to collaborate with the French in educational matters. In fact, just the opposite was the case. Hence anti-French sentiments were sown with the teaching through the medium of English. This divisive structure, the legacy of the Condominium Government, and to some extent the Church, is today perhaps no more in need of remedy than in the field of education.

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Gibbons, Laura. "Participatory Edutainment in Practice : A Case Study of Wan Smolbag, Vanuatu." Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39015.

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Entertainment-Education (EE), or ‘Edutainment’ as it has come to be known, is a prominent discipline and communicative practice, both in international and community development, and is utilised to address social issues and culturally specific norms, some of which may be taboo or harmful. This research sets out to explore the application of edutainment, in particular Theatre for Development (TfD), through an examination of its practice in a Pacific context; namely, a case study of Wan Smolbag Theatre (WSB), a grassroots NGO based in Vanuatu. Using tangible examples of WSB’s theatre work, the interplay between listening, participation, and dialogue will be examined as they bear on WSB’s diverse operations in Vanuatu. It will also be suggested that edutainment and TfD sits at the intersection of communication, culture and development and in fact, requires all three elements in order to be realised. Through its use of edutainment and TfD, WSB’s core strength lies in its sensitivity and responsiveness to both culture as aesthetic activity and as a way of life, enabling a dialogic, participatory approach that provides a stage for subaltern community voices to identify issues, and importantly, solutions to their own problems. The Pacific Region poses a complex landscape for development research and the same applies in the area of communication for development and social change. Due to its vast geographical area but often small population sizes, Pacific-focused research and data can be difficult to source, both of a qualitative and quantitative nature. This study aims to address one such gap, while also attempting to situate this research in the wider historical context of edutainment.

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Linhardt, Frederick J. "Missouri vocational education : the state of the State, 1994 /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052193.

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Fulton, Robert William. "Postsceondary developmental and remedial education : perspectives of state legislature education chairpersons and state higher education executive officers /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992793.

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Burkum, Kurt Richard Hendrickson Robert M. "The role of state higher education governance structures in state-level higher education lobbying." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3692/index.html.

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Anwar, Wasim. "Higher education in Pakistan : from state control to state supervision /." Oslo : Institute for Educational Research, Universitetet i Oslo, 2007. http://www.duo.uio.no/publ/pfi/2007/67351/thesisx291007.pdf.

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Westbrook, Jane (Juanita Jane). "State Funding for Community Education Projects." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501099/.

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The problem of this study was an analysis of the funding procedures in states which provide funding for local community education projects. The purpose of the study was to identify states which appropriate funds for community education and to provide an analysis of the guidelines for operation and use of state funds for community education at the local level. Twenty-five states were initially identified as having some type of state funding for community education, Eleven of the twenty-one states responding do provide funding for use at the local level. The guidelines and applications for obtaining these funds were compared in the areas of purpose of state legislation, minimum elements required of community education projects, eligibility requirements, use of state funds, grant periods, and annual reporting requirements.

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Allen, Megan Marie. "Teacher Leadership in State Education Policy." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3015.

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There is a national call for teacher leadership, which has occurred after many education reforms have struggled due to a perceived lack of teacher involvement. The purpose of this study was to examine whether teachers felt that their involvement in education policy had impact and whether there is ample teacher expertise in education policy. The overarching research question was to appraise educator perceptions of teacher impact on state education policy. The study revealed a perceived lack of teacher impact and education expertise. The conceptual framework was based on theories of adult learning and the development of expertise and supported the necessity of teacher expertise in policy discussions' because teachers are the ones who have developed classroom expertise and the potential impact of policy on classrooms. A case study methodology was applied with 5 state teachers of the year participants. The participants were from 4 states, recognized from 2012-2015, and had local, state, and national policy experience. Interviews were conducted to collect data, with direct interpretation and categorical aggregation through coding applied to analyze data during collection. After identifying a perceived lack of teacher impact, themes were identified that could create more effective impact. Themes were grouped into skills, knowledge, and dispositions that could be taught in a series of learning experiences, serving as curriculum for teachers to build expertise in policy. This project has the potential to assist educators in developing the skills, knowledge, and dispositions needed to become more effectively involved in policy. It also has the potential to create social change in the United States by assisting teachers in getting meaningfully involved in policy, thereby positively impacting public education for their students in their classrooms, schools, districts, and beyond.

