Relevant bibliographies by topics / Schools (Country)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Schools (Country)'

Author: Grafiati
Published: 11 December 2022
Last updated: 24 January 2023

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Journal articles on the topic "Schools (Country)"

1

Fuller, Wayne E., and Andrew Gulliford. "America's Country Schools." Journal of American History 72, no. 2 (1985): 383. http://dx.doi.org/10.2307/1903385.

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Harris, Wilbur S., and Andrew Gulliford. "America's Country Schools." Michigan Historical Review 17, no. 2 (1991): 82. http://dx.doi.org/10.2307/20173289.

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Gulliford, Andrew. "America's Country Schools." Rural Special Education Quarterly 6, no. 2 (1985): 28. http://dx.doi.org/10.1177/875687058500600210.

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Schneider, Ronna Greff. "God, Schools, and Country." Human Rights Quarterly 30, no. 3 (2008): 797–807. http://dx.doi.org/10.1353/hrq.0.0011.

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Wiedersheim, William A. "The Country Boarding Schools in Germany." Die Unterrichtspraxis / Teaching German 23, no. 1 (1990): 66. http://dx.doi.org/10.2307/3529960.

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Fuad, Nurhattati, Choirul Fuad Yusuf, and Rihlah Nur Aulia. "School Autonomy Policy Implementation in Emerging Country." International Journal of Early Childhood Special Education 14, no. 1 (2022): 210–24. http://dx.doi.org/10.9756/int-jecse/v14i1.221026.

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The purpose of this study was to analyze how school autonomy was implemented in Jakarta's Special Capital Region, which administratively serves as a barometer for the successful implementation of policies in Indonesia and emerging economies. The research examined how school autonomy has been applied at the school level in terms of program and budget management, curriculum creation, teacher development, and community development. The topics were administrators, teachers, school leaders, and school committee members from 313 Jakarta public primary schools. Data were gathered utilizing a combination of qualitative and quantitative methods, including surveys, interviews, focus groups, and documentary studies. The research indicated that the implementation of school autonomy in Jakarta varies in terms of success, and is contingent on the school's competence and innovation in utilizing its authority and responsibility to grow the institution. Additionally, it is discovered that the weaknesses that must be addressed in order for autonomy to be effective are related to the low quality of leadership demonstrated by school principals, teachers, and school committee participation in management, all of which contribute to the ineffective implementation of school autonomy.
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Đonović, Nela. "Problems of drinking water in country schools." Zdravstvena zastita 36, no. 1 (2007): 25–28. http://dx.doi.org/10.5937/zz0706025d.

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Campbell, Jack K., Thad Sitton, and Milam C. Rowold. "Ringing the Children in: Texas Country Schools." History of Education Quarterly 29, no. 4 (1989): 662. http://dx.doi.org/10.2307/369081.

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Fuller, Wayne E., Thad Sitton, and Milam C. Rowold. "Ringing the Children In: Texas Country Schools." American Historical Review 93, no. 2 (1988): 521. http://dx.doi.org/10.2307/1860101.

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Underwood, Kathleen, Thad Sitton, and Milam C. Rowold. "Ringing the Children in: Texas Country Schools." Western Historical Quarterly 19, no. 2 (1988): 226. http://dx.doi.org/10.2307/968421.

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Dissertations / Theses on the topic "Schools (Country)"

1

Hinshaw, Gregory P. ""The best rural schools in the country" : Lee L. Driver and the consolidated schools of Randolph County, Indiana, 1907-1920." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1389684.

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The early twentieth century marked a period of intense efforts toward reform of the American educational system. Rural education was not excluded from these efforts. The most dramatic change in rural education during the period was the closure and consolidation of "ungraded," one-room schools into consolidated high schools. These efforts met with intense resistance, often with the fear that rural communities would be destroyed by such educational reforms. Scholars have written very little on this subject, and what they have written has viewed the reform efforts quite negatively. One Indiana county, Randolph County, was generally regarded as the model rural school system during the period. Lee L. Driver, the county superintendent of schools, led the consolidation efforts in Randolph County. In many ways a typical Indiana county superintendent, Driver helped to transform his county and eventually became regarded as one of the national experts in the rural school reform movement. As evidenced by the number of visitors to its schools and by the attention it received from both the popular press and the academic press, Randolph County was a national model for more than a decade. Consolidation's impact on minorities and women was uneven in this county. As other locations made similar progress, Randolph County's exceptionalism waned, though there is an enduring legacy both for Lee L. Driver and the county's system of schools in the present educational system of the area.<br>Department of Educational Leadership
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Island, Anyasi. "Adaptation of foreign students to the study in the Ukrainian high schools." Thesis, НТУ "ХПИ", 2014. http://repository.kpi.kharkov.ua/handle/KhPI-Press/8492.

