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Relevant bibliographies by topics / Private schools Private schools Education and state Education, Secondary

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Academic literature on the topic 'Private schools Private schools Education and state Education, Secondary'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Private schools Private schools Education and state Education, Secondary"

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Kahan, David, and Thomas L. McKenzie. "Physical Education Policies and Practices in California Private Secondary Schools." Journal of Physical Activity and Health 14, no. 2 (February 2017): 130–37. http://dx.doi.org/10.1123/jpah.2016-0171.

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Background:Physical education (PE) is mandated in most states, but few studies of PE in private schools exist.Methods:We assessed selected PE policies and practices in private secondary schools (grades 6 to 12) in California using a 15-item questionnaire related to school characteristics and their PE programs.Results:Responding schools (n = 450; response rate, 33.8%) were from 37 counties. Most were coeducational (91.3%) and had a religious affiliation (83%). Secular schools had more PE lessons, weekly PE min, and smaller class sizes. Most schools met guidelines for class size, but few met national recommendations for weekly PE minutes (13.7%), not permitting substitutions for PE (35.6%), and programs being taught entirely by PE specialists (29.3%).Conclusions:Private schools, which serve about 5 million US children and adolescents, may be falling short in providing quality PE. School stakeholders should encourage adoption and implementation of policies and practices that abide by professional guidelines and state statutes.

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Uzoamaka, Emegwa Tina Uzoamaka. "Principals’ Learning Resources Managerial Practices for Implementing Entrepreneurship Studies in Public and Private Secondary School in Anambra State, Nigeria." International Journal of Innovative Science and Research Technology 5, no. 6 (June 26, 2020): 311–15. http://dx.doi.org/10.38124/ijisrt20jun162.

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The purpose of this study was to ascertain principals’ learning resources managerial practices for the implementation of entrepreneurship studies in public and private secondary school in Anambra State. One research question and one hypothesis guided the study. This study was conducted in public and private secondary school in Anambra State. The descriptive survey research design was adopted for this study. The population for this study is 16,727 respondents made up of 481 principals and 9,697 teachers from the 481 private secondary schools and 256 principals and 6,293 teachers from the 256 public secondary schools in Anambra state. The sample size for this study is 1,332 respondents drawn from public and private secondary schools in Anambra state. The multi-stage sampling technique was utilized to arrive at the sample size. The first stage involved randomly drawing three education zones out of the six education zones in Anambra state. Accordingly, Aguata, Awka, and Nnewi zones were drawn using simple random sampling technique balloting with replacement. The second stage involved the use of proportionate stratified sampling technique to draw 74 secondary schools from the three education zones, consisting of 26 public and 48 private secondary schools. Each zone was regarded as a stratum. From each stratum, 10% of principals and teachers were sampled from the public and private secondary schools in the stratum. Researcher-developed instrument was the instrument for data collection. The validity of the instrument was determined using three lecturers. The reliability of the questionnaire was determined using respondents from Enugu State

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Khakimovich, Name Khakimov Nazar. "Non-State Education in Uzbekistan: Formation and Development Prospects." International Journal of Innovative Technology and Exploring Engineering 10, no. 4 (February 28, 2021): 199–206. http://dx.doi.org/10.35940/ijitee.d8579.0210421.

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The author of the article investigated the innovative aspects of the formation of non-state education in a new stage of development of the Republic of Uzbekistan. The article emphasizes the role of non-state education in the successful implementation of democratic reforms and the development of civil society. The author of the article made an attempt to reveal the mission of non-state education in society, the tasks of preschool institutions, secondary schools, in the upbringing of the younger generation. The formation of private schools and an increase in the number of specialized schools where individual subjects are studied according to an in-depth program has become a form of an innovative approach in the process of improving non-state school education and teaching children. In the context of the development of civil society, highly qualified teaching staff working in private schools fulfill an important mission in the process of social policy, ensuring the improvement of the quality of the non-state educational process in schools, including increasing the number of students participating in international Olympiads. Graduates of non-state secondary schools carry out a social mission in the implementation of democratic reforms, in ensuring human rights. A modern graduate of a non-state secondary school is a powerful intellectual potential for the country, they make a worthy contribution to the future, the process of digitalization of society, the development of small business and private entrepreneurship. The paper investigates the role of non-state higher educational institutions and the importance of highly qualified personnel in the process of modernizing society. An integrated approach to work in the non-state education system shows that this work is closely related to the democratic reforms carried out in the country in the context of the deepening of the market mechanism in all spheres of socio-economic life. Improving the quality of the educational process in non-state educational institutions has a potential impact on attracting talented young people to study at universities, technical schools, academic lyceums and professional colleges. In the process of non-state school and higher education, pupils and students are introduced to the knowledge necessary for the whole life of every person, which is considered a reference point for determining the future. The country has created equal conditions for admission to higher educational institutions for graduates of non-state secondary schools.