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Ware, Alyce Martin. "The influence of state reform in homebound/hospital instruction in the state of Georgia." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/898.

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This study examined the impact of school reform on the homebound/ hospital education program before and after the implementation of the Quality Basic Education Act. The impact of school reform was in relationship to the location of the school district and delivery modes of services. It also examined teacher preparation, types of funding sources, selected biographic factors of special education directors and certification of special education directors. Participants included 52 directors in the state of Georgia with responsibility for homebound/ hospital delivery services. The study revealed that contract teaching is on the increase. The study recommended that special attention should be given to the written contract.

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Rousan, Laith M. "Agent turnover in Ohio State University Extension." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1195671035.

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Gianneschi, Matthew Everett. "The effect of changes in state appropriations on voluntary giving to state supported universities." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280546.

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This study examines the relationship between levels of state appropriations and voluntary support at public colleges and universities. It first describes levels of state appropriations and voluntary support at public institutions for the period of 1993-2001. Changes over time and differences across institution types are highlighted. Additional analyses breaks down the figures into the sources (alumni, other individuals, corporations, and foundations) and the form (restricted or unrestricted) of voluntary support. Using ordinary least squares regression (OLS) and fixed effects regression techniques, this study then investigates how changes in state appropriations are related to private philanthropic giving to state supported institutions of higher education. This study uncovers the changes in form, source, and magnitude of voluntary support to public higher education resulting from changes in state appropriations. The study also examines whether these relationships differ by institutional competitiveness or Carnegie classification. The results of this study have important implications for higher education policymakers, practitioners, and researchers. Most important, the results suggest that donations to public universities are positively related to changes in state appropriations. That is, donors seem to be willing to support public universities if state appropriations increase; however, donors do not seem to be willing to replace reductions in state appropriations. Additionally, the results of this study reveal that disparities in voluntary support to public universities are a function of institutional complexity and prestige. Finally, the results of this study provide evidence that donations to public universities are typically restricted in nature. Consequently, the results herein provide no evidence that suggests that increases in voluntary support to public universities are replacing state appropriations or that public universities are "privatizing."

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Robinett, Melinda Kathleen. "Special education due process hearings : state differences /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165959/.

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Dorn, D'Andre Keith. "Continuing professional education motivational orientations of state supervisors of agricultural education /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511716044.

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Schaffer, Lonnie J. "Implementing state transfer policies: A case study of Virginia's state *policy on transfer." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539618589.

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Using a collective case study methodology, this policy-oriented research examined how Virginia's state Policy on transfer has been implemented at selected public colleges and universities. A conceptual framework of policy definitions was used to examine how the policy is understood in various contexts and what the policy's effects have been at the campus level.;Based on quantitative transfer data, five community colleges and four state universities were selected for study. The cases captured a wide range of transfer activity and college characteristics with the expectation that different understandings of the policy would produce different effects. How colleges defined the policy and assessed the policy's effectiveness was inferred from campus interviews and the institutions' transfer-related documents.;Results supported previous research findings that transfer activity is closely related to institutional culture and the climate for higher education in the state. Results also demonstrated that policy implementation is an interactive and iterative process that enables policy to support many meanings. Thus, in spite of a uniform sate policy, Virginia's transfer policy is not one, but many.;Further study is needed into how policy is implemented and its effects in states with more prescriptive transfer policies. Research is also needed into the effects of market forces on transfer activity. Finally, this policy study demonstrated that transfer is no longer a linear process of students moving from two- to four-year institutions, suggesting that alternative models of student progression should be explored.

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Seagle, Edward Earl Jr. "Faculty Burnout In The California State University System." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3362.