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Hatzichristou, Chryse, and Diether Hopf. "School performance and adjustment of Greek remigrant students in the schools of their home country." Universität Potsdam, 1992. http://opus.kobv.de/ubp/volltexte/2009/3635/.

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This study explores the adjustment of Greek remigrant students in Greek public schools after their families' return to Greece from the Federal Republic of Germany. Teacher and self-rating instruments were used, and achievement and language competence data were obtained. The sample consisted of 13- to 15-year-old junior high school students in northern Greece. The remigrant students were divided into two groups ("early return" and "late return"), based on the year of return to Greece. The control group consisted of all the local classmates of these students. Remigrant students (mainly late return) were found to experience difficulties mainly in the language/learning domain and less in the interpersonal and intrapersonal behavior domains.
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Bean, Eric L. "Measuring Peer Effects in Primary Schools: Lessons Taken from Disadvantaged School Districts Across the Country." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/440.

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Using a unique data set in which students have been assigned randomly to different classrooms throughout several disadvantaged school districts across the United States, I estimate how a student's peer group can affect their academic achievement. Both my data set and my empirical strategy allow me to overcome many of the well-documented difficulties associated with accurately measuring peer effects, though certain data limitations remain an inevitable part of the study. Under these constraints, I find evidence of small peer group effects within a specific proportion of the student population. Generally, however, my findings suggest that peer effects do not play a significant role in shaping educational outcomes. Personal ability is by far the most contributive factor to students' academic performance while the ability of their average classmate does not appear to matter at all, except in the case of very low ability students, where the effect is both small and negative.
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Tongkaw, Aumnat. "Multi-perspective integration of ICT's into island schools in South-West Thailand." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/multiperspective-integration-of-icts-into-island-schools-in-southwest-thailand(62a9b1b1-7000-4dbd-9624-7cef012b82df).html.

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The major part of the island school groups in South-West Thailand is comprised of remote areas, which are under development and lack facilities and basic needs. Most people on the islands are poor Thai gypsies living in temporary shelters or small boats. They have distinctively different origins, cultures and languages. Developing the infrastructures in this area is a low priority on the government's list. Only a marginal percentage of the budget is being spent in the development of gypsy people, especially on their education. This has in turn become a major hurdle for the acceptance and implementation of the new Information Communication and Technology (ICT) in the island school's group sector. The schools generally have an inappropriate infrastructure, inadequate teachers and huge limitations in education resources. ICT implementation has been carried out by the Ministry Of Education (MOE) to assist in teaching, learning and school administration. In examining the ways in which ICT integration has been administered and used in island schools, the study investigated the roles of two different levels of the educational system: 1) The Satun Education Service Area (Satun ESA), located on the mainland; and 2) an island school group, located in the Andaman sea. The Linstone's Multiple Perspectives Model provided a framework for data collection and the organisation of results in a qualitative study. Data was collected by interviewing the Director of the Office of Satun Educational Service Area, the head teachers, teachers, parents and students in the island schools. Data from interviews, observations and documents was analysed using a template analysis approach (King, 2004). The findings of this study were interpreted in three dimensions: ICT benefits, ICT barriers and ICT sustainability. Sustainability is key to the effectiveness of a remote ICT project. Therefore, it is important to understand the concepts and categories associated with ICT project sustainability in rural areas. The categories of sustainability, including infrastructure, policies, politics, culture, management, human resources, co-operation and finance factors, need to be considered in the implementation of ICT projects in island schools or other projects in remote areas. The outcome of this study is a framework that clarifies the process of effective ICT implementation in the island context, which provides an additional valuable source of knowledge for local education policy makers in Thailand and other developing countries.
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Heredia-Ortiz, Eunice. "The impact of education decentralization on education output a cross-country study /." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-12072006-132254/.