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Cervini, Rubén. "Differences in cognitive outcomes between cognitive and non-public school students and private secondary education in Argentina: A multilevel analysis." education policy analysis archives 11 (February 10, 2003): 6. http://dx.doi.org/10.14507/epaa.v11n6.2003.

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In this article, effects of attending public or private schools on cognitive achievement (Mathematics and Language) and on non-cognitive outcomes (attitudes toward Mathematics and educational and success expectations) of students in the last grade of the secondary education in Argentina are explored by means of multilevel analysis. The study examined data of more than 130,000 students of approximately 3,300 high schools, depending on the outcome indicator considered, from the Censo Nacional de Finalización del Nivel Secundario 1998 (High School National Census of 1998). Student's math and language scores were based on standard tests applied to the students at the end of the academic year. Using multilevel linear modeling with three levels (student, school and state), the author found that (i) the relative influence of schools on cognitive achievements is much higher than on non-cognitive outcomes; (ii) there is no difference in Mathematics achievement between public and private schools once socioeconomic and cultural school composition (“peer group”) are controlled for, while private schools have a small advantage over public school in Language achievement; (iii) the most important effect of the public-private dichotomous variable is detected in relation to the distribution of student “success expectations.” The results are discussed in terms of both the “cultural reproduction theory” and the segmentation process of the educational system in Argentina. Some implications for policy are drawn from the analysis.

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Muthukumar, S., and S. Srinivasa Ragavan. "Information Literacy Skills of CBSE School Students from Tamil Nadu, India." Indian Journal of Information Sources and Services 9, no. 2 (May 5, 2019): 134–37. http://dx.doi.org/10.51983/ijiss.2019.9.2.607.

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We examined the information literacy skills in Central Board of Secondary Education (CBSE) in higher secondary school students of were conducted. This study demonstrates and elaborates to analyze information literacy search skill among the school students, to know the purpose of visiting the library, to identify areas of information literacy skills among the students and their search strategies and to students’ ability to locate useful information. The sampling was taken in eight schools in three different districts of Tamil Nadu State. A total of 305 students were surveyed in four Kendriya Vidyalaya (KV) and four CBSE Affiliate Private Schools. Our study highlights that information literacy skills are found in both schools; though more information skills are having CBSE affiliated private school schools rather than Kendriya Vidyalaya School.

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Felix Ilori, Olusi. "Gender Imbalance in Teaching Profession and Learning Outcome in Mathematics in Primary Schools in Esan West Local Government Area of Edo State." Randwick International of Education and Linguistics Science Journal 2, no. 1 (March 31, 2021): 89–95. http://dx.doi.org/10.47175/rielsj.v2i1.203.

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The study assessed the imbalances in teaching profession in both public and private Nursery and Primary Schools, Public Secondary schools in Esan West Local Government Area of Edo State to determine the percentage/ ratio of imbalance and its relationship to learning outcome in mathematics at the primary school level. The study employed the descriptive survey research design. The population of the study comprised of all the seventy public and private Nursery and Primary Schools and thirty two public Secondary Schools with six hundred and sixty teachers in Esan West Local Government Area of Edo State. The data generated were analysed using the chi-square statistics. The findings from the study revealed that there was significant gender imbalance in teaching profession in Esan West Local Government Area of Edo State. The worst hit is the public nursery and primary school with an imbalance percentage of 78.87% and 21.13% in favour of female teachers while the private schools have a percentage imbalance of 76.02% and 23.98% in favour of female teachers. The female pupils’ performance in mathematics was better than that of the male pupils. The study revealed that at the secondary school the imbalance was significant at the junior secondary school level and milled at the senior secondary. The study recommended the immediate reversal of the trend of imbalance by employing more male teachers into the public and private nursery and primary schools. This will improve the academic achievement of male pupils in mathematics, hence achieving the best practice in Nigeria education.

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Armendáriz, Joyzukey, Javier Tarango, and Juan Daniel Machin-Mastromatteo. "Analysis of Institutional Competitiveness of Junior High Schools through the Admission Test to High School Education." Journal of New Approaches in Educational Research 7, no. 1 (January 15, 2018): 52–60. http://dx.doi.org/10.7821/naer.2018.1.259.