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Purpose. The purposes of this study were to determine: (a) to what extent does faculty burnout exist within the California State University (CSU) system; (b) the correlation between faculty burnout and various demographic factors; (c) the correlation of the measured variables of burnout as related to self-perceptions; and (d) the dimensions of burnout within the CSU system. Procedures. Full-time faculty from each of the 19 CSU campuses were surveyed. Two questionnaires were used to canvass respondents' feelings of burnout: (a) Maslach Burnout Inventory (MBI) and (b) Faculty Feeling Survey. The number of responses analyzed was 370. Findings. Comparing the CSU faculty with MBI norms, CSU faculty scores indicated fewer feelings of being overworked, mentally exhausted, and experiencing ambivalence toward recipients of their services. Respondents' scores indicated slightly higher feelings of personal accomplishment as compared to the MBI norms. Comparing CSU faculty scores with various demographic data, the findings show no significant difference among the 19 campuses, department size, marital status, and the highest degree earned. Demographic variables which indicated significance were the job classification of Assistant Professor reporting the lowest burnout on both Personal Accomplishment subscales; tenure track faculty were less burned out and experienced higher personal accomplishment; newer faculty experienced lower burnout on Personal Accomplishment-Intensity subscale; females rated higher burnout on both Emotional Exhaustion subscales than males, yet more personal accomplishment. The 31 to 40 age group reported the lowest burnout on Personal Accomplishment subscales; Blacks indicated lower burnout on Personal Accomplishment-Frequency subscale; and faculty in their present job for five years or less demonstrated higher burnout on both Emotional Exhaustion subscales. Faculty with 6 to 10 years total teaching experience displayed higher burnout on Depersonalization-Frequency; faculty missing more work days reflected higher burnout on Emotional Exhaustion-Frequency; and the majority of faculty who had not taken a sabbatical revealed they were less burned out on the Personal Accomplishment-Intensity subscale than did those who had taken a sabbatical.

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Chan, Yu Wei-ming Grace. "Education and policy implementation in Hong Kong." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B31975690.

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Heacock, Holly. "Progressive Education in Appalachia: East Tennessee State Normal School and Appalachian State Normal School." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/378.

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In this thesis, I am examining how East Tennessee State Normal School in East Tennessee and Appalachian State Normal School in Western North Carolina interpreted progressive education differently in their states. This difference is that East Tennessee State began as a state funded school to educate future teachers therefore their school and their curriculum was more rounded and set to a structured schedule. Appalachian State Normal School was initially founded to educate the uneducated in the “lost provinces” therefore, curriculum was even more progressive than East Tennessee State’s – based strongly on the practices of farming, woodworking, and other practical skills. I will also be looking at what these different interpretations tell about the states, what it says about the Appalachia region, and how both schools applied these progressive ideas in their schools. Lastly, I will be answering how Progressive education, and normal schools affected the communities in East Tennessee and Western North Carolina.

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Sweeting, Anthony. "The reconstruction of education in post-war Hong Kong, 1945-1954 : variations in the process of policy-making /." [Hong Kong : University of Hong Kong], 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12355136.

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Piccoli, JoÃ£o Carlos Jaccottet. "History and status of physical education in state-controlled first-level schools in the state of South Rio Grande, Brazil /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259580263787.

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Mabogoane, Thabo Walter Yinger John. "Understanding attrition in New York State public education." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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

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

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Brzozowska, Zuzanna. "Fertility and education in Poland during state socialism." Max Planck Institute for Demographic Research, 2014. http://dx.doi.org/10.4054/DemRes.2014.31.12.

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Background: Studies on fertility in Poland focus on the turbulent transition period and its consequences. However, during state socialism significant societal and demographic changes took place. Objective: This article studies the macro-level relationship between education and completed fertility of Polish women born between 1930 and 1959, and tries to assess how changes in women's educational structure affected fertility. Methods: Using data from the large-scale Fertility Survey 2002 that accompanied the Polish population census, I first look into fertility trends by education and five-year cohorts. Then, by applying Cho's and Retherford's decomposition analysis and direct standardisation, I assess the role of women's educational expansion in fertility changes. Results: Despite profound structural changes and the ruling egalitarian ideology, the educational gradient in completed fertility remained strongly negative in all analysed cohorts. The observed decline in completed fertility from 2.51 in the 1930-34 cohort to 2.22 in the 1955-59 cohort can be explained by the expansion of female education. Had the educational structure not changed, the completed fertility of the youngest cohort would have been slightly higher than that of the oldest cohort. Conclusions: Under state socialism in Poland, better-educated women had on average fewer children than the less educated. The expansion of female education played an important role in fertility decline.

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Aquilina, Michael. "Physical education and the Maltese State primary schools." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489080.