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Thesis (Ph. D.)--Georgia State University, 2006.<br>Jorge L. Martinez-Vazquez, committee chair; Robert M. McNab, David L. Sjoquist, Mary Beth Walker, committee members. Electronic text (163 p.) : digital, PDF file. Description based on contents viewed Aug. 6, 2007. Includes bibliographical references (p. 156-162).
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Kendall, Alexandra Clair. "Reading fictions : reading reader identities in Black Country further education communities." Thesis, University of Birmingham, 2005. http://etheses.bham.ac.uk//id/eprint/3840/.

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This thesis ‘opens up’ an exploration of the relationship between identity and achievement in reading, taking as its focus a case study of 16 – 19 year olds studying at Black Country further education colleges. As a group Black Country young people are often characterised through quantitative measurement, league tables and inspection reports, as underachieving in ‘schooled’ literacy. Drawing on a range of theoretical perspectives from Bourdieu, Bernstein and Foucault this project seeks to explore, problematize and challenge these representations offering a more dynamic account of young people’s engagement with textual experience that is grounded in young people’s own accounts of their experience of their out of school literacies. At the same I offer a critically reflexive account of the process of researching and representing research and attempt to achieve homology between the theoretical perspectives I put to use in my analysis and the practices of writing a PhD. I aim to present a reflexive piece of work that explores the situatedness of the PhD, and its authoring, as product and process.
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Kaparou, Maria. "Instructional leadership in a cross-country comparative context : case studies in English and Greek high performing secondary schools." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/61913/.

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This thesis focuses on the application of the model of instructional leadership at high-performing secondary schools in England and Greece. This helped the researcher to develop a model of instructional leadership in a centralised context. A qualitative multiple case design allowed detailed data to be collected on four high performing secondary schools, using the interpretivist paradigm. The enquiry was conducted using mixed methods, including semi-structured interviews with various data sets (stakeholders) within and outside the school, observation of leadership practice and meetings, and scrutiny of relevant macro and micro policy documents. The three-layer comparative framework designed to identify the similarities and differences in leadership variables within and across the countries, shed light on the cross-case analysis of the case studies within a centralised (Greece) and a partially decentralised (England) education context. The empirical lessons from this study show that instructional leadership is implemented in different ways in diverse contexts. The findings from the two Greek case study schools are interwoven with the official multi-dimensional role of Greek headteachers, which leaves little space for undertaking instructional leadership dimensions. In the absence of such official instructional leadership 'actors', teachers' leadership has been expanding, and the research identifies aspects of informal collaborative leadership practices in Greece. In contrast, the decentralization of school activities creates the platform for the emergence of shared and distributed leadership within the English context, while various school actors have direct and indirect involvement in pedagogical leadership for school improvement. This cross-country comparative study provides new evidence about how instructional leadership is contextually bounded and inevitably influenced by the extent and nature of centralisation or decentralisation in the education system.
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Phatudi, Nkidi Caroline. "A study of transition from preschool and home contexts to Grade 1 in a developing country." Thesis, Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09192007-134056.

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Ngerem, Ogechi Vivian. "The necessity of concepts for end-user involvement in information system development in developing country : Case study secondary schools in Nigeria." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-11890.

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System development has been an innovational trend in the field of Information systems in both past and present time; and users of the system is one of the key success in the development life cycle of human and computer based systems. Information system is one of the most emerging technologies in developing countries; Nigeria as a case and the development of these IS is deployed in both private and public sectors of the economy for organizational data management. Due to some characteristics of developing countries such as poor communication facilities, unequal distribution of wealth, large population and so many others, many of these information system development has been carried out for the provision of services to both public and private organizations. But on the other hand, such projects have failed in one way or the other due to poor end user involvement in or during the development process. For this research, the involvement of users in developing country and more appropriate concepts which developers/designer could possibly use to involve users for a successful system were studied. The approach to this investigation was with the use of questionnaire which was distributed to the users of two different systems which were developed using different concepts of user involvement (Scenario-based user involvement technique and Interview-based user involvement technique). Statistical Package for Social Sciences (SPSS), was used for this quantitative analysis and the Independent t-test analysis was done to prove the significance between these systems. The findings from this study shows that in the developing countries such as Nigeria, these concepts of user involvement is also applicable and Interview-based user involvement technique seem to be the more appropriate method. Further research on the combination of these concepts/techniques for end user involvement should be considered or rather the creation of an advanced technique/concept for gathering end user needs and requirements for an excellent usable system in developing countries with respect to their limiting factors as mentioned in this thesis.
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Books on the topic "Schools (Country)"