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This descriptive and correlational research studies 15,658 students from 335 secondary schools in the state of Chihuahua, Mexico, through the results of the examination of admission to high school education (National High School Admission Test - EXANI I from the National Assessment Center for Education - CENEVAL) on logical-mathematical and verbal reasoning, mathematics and Spanish, comparing along the variables of sex, system (public or private), type of school of origin (there are seven types) and ranking of grades, with which, the main objective is to identify levels of institutional competitiveness. The main findings of the research were: (i) private schools, in comparison with public ones, showed percentages of more favorable grades (60.54 and 43.58 respectively); (ii) influence of the academic average of the students in the result of the examination of admission (correlation of .0403; (iii) greater competence in the area of verbal reasoning (56.47) compared to logical-mathematical reasoning (55.69); and (iv) the identification of a small number of secondary schools considered as having sufficient institutional competitiveness (11 schools, equivalent to 3.28% of the total).

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Osagie, Roseline O. "FACTORS AFFECTING THE IMPLEMENTATION OF VOCATIONAL AND TECHNICAL EDUCATION POLICY IN PRIVATE SECONDARY SCHOOLS IN EDO STATE." Sokoto Educational Review 16, no. 1 (June 28, 2015): 12. http://dx.doi.org/10.35386/ser.v16i1.59.

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The government policy directive to secondary schools has been to diversify their programs to include vocational and technical education in the 6-3-3-4 system in order to make provision for students with varying aptitudes. This article explores the impact of this policy by examining some factors affecting the implementation of the policy in private secondary schools in Edo state. Subjects for the study were fifty (50) students, fifty (50) teachers and five (5) principals randomly drawn from five(5) private secondary schools in Edo State. The study utilized interviews, observations and a questionnaire to assess the implementation of government policy onvocational and technical education in private secondary schools in Edo State. The findings showed that there was a dearth of qualified teachers for vocational and technical subjects, poor infrastructure, lack of equipment, instructional materials and books. The schools were not adequately financed. It was observed that the federal government did not make adequate preparations before it issued directives for the take off of the programs in the schools. Recommendations were made for the federal government to sensitize the public on the importance of vocational and technical education, as it plays a vital and indispensable role in the economic and technological development of the country.

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Havrylenko, Tetiana. "ORGANIZATIONAL TRANSFORMATIONS OF THE ELEMENTARY EDUCATION SYSTEM IN THE FIRST DECADE OF STATE INDEPENDENCE OF UKRAINE (1991-2001)." Educational Discourse: collection of scientific papers, no. 10(1-2) (March 20, 2019): 59–83. http://dx.doi.org/10.33930/ed.2019.5007.10(1-2)-6.

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It was argued that the following transformations took place in the organization of elementary education: transition to the four year elementary school and training of children from six years in 2001; abandoning unified education through the opening of private schools, expanding the network of author schools and educational institutions for the development of abilities and talents of junior schoolchildren, dissemination of the educational complex “kindergarten - elementary school”; increase of schools and classes with the Ukrainian language of education; creation of conditions for obtaining primary education for gifted students, children of national minorities; increase in the number of elementary school teachers with higher education; exacerbation of the problem of social protection of pupils and teachers; destruction of the educational, material and technical base of the general secondary education institutions.

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Adegboyega, Bada, Ibrahim. "Correlates of Supervisory Strategies and Quality Education in Secondary Schools in Oyo State, Nigeria." International Journal of Learning and Development 2, no. 3 (May 19, 2012): 164. http://dx.doi.org/10.5296/ijld.v2i3.1820.

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This study examined supervisory strategies as correlates of quality education among secondary schools in Ibadan southwest local government area of Oyo State. Simple random sampling technique was used to select thirty schools (public and private) and three hundred respondents consisting of 200 teachers from public schools, 80 teachers from private schools and 20 supervisors from Teaching Service Commission (TESCOM).Pearson Product Moment Correlation (PPMC) was used to test the four hypotheses(P < 0.05) Multiple Regression was used to determine the contribution of independent variables (Supervisory strategies) both jointly and individually to dependent variable (quality education).Results revealed that two of the supervisory strategies (companionable and synergistic) have positive and significant correlation on quality education (r =0.853) and (r = 0.783) while authoritarian strategy had negative correlation, laissez faire had no significant relationship on quality education (r = -0.522 and r = -0.200)respectively. The joint contribution of the four supervisory strategies to the prediction of quality education in secondary schools was also significant (F (4,295) = 261.225).The paper concludes with some recommendations to the Teaching Service Commission (TESCOM) and the Government. Key words and Phrase: Supervisory Roles, Quality Education, Supervisory Strategies.

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Dissertations / Theses on the topic "Private schools Private schools Education and state Education, Secondary"

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Koenig, Dagmar. "Czech teachers as "bearers of change" : teacher inspiration and attitudes toward change in secondary state and non-state schools /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7774.

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Elfers, Ann Marie. "Education policy and practice in the new Croatian state : responses from the private sector /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7650.