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This thesis is mainly concerned with the peripheral standing of Physical Education (PE) in Maltese state primary schools, presenting the first in-depth study of its type in this context. It draws upon the interpretive and critical approaches to qualitative research to portray the interpretations of various key stakeholders, and offer possibilities for change. 1 he study adopts a mixed-method approach that fit the purpose of the study.

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Cullen, Dianne Margaret. "Pre-service teacher education in the postmodern state." Thesis, Australian Catholic University, 2012. https://acuresearchbank.acu.edu.au/download/e19a98eeb208ac5f5fe587ed662980ec21ec1168718dc0921dcbd28a03eb2017/2379355/Cullen_2012_Pre_service_teacher_education_in_the_postmodern.pdf.

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Over the past thirty years more than one hundred teaching and teacher education inquiries have been published in Australia. Despite each of these documents having made recommendations for reform it has been claimed that change has been limited. Moreover, teacher educators have been criticised for lacking the ability to change. The author of this study challenged this assertion and sought to investigate its accuracy. To explore the claim of minimal change the researcher framed the study design around pre-service teacher education reforms. The following three questions underpinned the investigation. 1) What recommendations were made? 2) What recommendations were implemented? 3) Why were some recommendations implemented and others not? Combining document and life history research offered the researcher an innovative and novel approach to identify barriers to change in teacher education. The findings of this study address the claim that change to pre-service education has been limited and adds to the existing body of literature centred on policy formation and implementation in teacher education.

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Esplin, Scott Clair. "Education in Transition: Church and State Relationships in Utah Education, 1888-1933." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1194.pdf.

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Vincent, Pamela S. "The State of Chaos." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339680328.

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Hsieh, Chang-lung. "The organizational commitment of Ohio State Adult 4-H Volunteers /." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1153758058.

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Tsin, Tak-shun. "The public finance of education : a comparative study of Hong Kong and Shenzhen /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21367784.

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Bendriss, Rachid. "Internationalization Efforts at State Universities in Florida." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2185.

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Today's global environment poses more and more challenges for higher education institutions to provide learning opportunities that enable students to become globally competent and prepared to face the challenges of an increasingly global society. For many universities, internationalizing their campuses can help students acquire knowledge, skills, and experiences to be able to compete in the global economy and become productive members of a diverse world society. The purpose of the study was to explore the extent to which internationalization had been realized in Florida's public universities by determining (1) whether there was a relationship between articulated commitment and the level of internationalization; (2) whether there was a relationship between curriculum and the level of internationalization; (3) whether there was a relationship between organizational infrastructure and the level of internationalization; (4) whether there was a relationship between funding and the level of internationalization; (5) whether there was a relationship between institutional investment in faculty and the level of internationalization; and (6) whether there was a relationship between international students/student programs and the level of internationalization. Data derived from the internationalization survey were used to analyze the six research questions by employing descriptive statistics, Pearson coefficient of correlation, and Chi-Square tests. There were strong positive correlations between the six categories noted above and the level of internationalization efforts in Florida public universities. Implications for practice include the development of various strategies to help internationalize their campuses and the student learning experience.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD

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33

Hau, Yan-wah Esther. "British decolonization in Singapore and Hong Kong : education policy and changes in the transitional periods /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20059735.

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34

Jordan, Ashley Sokol. "Appropriate Accommodation for Individual Needs Allowable by State Guidelines." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243021995.

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35

Tai, Chih-Che, and A. Godbole. "East Tennessee State University STEM Initiatives." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3286.

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Suen, Nga-ling. "The consultative process in educational policy-making at the tertiary level in Hong Kong." [Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13236143.

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37

Combs, Alex Eugene. "STATE SUBSIDY COMPOSITION IN HIGHER EDUCATION: POLICY AND IMPACTS." UKnowledge, 2018. https://uknowledge.uky.edu/msppa_etds/29.