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McGrath, Marjorie Pattie. Country schools, Douglas County. Empire Pub., 1989.

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Frenz, Robert W. Historic country schools of McHenry County, Illinois. M.T. Pub. Co., 2008.

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America's country schools. 3rd ed. University Press of Colorado, 1996.

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Gulliford, Andrew. America's country schools. Preservation Press, 1991.

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Frenz, Robert W. Historic country schools of McHenry County, Illinois. M.T. Pub. Co., 2008.

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Deiber, Camilla. Country schools for Iowa. Louis Berger Group, 2002.

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Persky, James R. Country schools around Bartlett, Texas. McDowell Publications, 1990.

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Mitchell, Julian, Marek Kanievska, and Alan Marshall. Another country. Hen's Tooth Video, 2013.

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Leathers, Dorie. A country school primer: The one-room schools of Indiana County, PA. 2nd ed. WordWorks Publishing, 2014.

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Metzenthen, David. Stony heart country. Penguin Books, 1999.

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Book chapters on the topic "Schools (Country)"

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Corden, Warner Max. "My Seven Schools." In Lucky Boy in the Lucky Country. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65166-8_5.

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Koerrenz, Ralf, Annika Blichmann, and Sebastian Engelmann. "Hermann Lietz and the German Country Boarding Schools." In Alternative Schooling and New Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67864-1_2.

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Exley, Sonia. "A Country on Its Way to Full Privatisation? Private Schools and School Choice in England." In Private Schools and School Choice in Compulsory Education. Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17104-9_3.

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Kincheloe, Joe L. "What You Don’t Know Is Hurting You and the Country." In What You Don't Know about Schools. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403982872_1.

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Griffin, Helen, Dorottya Rédai, and Valentina Guerrini. "A Whole-School Approach to Gender Equality: Rationale and Country Contexts." In Gender Equality and Stereotyping in Secondary Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64126-9_1.

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Paraide, Patricia, Kay Owens, Charly Muke, Philip Clarkson, and Christopher Owens. "Before and After Independence: Community Schools, Secondary Schools and Tertiary Education, and Making Curricula Our Way." In Mathematics Education in a Neocolonial Country: The Case of Papua New Guinea. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90994-9_5.

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Chandra, Vinesh, Ramila Chandra, and David Nutchey. "Implementing ICT in Schools in a Developing Country: A Fijian Experience." In ICTs and the Millennium Development Goals. Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-7439-6_9.

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Oppong, Joseph R., and Benjamin Ofori-Amoah. "Ghana: Prospects for Secondary School GIS Education in a Developing Country." In International Perspectives on Teaching and Learning with GIS in Secondary Schools. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2120-3_13.

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Jha, Jyotsna, and Neha Ghatak. "Open Schools in Developing Countries." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_27-1.

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AbstractThis chapter examines the reach and experiences of virtual and Open and Distance Learning (ODL)-based education in the context of developing countries with high socioeconomic inequalities and highly uneven access to literacy and technology, through a study of the ODL experience in India. Using the perspective of inclusiveness, the chapter first examines the available evidence related to the virtual schooling experiences during the ongoing COVID-19 pandemic. The pandemic made virtual schooling suddenly a reality in the entire country, as has been the case in most parts of the globe. It then moves to analyze the available evidence with regards to the existing ODL-based system in India, which also happens to be one of the largest in terms of the numbers covered through this mode in the world. Based on these analyses, the chapter identified three kinds of thresholds: access related, learning related and systems related, to outline the prerequisites for the success of virtual or open schooling, especially from the perspective of those who belong to educationally disadvantages groups or locations and face marginalization of some kind. While arguing for making the ODL-based education far more inclusive and responsive to specific disadvantages, the chapter recognizes the need for the mainstream regular school system to become more flexible and open by learning form the ODL-based education system. Finally, the chapter argues for the need for adopting a proactive and layered learner support approach in order to ensure that virtual teaching actually leads to meaningful learning.
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Jha, Jyotsna, and Neha Ghatak. "Open Schools in Developing Countries." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_27.