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Mortimer, Anthony D. "Priorities for School Safety: The Alignment between Federal and State School Safety Legislation and Safety Needs as Perceived by Education Stakeholders in Florida Private Schools for Exceptional Students." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/807.

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This study investigates the apparent threat assessment priorities of potential risks to safety in the school environment in the United States and whether stakeholders in Florida private schools that serve exceptional students agree with the priority given to specific identified potential threats. Faculty and staff, high school students, and the students’ parents and guardians at four Florida private schools for exceptional students rated their perceptions of the severity and likelihood of occurrence of nine potential threats identified in a review of federal and Florida state school safety laws and national and state government surveys of incident occurrences. Results showed that although violent potential threats such as an armed intruder, students bringing weapons to school, and physical assaults received priority attention in federal and state school safety laws, stakeholders in Florida private schools for exceptional students indicated that threats of a more personal nature—such as bullying, sexual harassment, and cyberbullying—were the most significant risks to the safety of their school environment. All three respondent subgroups, however, reported high ratings of their overall feelings of safety at their schools.

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Johnson, Daphne Olive. "Private schools and state schools : a study of their coexistence, and of families who use both types of schools." Thesis, London School of Economics and Political Science (University of London), 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309373.

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Tam, Man Kwan. "The development and the role of private secondary schools in Hong Kong." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020206/.

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Ip, Kin-yuen. "Organisational change : the case of a l̀eftist school' in joining the direct subsidy scheme /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B15967840.

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Davidson, Michael R. "Domino Servite School: an evaluative case study of a private Christian secondary school in rural Natal." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003382.

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Domino Servite School (DSS) is a private school, founded in 1986, and situated on KwaSizabantu (KSB) mission station in the Natal midlands. This research into DSS is a case study which aims to present an illuminative evaluation in the Whole School genre, within that branch of educational research concerned with effective schools. The project aimed to make use of a compatibility paradigm accommodating nomothetic and anthropological data. In attempting triangulation of methodological approaches, it tried to establish the extent to which DSS may be considered an efficient and effective 'New Private' school. It also aimed to understand the school's raison d'ětre. In order to illuminate the relevance and social processes of DSS, evaluation made use of internal and external referents. The internal investigation sought to make judgements in reference to the efficiency of the school as an organisation. On the macro-level, whole school evaluation required extensive curriculum evaluation. On the micro-level, appraisal of teaching and assessment of pupil performance was undertaken. This internal investigation required a critical analysis of the school's formal, informal and hidden curriculum. The external evaluation sought to make judgement in reference to the effectiveness of DSS. On the macro-level, this required evaluation of the findings of the internal investigation in terms of a broader South African context. Implications, for example of the school's 'private' status, and its 'Christian' curriculum in respect of multi-culturalism, education for nationhood , and ethnicity were examined. The analysis of these dimensions paid attention to the school's spatial context in terms of both its 'rural' and missionary setting. Here the focus was on the school's formal curriculum. Analysis of the inter-relational context paid attention to its informal curriculum or the way in which the school deals with the commonality and diversity of its clientele and staff. The inter-relational context of the school examined the hidden curriculum, or the relationship between the school and the broader South African Community. A critical ethnographic account of this institution was therefore possible because of the dual focus on the internal and external evaluation reference points. Internal evaluation made extensive use of direct (non-participant) observation, structured and nonstructured interviews, questionnaires, and documentary analysis. Indirect (participant) observation, in particular Clinical Supervision (CS), was also used. Indirect (non-participant) observation made extensive use of Flanders' Interaction Analysis Categories (FIAC). Teacher self-evaluation was also included, while analysis of pupil performance made use of 'standardised' achievement testing and a tracer study. External evaluation required detailed study of local and international literature on issues relating to private schooling, rural and multi-cultural education, education for nationhood and ethnicity. The research found that much of the school's curriculum path is incongruous with its rural context largely because of its association with the former Department of Education and Training (DET), and because of its missionary heritage. As such the school is presently (1) located within a questionable (formal) curriculum tradition which has little relevance to, nor potential for, the transformational needs of either rural Natal or South Africa in general. However, this does not preclude the possibility of the school making a contribution to education for development in South Africa. (2) The school advocates a mono-cultural Christian value system and modified cultural pluralism which attempts to assimilate pupils from diverse socio-economic and ideologically homogeneous backgrounds. Multi-cultural education, plural values, religious and values democracy are therefore not part of the school's raison d'ětre. (3) The school, through its associated organisation Christians for Truth (CFT), represents a social view espousing either a modified cultural pluralism or multi-nationalism which allows for allegiance to a transcendent value system without compromising group. values and associations. This means that the school aims at assimilating or amalgamating diversity into a mono-cultural unity that transcends group identity. This transcendent culture is defined in Christian terms. The study recommends inter alia, further investigation into the educational implications of_values neutrality and the particularism of secular humanism; a comparative analysis of a random sample of private missionary schools and ordinary state controlled rural schools so that more generalisable results might be obtained; and a more thorough investigation into the parental and pupil contributions to the school, their attitudes and perspectives on missionary education and their feelings about the management styles evident in the organisation.