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Higher education is the third largest state expenditure behind K-12 and Medicaid but is generally more discretionary than most other budget categories. As demographic trends and economic downturns constrain state budgets, the delivery of state subsidies in higher education has increasingly shifted toward students via grant aid and away from institutions via appropriations. Since the 1990s, many states have changed the composition of their state subsidies in higher education to varying degrees. There is a rich literature that examines the effects of state subsidies on various aspects of the higher education market. This dissertation aims to contribute to the literature on two broad fronts. First, rather than state subsidy levels, theoretical and empirical emphasis is placed on subsidy composition, or the distribution of subsidies across three primary modes of delivery—appropriations, need-based grants, and non-need-based grants. This focus is meant to reflect the policy decision faced by states, especially during times of fiscal stress, and reveal insights into important economic considerations. Second, differential impacts of state subsidies are examined not only with respect to student ability and income but also college inputs of academic quality and amenities. College amenities are an important input in the higher education market in need of more theoretical and empirical analysis. The introduction briefly discusses the economic rationale for public subsidies in higher education and the complexity confronting states to subsidize the cost of college under various constraints and policy goals. Chapter 2 aims to orient the reader to the policy, trends, and research pertaining to state subsidies in higher education. Chapter 3 theoretically examines the response in student demand for educational resources and amenities to changes in state subsidy composition from which several policy implications and directions for future research are considered. Chapter 4 focuses on subsequent effects that changes in demand between educational resources and amenities may have on institutions. State subsidies and institutional expenditures between 1990 and 2016 are examined in order to determine whether the composition of state subsidies causes in-state institutions to alter expenditures in a way that reflects a divergence between educational and amenity inputs. Chapter 5 considers the role of college student migration with respect to state subsidies and student outcomes. State subsidies impact college choice, and in turn, alter the distance students migrate to attend college. The effect of distance on college student success is theoretically and empirically examined. Chapter 6 concludes with a summary and discussion of the main findings as well as ideas and directions for future research.

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Cowan, Bryan J. "Marketing schools : transcending the myopic state." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332952.

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Chambers, Cynthia R. "Advocacy Outreach through East Tennessee State University." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3891.

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40

Stalowski, Nancy. "Philanthropic Funding and State Appropriations at Public Higher Education Institutions." Thesis, The George Washington University, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=28260123.

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As state appropriations, once the primary public source of funding for higher education, have decreased, higher education institutions have attempted to increase the private funding they can generate in addition to increasing tuition. This shift from public to private sources of funding for public higher education institutions requires a better understanding of the relationship between these two sources of funding. The purpose of this study was to explore the change in philanthropic funding for public four-year higher education institutions from 2004–2018. It examined the relationship between state appropriations and philanthropic funding received by public four-year higher education institutions to determine if state appropriations were associated with philanthropic giving. It also investigated whether the relationship differed by institutional type and competitiveness to determine if it increased stratification among public higher education institutions. This study found that between 2004 and 2018, total philanthropic funding per FTE increased while state appropriations per FTE decreased. The main reason for these trends were decreases during the recession, where state appropriations per FTE decreased 21% while total philanthropic funding per FTE only decreased 3%. All types of philanthropic funding had a U-shaped growth curve showing a decline then increase except for foundation philanthropic funding per FTE, which grew linearly. State appropriations were found to be associated with the amount of philanthropic funding received. An increase in state appropriations was associated with an increase in philanthropic funding from 2004–2010, but a decrease in philanthropic funding from 2011–2018. There were significant differences by Carnegie classification and flagship status but none for Barron’s selectivity. There were also differences based on donor types. The findings add to the research on donor motivations in higher education by showing the differences in growth curves for different donor types. They also add to the literature on philanthropic funding during recessions by analyzing giving trends before, during, and after the Great Recession of 2008. Finally, results show that there was most likely an increase in the stratification of public higher education institutions as they shifted to more private sources of funding, as philanthropic funding is more unequally distributed than state appropriations.

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Chan, Yu Wei-ming Grace, and 陳余慧明. "Education and policy implementation in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31975690.

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Lebona, Teboho Godfrey. "The implementation of inclusive education in primary schools in the Lejweleputswa education district / by Teboho Godfrey Lebona." Thesis, Welkom: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/226.