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AbstractThis chapter examines the reach and experiences of virtual and Open and Distance Learning (ODL)-based education in the context of developing countries with high socioeconomic inequalities and highly uneven access to literacy and technology, through a study of the ODL experience in India. Using the perspective of inclusiveness, the chapter first examines the available evidence related to the virtual schooling experiences during the ongoing COVID-19 pandemic. The pandemic made virtual schooling suddenly a reality in the entire country, as has been the case in most parts of the globe. It then moves to analyze the available evidence with regards to the existing ODL-based system in India, which also happens to be one of the largest in terms of the numbers covered through this mode in the world. Based on these analyses, the chapter identified three kinds of thresholds: access related, learning related and systems related, to outline the prerequisites for the success of virtual or open schooling, especially from the perspective of those who belong to educationally disadvantages groups or locations and face marginalization of some kind. While arguing for making the ODL-based education far more inclusive and responsive to specific disadvantages, the chapter recognizes the need for the mainstream regular school system to become more flexible and open by learning form the ODL-based education system. Finally, the chapter argues for the need for adopting a proactive and layered learner support approach in order to ensure that virtual teaching actually leads to meaningful learning.
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Conference papers on the topic "Schools (Country)"

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Pratto, Marlene R., Jonathan Thyer, Martie Skinner, and Judy Martin. "Global Greensboro, the Guilford Country Schools and UNCG." In the 22nd annual ACM SIGUCCS conference. ACM Press, 1994. http://dx.doi.org/10.1145/196355.196515.

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Shacklette, Ben K. "Designed for Repair-ability: Learning from the German Country Schools of Gillespie County, Texas." In 106th ACSA Annual Meeting. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.am.106.82.

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Schlein, Candace. "Experiences of Cross-Cultural Team Teaching in Host Country Schools." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1574415.

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Altenburger, Elke. "School Climates at Country and Prairie High: The Spaces In-Between at Two Rural High Schools." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1574927.

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Ioniţă (Vişoiu), Carmen. "Particularities in the Process of Implementing a Qualitative Management System in Romanian Secondary Schools, High Schools and Technical Vocational Schools." In 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/20.

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In order to achieve prosperity and competitiveness, a relevant educational system strongly linked to the economy and the society of the future is required. The authorities cannot certainly say that our country has a well -defined strategy regarding the human capital management, one that is conform to the European Union. Strategies based on lifelong learning are being discussed and analysed. As statistics show, the existing strategy implementation is weaker in the Romanian educational system compared to other European educational systems. The paper focuses on highlighting the main priorities in the process of implementing a qualitative management system in Romanian secondary schools, high schools and technical vocational schools, a modern education that fulfils the market needs.
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Urbans, Mihails, Jelena Malahova, and Vladimirs Jemeļjanovs. "Compliance of fire safety measures for accommodation of people in Riga schools." In 21st International Scientific Conference "Economic Science for Rural Development 2020". Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2020. http://dx.doi.org/10.22616/esrd.2020.53.027.

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This article describes the situation with fire safety at Riga schools regarding their compliance with the fire safety requirements set in Latvia for accommodation of people in schools. The objective of the current paper was to research and evaluate the compliance with the requirements of regulatory enactments regarding the accommodation in Riga schools and analyse the actual fire safety situation during accommodation of participants of the Dance and Song Festivals in Riga schools. The research was conducted in spring of 2018, prior to the Dance and Song Festival, assessing the compliance of 60 accommodation sites with the Latvian regulatory enactments on fire safety. During the Dance and Song Festival, it was planned to organise accommodation places in schools for 24 000 persons – participants of the festival events in the city of Riga. Ensuring fire safety at public facilities is a topical issue for any country, since the fulfilment of fire safety requirements is important not only in cases, when school premises are intended to be used for temporary accommodation of participants of the Dance and Song Festivals for a period not exceeding a week, but also in cases when children have to stay in school premises every day to receive the knowledge they will need in their future lives and the fulfilment of fire safety regulations is an important condition for providing the overall safety.
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Čekse, Ireta, and Reinis Alksnis. "Is there a Relationship Between School Factors and Students’ Citizenship Education? The Cases of Latvia and Finland Based on IEA ICCS 2016 Data." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.18.