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Leal, Tejeda Paula Alejandra. "Students' understandings of citizenship and citizenship education in selected public and private secondary schools in Chile." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/81412/.

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This study is justified by a renewed interest in citizenship in both the international and the Chilean education context. Throughout history, it has often been difficult to conceptualise citizenship, but there is a consensus that it is a desirable status and condition, and that education plays a crucial role in the development of citizenship. Approaches from which to understand and implement citizenship education are also diverse. Research on civics and citizenship education has been conducted worldwide and in Chile, especially in the last decades. These studies and the revived importance of citizenship, the globalised scenario and the new context of democracy after the dictatorship of Augusto Pinochet (1973-1990), have prompted governments to review citizenship education in Chile, design curriculum reforms to make it more relevant to students, and help them to develop the competences needed to practise their citizenship. However, there is still a lack of research that explores citizenship education in Chile and takes students' views as a priority, particularly in secondary schools. This study provides insights into what secondary school students understand by citizenship and citizenship education in Chile, and how the education system through the curriculum and particular types of school, influences those understandings. A qualitative case study was conducted in one city in southern Chile over five months in 2013, with grade 12 students (aged 17-18), their head teachers, teachers of the subject History, Geography and Social Sciences, and their parents. Two secondary schools, one public-secular and one private faith-based, were chosen as they portrayed the current situation of citizenship education in provinces in Chile and helped to compare different types of schools regarding the delivery of citizenship education. Study findings show that students' understandings of citizenship and citizenship education are influenced by the intended and implemented curriculum. Even when several reforms on education have been carried out, the discourses, ideologies and objectives embedded in official government education policy documents have not significantly changed in the last two decades. One explanation is that the policy-makers involved in the enactment of reforms are influenced by ideologies of groups that seek to maintain unequal relations of power. What students understand by citizenship and citizenship education align with the official discourses in the curriculum and textbooks, but those understandings and the sense of citizenship they have developed are not connected to what has been delivered in citizenship education. Regarding students' experiences of citizenship, these might be either helped or hindered by their families, the school ethos and local community. Regarding the contribution to knowledge, this thesis has addressed the limited research on what students in Chile understand by citizenship and citizenship education, and the link between their understandings and the school curriculum. It also adds knowledge to the existing literature on discourses and ideologies in education, different types of curriculum and school ethos. This study contributes to informing decisions of policymakers to improve the education system, the curriculum and particularly, citizenship education, considering the need for better training of teachers, an updated understanding of citizenship education and the diverse types of schools, a review of the discourses embedded in education policy, and overall, the need to hear students' voice and include their views in the enactment of education documents.

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Ali, Sheikh Mohammad. "Head teachers’ perceptions and practices of school leadership in private secondary schools in Sirajganj district, Bangladesh." Thesis, University of Canterbury. Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/6209.

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The goal of this exploratory research project is to gather data on head teachers’ leadership perceptions and practices, so that educational researchers, government officials and head teachers themselves have a better understanding of leadership and management in Bangladeshi high schools. Such data is critical for gaining a better understanding of leadership in Bangladesh and for future head teacher development and school improvement. Leaders can play a very important role in improving teaching and learning in schools. Many Western countries are interested in the power of leadership to generate and sustain school improvement. Bangladeshi schools strive to improve, to develop effective teaching and raise the achievement of students. Much depends on the vision and practices of the head teachers who lead the schools. This study explores the leadership concepts, styles, trends and current practices of the head teachers in four Bangladeshi private secondary schools both in rural and urban areas. Findings of this study show that Bangladeshi school leaders have vision for school improvement. They lead their schools with managerial and democratic styles of leadership. They work for professional development inside the school with a view to improve the teaching and learning process. Students’ achievement is their ultimate goal. They work under pressure with their skill of handling different kinds of adverse situation like bureaucratic complex, political influence, and shortage of human and physical resources. The methodology of this research is qualitative and the methods used for data gathering were interviews and focus group discussions. Four schools from Sirajganj, a district which is approximately one hundred kilometres away from the capital city, provided the sample. Four head teachers participated in interviews and were invited to meet together to take part in a focus group discussion about their leadership practices.