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Thesis (M. Ed. ) - Central University of Technology, Free State, 2013
The drafting and promulgation of education policies bring hope and an expectation to those whose interests, concerns and problems, are addressed by them. On the other hand, such policies bring confusion, uncertainty and stress to teachers who are expected to implement and put into practice prescripts of those policies. Response to the Education White Paper 6: Special Needs Education – Building an Inclusive Education and Training System (2001) and subsequent policies on inclusive education which followed, brought uncertainty to teachers and also led to some developing a negative attitude towards inclusive education. This study focused on the implementation of inclusive education in primary schools in the Lejweleputswa District of the Free State province. A literature review provided insight into the concept of inclusive education and moreover shed light on policy developments regarding learner diversity through the curriculum. An empirical investigation using a qualitative approach was conducted and data was gathered by means of focus group interviews with school-based support teams as well as a questionnaire completed by principals. Furthermore, the findings of the empirical investigation concurred, to a large degree, with the findings of the literature study. In general, it was brought to light that inclusive education is not implemented correctly in primary schools in the Lejweleputswa District. Based on certain findings, recommendations are made regarding the successful implementation of inclusive education in primary schools.

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Ballou, Gary W. "Program Accountability in Teacher Education: A Study of the Perceptions of University and State Government Leaders in the State of Washington." [Yellow Springs, Ohio] : Antioch University, 2008. http://www.ohiolink.edu/etd/view.cgi?acc_num=antioch1218219652.

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Thesis (Ph. D.)--Antioch University, 2008.
Title from PDF t.p. (viewed Oct. 24, 2008). Advisor: Alan Guskin, Ph. D. "A dissertation submitted to the Ph. D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy June, 2008"--The title page. Includes bibliographical references (p. 190-200).

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Lyons, Patricia. "An Exploration of a State Mandated Health Education Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2004.

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Shaken baby syndrome (SBS) is one of the most violent forms of physical child abuse. In 2007, the State of Ohio enacted a health education mandate known as Claire's law. Claire's law requires all birthing hospitals to provide SBS education to mothers prior to their discharge. This law is the result of public demand and advocacy initiatives; however, it was not clear how the mandate was developed or whether or not the mandate and subsequent educational programs have had an impact on efforts to prevent SBS. The purpose of this qualitative case study was to explore the state of Ohio's processes involved in creating legislation to mandate SBS education. Data were collected through document reviews and interviews with SBS workgroup members (n = 5). The precede-proceed program planning model provided the conceptual framework to examine the participatory process involved in the development of the mandate from its beginning. The findings of the study showed that SBS workgroup members believed mandated education would affect SBS incidence and would ensure that mothers receive SBS education in Ohio hospitals during their birth experience. The findings also demonstrated a lack of a formal program planning methodology and no public inclusion in the development of the mandate or its required health education component. The state of Ohio has an additional means to ensure widespread education on SBS through the creation of this mandate. Statutory requirements provide opportunities for health professionals to educate the public on the effects of shaking a baby, resulting in a key implication for social change. Legislation focused on health education should be multifaceted and include varying layers of intervention.

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Wan, Kar-ho Calvin. "Government policy on tertiary education." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41006094.

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46

Reyes, Ginger Q. "Identified enrollment management practices in the California State University system." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682381.

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This study focused on the California State University system's enrollment management activities. For schools in California who rely on state funds, managing enrollment has to be balanced with competing campus priorities, limited resources, volatile economic times, and the primary mission of the system which is serving students whose goal is to achieve a college degree.

Hossler and Bean (1990) defined enrollment management as the activities a campus conducts and how it organizes itself in order to influence student enrollment. Enrollment management components consist of marketing, admissions and recruitment, academic advising, career planning and placement, academic assistance programs, institutional research, orientation, financial aid, retention programs, and student services and activities (Hossler, 1984).

Individuals in leadership roles ranging from the presidents to administrators in various academic and student affairs areas were invited to participate in the study. A survey that inquired about campus enrollment management activities and perceived effectiveness of those activities was distributed through the campus system with support from the Chancellor's Office. Responses were received from each of the 23 campuses with a range of 1 to 6 respondents per campus.

A total of 90 surveys revealed the most prevalent enrollment management activities included the use of current students in the recruitment process, campus visits by prospective students, and the use of recruiters making visits. Also, the utilization of professional advisors in the advisement of students was used at a majority of campuses. Almost all the campuses had academic assistance programs in reading and study skills as well as used student tutors. Orientation activities were prevalent amongst all the campuses though student dropout follow-up, services addressing non-traditional students, and programs focused toward commuter students were found to be inconsistent amongst the campuses.