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In this research, the aim was to determine teacher- and school-level factors that are associated with students’ civic knowledge, future engagement in society as a citizen, opinions about future global issues and sense of belonging to their country. For that purpose, the research took IEA International Civic and Citizenship Education Study (ICCS 2016) questionnaire data from Latvian and Finnish students (Latvia n = 3224, Finland n = 3173), teachers (Latvia n = 1933, Finland n = 2097) and schools (Latvia n = 137, Finland n = 174). The study used a subset of the teacher dataset that corresponds only to those teachers who teach civic and citizenship education lessons in school (Latvia n = 131, Finland n = 165). The research shows that there are some significant relationships with teacher- and school-level factors and four student factors: civic knowledge, future engagement, sense of belonging to their country and global problems (sustainability, violence and economy). The research supported by research application no. 1.1.1.2/VIAA/1/16/020.
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Langer-Buchwald, Judit, and Zsolt Langer. "CORRELATIONS BETWEEN GOVERNMENTAL FINANCIAL CONTRIBUTIONS TO EDUCATION AND THE AUTONOMY OF ALTERNATIVE SCHOOLS IN HUNGARY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end047.

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"Besides state-funded schools, private schools play a role in public education both abroad and in Hungary, however the financial aid they receive from the governmental budget is different from country to country. There are countries where they receive the same amount of support that state-funded institutions get. Whereas there are other private institutions that cannot gain any financial resources from the subsidy. Financial contribution by the government to educational costs, however, always goes together with a restriction of the autonomy of schools by said government. These restrictions may include forcing the exemption of tuition fees or mandating that private schools cannot control the admission of pupils. Moreover, it might convey the restriction of the pedagogical autonomy of alternative private schools according to the educational system’s degree of centralization. The liberal and decentralized Hungarian education system has become centralized again due to the current government’s aspiration of creating an integrated and unified educational policy. In this study, we seek to answer the question of how the financial contribution of the state to the operation of alternative private schools affects their pedagogical autonomy."
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Bruckmayr, Philipp. "PHNOM PENH’S FETHULLAH GÜLEN SCHOOL AS AN ALTERNATIVE TO PREVALENT FORMS OF EDUCATION FOR CAMBODIA’S MUSLIM MINORITY." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/rdcz7621.

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Following the end of Khmer Rouge rule (1975–79), the Cham Muslim minority of Cambodia began to rebuild community structures and religious infrastructure. It was only after 1993 that they became recipients of international Islamic aid, mostly for the establishment of mosques, schools and orphanages. Now Cambodia boasts several Muslim schools, financed and/or run by Saudi Arabian and Kuwaiti NGOs as well as by private enterprise from the Gulf region, most of which rely on a purely religious curriculum. However, Cambodian Muslim leaders are urging attendance of public Khmer schools and seeking to establish alternatives in the form of Islamic secondary schools with a mixed curriculum, modelled after similar schools in Malaysia. The generally harmonious relations between Chams and Khmers have been affected by the importation of new interpretations of Islam through international Islamic welfare organisations, and the long arm of international terrorism. The only Cambodian non-religious and non-discriminatory educational facility operated from a Muslim country is Phnom Penh’s Zaman International School. It was founded in 1997 and is associated with the Fethullah Gülen movement. Classes are taught in both Khmer and English. Its kindergarten, primary and high schools are attended by Khmers, resident foreigners and a few Chams. For them, apart from the high standard provided by the school, its explicit agenda of instruction on an inter-racial and inter-religious basis, coupled with its prestige as an institution operated from Muslim lands, serves to make the school a valuable alternative to both secular private schools and Islamic schools. This paper raises and discusses the interesting question of the applicability of Gülen’s thought on education and inter-faith relations to the periphery of Southeast Asian Islam.
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Zualkernan, Imran A., Anjana Raza, and Asad Karim. "Curriculum-Guided Crowd-Sourcing of Assessments for Primary Schools in a Developing Country." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.60.