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Fong, Chung-lun. "Resources allocation in a Direct Subsidy Scheme school : a case study of a participant school /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811462.

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Books on the topic "Private schools Private schools Education and state Education, Secondary"

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John, Roach. Secondary education in England 1870-1902: Public activityand private enterprise. London: Routledge, 1991.

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John, Roach. Secondary education in England, 1870-1902: Public activity and private enterprise. London: Routledge, 1991.

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Kim, Hŭng-ju. Sŏul-si chayurhyŏng sarip kodŭng hakkyo sŏnjŏng kijun mit kongnipko hwalsŏnghwa pangan yŏn'gu. Sŏul-si: Han'guk Kyoyuk Kaebarwŏn, 2009.

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Kim, Chŏng-nae. Sarip kodŭng hakkyo ŭi pʻyŏngjunhwa chŏngchʻaek chŏkhapsŏng yŏnʼgu =: On the relevancy of hagh school equalization policy for the case of private schools. Sŏul-si: Hanʼguk Kyoyuk Kaebarwŏn, 2003.

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Miracle on High Street: The rise, fall, and resurrection of St. Benedict's Prep in Newark, N.J. New York: Fordham University Press, 2010.

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Fallon, Michael. Brighter schools: Attracting private investment into state education. London: Social Market Foundation, 1993.

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Gail, Benjamin, ed. Public policy and private education in Japan. New York: St. Martin's Press, 1988.

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Johnson, Daphne. Private schools and state schools: Two systems or one? Milton Keynes, England: Open University Press, 1987.

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Jimenez, Emmanuel. Public and private secondary education in developing countries: A comparative study. Washington, DC: The World Bank, 1995.

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Saskatchewan. Minister's Advisory Board on Independent Schools. Final report to the Minister of Education. Saskatoon, Canada: May be obtained from Saskatchewan Education, Independent Schools Branch, 1990.

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Book chapters on the topic "Private schools Private schools Education and state Education, Secondary"

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Zhang, Yu. "Relationships between Shadow Education and Examination Scores: Methodological Lessons from a Chinese Study in Senior Secondary Schools." In Researching Private Supplementary Tutoring, 59–74. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30042-9_3.

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Galeotti, Glenda, and Gilda Esposito. "A Student Voice Approach in Work-Related Learning. From Lesson-Learned in Secondary School to Suggestions for Higher Education." In Employability & Competences, 175–92. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.25.

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This paper presents a research on work-related learning through School-work Alternance in Secondary Education that involved researchers of University of Florence, ten secondary Schools, public and private entities in the Province of Arezzo and La Spezia. From the analysis of three case studies, it elicits criteria for an educational model that integrates work-related learning with student voice perspective

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Meng, Fan-Hua, Xiao-Ming Tian, Tien-Hui Chiang, and Yi Cai. "The State Role in Excellent University Policies in the Era of Globalization: The Case of China." In Evaluating Education: Normative Systems and Institutional Practices, 197–217. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_12.

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AbstractIn order to obtain considerable amounts of capitalist profit available in a globalized market, individual countries need to enhance their own international competitiveness – a goal that can be achieved through the channel of schools by cultivating human capital. The linear linkage among globalization, international competitiveness, human capital and higher education has convinced many countries to engage in the expansion of higher education institutes. The notion of international competition further generates the idea of university ranking and, in turn, many countries have viewed the world class university as the top priority on the political agenda. As neo-liberalism has become a prevailing new world value, constructed by America, the private sector that addresses efficiency is defined as the best mode of running the higher education market. Therefore, this mode functions as the gateway of achieving this political mission. However, this approach may jeopardize state sovereignty because if the state is unable to balance the relation between capital accumulation and social justice, it cannot win people’s trust. The interactive principle between social cultures and education policies also rejects the universal practicality of free market logic. In order to overcome these challenges, individual countries may adopt transformative strategies, allowing them to improve the international reputation of their own top universities. This essay sets out to shed some light on this issue through examining the case of the Double-First-Class-Universities initiative in China.

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Levy, Daniel C. "“Private” and “Public”; Analysis Amid Ambiguity in Higher Education." In Private Education. Oxford University Press, 1986. http://dx.doi.org/10.1093/oso/9780195037104.003.0015.