From this study, the following conclusions were determined. Certain components of enrollment management, such as recruitment and institutional research, could be standardized. Enrollment management components such as academic advisement and learning assistance must stay within the choice of campus so they can have the latitude to meet the needs of the students they serve. Enrollment Management activities focus on the goal of student retention and persistence

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Mott-Thornton, Kevin. "A common faith? : personal development, spirituality and state education." Thesis, Institute of Education (University of London), 1998. http://eprints.ioe.ac.uk/19105/.

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The notion of spiritual development has been part of the legislative framework of education in England and Wales since 1944. Its use in the legislation implies the belief that there is an important dimension of state education connected with, but extending beyond, personal development and the promotion of values. The use of the word 'spiritual' in an educational setting has always had a political dimension, reflecting certain beliefs about which values the state might use its powers to promote through state schools, as well as embodying certain beliefs about the pluralist nature of modem Britain. This thesis is an exercise in the practical philosophy of education and, consequently, myaim will be to explore certain ideas and policy ideals, throwing light on the logical relations between them. There are two distinct, but overlapping. aspects of the detailed discussion of the prospects for the implementation of the spirituality initiative in this thesis. First, there are questions connected with the meaning of the spiritual dimension as such and the appropriateness of using such terminology in an educational context. I argue for a procedural definition of 'common spirituality' and for a clear distinction between this and 'spiritual development', which must be linked to some substantive framework of strong evaluation. The prospects for a number of approaches to the development of spirituality are explored within the context of a common conception of educational development for state schools. Second, the thesis will explore the question of whether a suitable methodology can be established for the promotion of spiritual development that is consistent with the particular political perspectives which inform our understanding of state schooling in Britain. ill particular, I question whether any common approach to spiritual development, based on some notion of what the culture of modem Britain either is or ought to be, can be either educationally adequate or politically acceptable. Built into this is an exploration of how the spirituality initiative should be organised nationally and a challenge to both communitarian ami social democratic liberal conceptions of state education, in favour of one that nurtures, rather than promotes, pluralism.

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Okoye, M. "Secondary education for girls in Anambra State of Nigeria." Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356227.

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May, Stephen Andrew. "Reimaging the nation-state : language, education and minority rights." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/de565342-9694-4a47-924b-c2a22045c94c.

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50

Schult, Chelsea Lynn. "State Requirements for Mandatory Vaccine Education Prior to Exemption." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8559.

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Background: To prevent the spread of Vaccine Preventable Diseases (VPD’s), school-aged children in the United States are required to receive vaccinations. In certain states, parents have the option to exempt their child from becoming vaccinated due to medical, religious, or personal reasons. The purpose of this research was to identify which states require mandatory vaccination education prior to granting vaccine exemptions and to identify the various types of required vaccination education.Methods: Immunization program managers from states requiring parents seeking exemptions to receive mandatory vaccination education were asked a series of open-ended questions. The interviews were conducted via telephone. The education-related questions identified: 1) which states require mandatory education prior to granting vaccine exemptions; 2) delivery methods for education; 3) standardization of materials; 4) renewal and evaluation of education; 5) the greatest obstacles to providing education; and 6) use of immunization registries to track vaccination education.Results: Ten states reported mandatory vaccination education requirements prior to granting vaccine exemptions. Three methods of vaccination education delivery were identified: printed material, face-to-face education, and/or online technology-driven education. Seven states have standardized vaccination education and use state exemption rates as a means to evaluate the education. Half of states required parents to renew vaccination education, but the time period for renewals varied from state-to-state. There were two general obstacles to delivering vaccination education, namely, lack of resources and lack of parent involvement.Conclusion: Parental education regarding vaccines impacts parents’ decisions to vaccinate their children. The method of delivering mandatory vaccination education varies greatly between states. Each method for vaccination education delivery has inherent advantages and disadvantages, indicating the need for further research to determine which method of education delivery is most effective. A combination of delivery methods may, in fact, be the best option. Identifying the most effective delivery method for vaccination education, as well as the most optimal time period for renewing the education, will assist other states developing mandatory vaccination education materials.

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Dissertations / Theses on the topic 'Education and state Vanuatu'

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