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Reports on the topic "Schools (Country)"

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Arteaga, Felipe, Gregory Elacqua, Thomas Krussig, Carolina Méndez, and Christopher Neilson. Can Information on School Attributes and Placement Probabilities Direct Search and Choice? Evidence from Choice Platforms in Ecuador and Peru. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004672.

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This paper evaluates how new information influences families applica- tions and assignment outcomes in elementary school choice settings. Specifi- cally, using a multi-country RCT based in Tacna, Peru and Manta, Ecuador, we examine the effect of providing personalized information on schooling alternatives and placement risk. We find that applicants who received feed- back on placement risk and a suggestion of new schools add more schools to their applications and were more likely to include recommended schools than other alternatives available. Interestingly, the project implemented in Manta, Ecuador had only marginal effects for all outcomes. The main differ- ence across implementations was the inclusion of outreach and information provision through an additional WhatsApp “warning” in Peru, which was not realized in Ecuador. A lower school density seems to have also been a contributing factor to the results observed in the Ecuadorian context.
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Datta, Sandip, and Geeta Gandhi Kingdon. The Myth and Reality of Teacher Shortage in India: An Investigation Using 2019-20 Data. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/072.

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This paper examines the widespread perception in India that the country has an acute teacher shortage of about one million teachers in public elementary schools, a view repeated in India’s National Education Policy 2020. Using official DISE data, we show that teacher vacancies cannot be equated with teacher shortages: while the number of teacher vacancies (in teacher-deficit schools) is 766,487, the number of teacher surpluses (in surplus-teacher schools) is 520,141, giving a net deficit of only 246,346 teachers in the country. Secondly, removing estimated fake student numbers from enrolment data greatly reduces the required number of teachers and raises the number of surplus teachers, converting the net deficit of 246,346 teachers into an estimated net surplus of 98,371 teachers. Thirdly, if we both remove estimated fake enrolment and also make a hypothetical change to the teacher allocation rule to adjust for the phenomenon of emptying public schools (which has slashed the national median size of public schools to a mere 63 students, and rendered many schools ‘tiny’), the estimated net teacher surplus rises to 239,800 teachers. Fourthly, we show that if government does fresh recruitment to fill the supposed approximately one-million vacancies as promised in National Education Policy 2020, the already modest national mean pupil-teacher-ratio of 25.1 would fall to 19.9, at a permanently increased fiscal cost of nearly Rupees 637 billion (USD 8.7 billion) per year in 2019-20 prices, which is higher than the individual GDPs of 50 countries that year. The paper highlights the major efficiencies that can result from evidence-based policy on minimum viable school-size, teacher allocation norms, permissible maximum pupil teacher ratios, and teacher deployment.
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Adeniran, Adedeji, Dozie Okoye, Mahounan P. Yedomiffi, and Leonard Wantchekon. COVID-19 Learning Losses, Parental Investments, and Recovery: Evidence from Low-Cost Private Schools in Nigeria. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/120.

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About 2 billion children were affected by school closures globally at the peak of the COVID-19 pandemic. This has led to documented learning losses while children were out of school, and an especially precarious future academic path for pupils in developing countries where learning and continued enrolment remain important issues. There is an urgent need to understand the extent of these learning and enrolment losses, and possible policy options to get children back on track. This paper studies the extent of learning losses and recovery in Africa's most populous country, Nigeria, and provides some evidence that a full recovery is possible. Using data from a random sample of schools, we find significant learning losses of about .6 standard deviations in English and Math. However, a program designed to slow down the curriculum and cover what was missed during school closures led to a rebound within 2 months, and a recovery of all learning losses. Students who were a part of the program do not lag behind one year later and remain in school.
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Mahdavian, Farnaz. Germany Country Report. University of Stavanger, 2022. http://dx.doi.org/10.31265/usps.180.