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When a well-bred Yale alumnus like William F. Buckley, Jr., sardonically suggests that his alma mater donate itself to the state of Connecticut (“To tell the truth, I don’t know that anything much would happen.”), some conventional assumptions require reexamination. Chief among these is the much ballyhooed distinction between “private” and “public.” Analysis reveals serious ambiguities. We lack an agreed-upon notion of what defines our types. Different observers define the private-public split by different criteria. In fact, criteria are usually implicit and fuzzy, but even when they are explicit and clear, they vary. What defines a private institution for one observer does not do so for another. And the problem goes beyond this definitional conflict. As will be shown at least for higher education, no behavioral criterion or set of criteria consistently distinguishes institutions legally designated private from institutions legally designated public. Surely this volume’s chapters, on both schools and universities, arrive at no such criteria; instead, as discussed below, several provide evidence of increasing private-public blurring. In a desperate attempt to reassert its distinctiveness, the U.S. private higher-education sector has recently rebaptized itself “the independent sector.” The new nomenclature, while it brings private higher education under a terminological umbrella widely used by the U.S. nonprofit world, contributes nothing to definitional clarity. It is simultaneously intended to legitimize the private sector’s claim to the public dollar (by downplaying privateness) and yet to distinguish that sector from the public sector by emphasizing its autonomy from government. The first aim, of course, undermines the second. Looking abroad seems to frustrate yearnings for clear definitional usage. England, for example, long noted for its paradoxical labeling of private and public secondary education, offers an ambiguous picture at higher levels as well. All the universities, even those financed over 90% by the government, form what is still frequently called the autonomous or private sector, distinct not from public universities but from the technical sector of higher education (which is consensually considered public). Increasingly, however, one hears England’s universities identified as public.

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Coulter, John Alfred. "Two Hundred and Twenty Years of American Military Schools." In Advances in Educational Marketing, Administration, and Leadership, 1–17. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6636-7.ch001.

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The purpose of this chapter is to provide an overview of the history of American military schools starting with the establishment of the United States Military Academy at West Point in 1802 through the expansion of the concept in purpose and educational level to 2020. The development of the military school model has its hero with Sylvanus Thayer of West Point. The expansion was led by Alden Partridge, Francis H. Smith, and Stephen B. Luce, who helped bring military schools to state higher education, maritime education, and private secondary education. The political, economic, and cultural challenges that faced military schools more than once caused significant numbers of schools to close, the most dramatically during and after the Vietnam War. However, since that time there has occurred a resurgence with advancements made into the field of charter schools, public education, and co-education. The chapter also illustrates examples of prominent political leaders and the military contributions in the Civil War, World War I, World War II, and the Gulf War.

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Abioye, Taiwo O., Kehinde Oyesomi, Esther Ajiboye, Segun Omidiora, and Olusola Oyero. "Education, Gender, and Child-Rights." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 36–49. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch003.

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Promoting and improving quality education is one of the core missions of the United Nations at ensuring sustainable future; hence, the slogan: Change towards a better quality of life starts with education. This paper examined the place of education, gender and child rights within the current status of Sustainable Development Goals (SDGs) in Ado-Odo/Ota local government of Ogun State, Nigeria. Questionnaire and interviews were used as instruments of data collection. School children between ages 7 and 18 in both private and public schools formed the study population. A sample size, 1000 respondents, was drawn from the population out of which 976 responded effectively to the questions. The findings revealed that education and child rights remain in a precarious state in the local government. There was a limited awareness about child rights among children in primary schools and secondary schools; teaching materials and instructors were grossly inadequate in many of the schools sampled and basic needs such as water and electricity were unavailable. It was also observed that the number of enrolled male children in schools is 24% higher than the females. These challenges should be put into consideration when formulating policies for education in developing countries. There is therefore the need to prioritize education, especially female education, as well as child rights in general in the local government through adequate funding, investment in teachers and creation of awareness about the rights of the child.

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Abioye, Taiwo O., Kehinde Oyesomi, Esther Ajiboye, Segun Omidiora, and Olusola Oyero. "Education, Gender, and Child-Rights." In Advances in Electronic Government, Digital Divide, and Regional Development, 141–54. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1859-4.ch009.

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Promoting and improving quality education is one of the core missions of the United Nations at ensuring sustainable future; hence, the slogan: Change towards a better quality of life starts with education. This paper examined the place of education, gender and child rights within the current status of Sustainable Development Goals (SDGs) in Ado-Odo/Ota local government of Ogun State, Nigeria. Questionnaire and interviews were used as instruments of data collection. School children between ages 7 and 18 in both private and public schools formed the study population. A sample size, 1000 respondents, was drawn from the population out of which 976 responded effectively to the questions. The findings revealed that education and child rights remain in a precarious state in the local government. There was a limited awareness about child rights among children in primary schools and secondary schools; teaching materials and instructors were grossly inadequate in many of the schools sampled and basic needs such as water and electricity were unavailable. It was also observed that the number of enrolled male children in schools is 24% higher than the females. These challenges should be put into consideration when formulating policies for education in developing countries. There is therefore the need to prioritize education, especially female education, as well as child rights in general in the local government through adequate funding, investment in teachers and creation of awareness about the rights of the child.

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Miller, Helena. "Beyond the Community." In Jewish Day Schools, Jewish Communities, 193–206. Liverpool University Press, 2009. http://dx.doi.org/10.3828/liverpool/9781904113744.003.0010.

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This chapter examines Jewish day schools in Britain. While some Jewish schools in Britain are private institutions, funded by trusts and individuals within the Jewish community, most Jewish primary and secondary schools are located within the state sector. Here, the two issues of funding and accountability to the government are the keys to understanding Jewish day school education in Britain today. The chapter examines them as well as the matter of curriculum, which has also been shaped by the relationship between Jewish schools and the government. Clearly, these are not completely separate fields of concern, and throughout the chapter links and connections between them will be made as appropriate.

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Randa, Isaac Okoth. "Quality Management Systems in Sub-Sahara Africa Business Schools." In Quality Management Implementation in Higher Education, 24–47. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9829-9.ch002.

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In Africa globalization and massification of higher education have aided the establishment of foreign and private business schools across the continent. Concomitantly, quality and accountability issues have taken center stage regarding quality of business schools' programs. The dire situation of scarce quality management talent in the continent emphasizes the need for an overarching systemic approach for developing quality management education in the continent. This chapter descriptively investigates existing Sub-Sahara Africa Business Schools' quality management systems using documentary secondary data on purposively selected business schools aimed at identifying an integrated quality management system. The Malcolm Baldrige National Quality Award (MBNQA) and the European Foundation for Quality Management (EFQM) Excellence Model, are widely used frameworks for TQM implementation. It is argued that business schools seeking AABS accreditation could benefit if they also implement elements of ISO-9001, a TQM based quality management system as a foundation for continuous improvement.

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Adewusi, Adedeji Oluwaseun. "E-Learning Adoption among Selected Secondary Schools of Ogun State, Nigeria." In Advances in Electronic Government, Digital Divide, and Regional Development, 108–24. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2565-3.ch005.

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This chapter examines E-learning adoption in secondary schools of Ogun state. Constructivism Learning Theory was used to give theoretical explanation to issues of concern. Quantitative data was obtained from respondents who were purposively selected from 5 private and government owned secondary schools each. Results were analysed using both descriptive and inferential statistics. This chapter was revealing as it concluded that despite the roles ICT-driven instructional aids has been playing in education, schools in Ogun state, especially the government-owned ones, are yet to extensively avail and adopt them for teaching and learning processes as a result of certain challenges. Owing to this, E-learning facilities are to be made available and teachers should be exposed to the use of E-learning in teaching and learning through training and continuous training as to keep them abreast of the innovation in education which will also help boost the quality of students being produced.

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Conference papers on the topic "Private schools Private schools Education and state Education, Secondary"

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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.

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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.

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Mulindwa, Saturninus, and Berec Okware. "CORPORATION TAX ON PRIVATE PRIMARY AND SECONDARY SCHOOLS: IMPLICATIONS ON ACCESS AND QUALITY." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0679.

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Luengalongkot, Pongsatean. "Status and Integration of Education in Public and Private Upper-secondary Schools in three Southern Border Provinces." In 2012 International Conference on Public Management. Paris, France: Atlantis Press, 2012. http://dx.doi.org/10.2991/icpm.2012.10.

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Oyewole, Godwin. "EDUCATIONAL MEDIA UTILIZATION AND COGNITIVE STYLE AS CORRELATES OF READING HABIT OF PRIVATE SECONDARY SCHOOL STUDENTS IN OYO STATE, NIGERIA." In 51st International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.051.031.

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Ćirković-Miladinović, Ivana. "Impact of English Teachers´ Competencies on Students´ Learning and Achievement: Teachers’ and Students’ Perspectives in Private Secondary School (oberstufe) Education in the Federal State of Schleswig Holstein, Germany." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.306cm.

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Brijaková, Annamária. "Information and digital literacy of teachers in Slovakia an their adaptation on homeschooling." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.69.

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The pandemic situation rapidly changed the way of education throughout the whole world. Teachers had to adapt to the virtual environment and started to use new media which many of them did not know before. In Slovakia, for some of them, it was a new opportunity how to transform education into the 21st century, others saw it as a challenge for learning to use innovative methods and technologies but many teachers perceived this period as very de-manding. Differences have emerged not only between individual schools but primarily bet-ween teachers themselves. The aim of our research during the closure of the schools was to map the situation regarding teacher education in information and digital literacy and their readiness to use technologies during a pandemic situation. The research was carried out using a questionnaire method with a total of 1670 participants. It was filled in by primary and secondary school teachers, inc-luding all types of schools (public, private, church and special).

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