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Germany is a parliamentary democracy (The Federal Government, 2021) with two politically independent levels of 1) Federal (Bund) and 2) State (Länder or Bundesländer), and has a highly differentiated decentralized system of Government and administration (Deutsche Gesellschaft für Internationale Zusammenarbeit, 2021). The 16 states in Germany have their own government and legislations which means the federal authority has the responsibility of formulating policy, and the states are responsible for implementation (Franzke, 2020). The Federal Government supports the states in dealing with extraordinary danger and the Federal Ministry of the Interior (BMI) supports the states' operations with technology, expertise and other services (Federal Ministry of Interior, Building and Community, 2020). Due to the decentralized system of government, the Federal Government does not have the power to impose pandemic emergency measures. In the beginning of the COVID-19 pandemic, in order to slowdown the spread of coronavirus, on 16 March 2020 the federal and state governments attempted to harmonize joint guidelines, however one month later State governments started to act more independently (Franzke &amp; Kuhlmann, 2021). In Germany, health insurance is compulsory and more than 11% of Germany’s GDP goes into healthcare spending (Federal Statistical Office, 2021). Health related policy at the federal level is the primary responsibility of the Federal Ministry of Health. This ministry supervises institutions dealing with higher level of public health including the Federal Institute for Drugs and Medical Devices (BfArM), the Paul-Ehrlich-Institute (PEI), the Robert Koch Institute (RKI) and the Federal Centre for Health Education (Federal Ministry of Health, 2020). The first German National Pandemic Plan (NPP), published in 2005, comprises two parts. Part one, updated in 2017, provides a framework for the pandemic plans of the states and the implementation plans of the municipalities, and part two, updated in 2016, is the scientific part of the National Pandemic Plan (Robert Koch Institut, 2017). The joint Federal-State working group on pandemic planning was established in 2005. A pandemic plan for German citizens abroad was published by the German Foreign Office on its website in 2005 (Robert Koch Institut, 2017). In 2007, the federal and state Governments, under the joint leadership of the Federal Ministry of the Interior and the Federal Ministry of Health, simulated influenza pandemic exercise called LÜKEX 07, and trained cross-states and cross-department crisis management (Bundesanstalt Technisches Hilfswerk, 2007b). In 2017, within the context of the G20, Germany ran a health emergency simulation exercise with representatives from WHO and the World Bank to prepare for future pandemic events (Federal Ministry of Health et al., 2017). By the beginning of the COVID-19 pandemic, on 27 February 2020, a joint crisis team of the Federal Ministry of the Interior (BMI) and the Federal Ministry of Health (BMG) was established (Die Bundesregierung, 2020a). On 4 March 2020 RKI published a Supplement to the National Pandemic Plan for COVID-19 (Robert Koch Institut, 2020d), and on 28 March 2020, a law for the protection of the population in an epidemic situation of national scope (Infektionsschutzgesetz) came into force (Bundesgesundheitsministerium, 2020b). In the first early phase of the COVID-19 pandemic in 2020, Germany managed to slow down the speed of the outbreak but was less successful in dealing with the second phase. Coronavirus-related information and measures were communicated through various platforms including TV, radio, press conferences, federal and state government official homepages, social media and applications. In mid-March 2020, the federal and state governments implemented extensive measures nationwide for pandemic containment. Step by step, social distancing and shutdowns were enforced by all Federal States, involving closing schools, day-cares and kindergartens, pubs, restaurants, shops, prayer services, borders, and imposing a curfew. To support those affected financially by the pandemic, the German Government provided large economic packages (Bundesministerium der Finanzen, 2020). These measures have adopted to the COVID-19 situation and changed over the pandemic. On 22 April 2020, the clinical trial of the corona vaccine was approved by Paul Ehrlich Institute, and in late December 2020, the distribution of vaccination in Germany and all other EU countries
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Chegwin, Valentina, Cynthia Hobbs, and Agustina Thailinger. School Financing in Jamaica: An Exploration of the Allocation of School Resources. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003880.

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Education spending has increased significantly in Latin America and the Caribbean over the last few decades and Jamaica is no exception. The country has prioritized education within its policy agenda, with spending consistently above the regions average for more than 10 years. Despite these efforts, closing existing learning gaps between advantaged and disadvantaged students has remained a challenge. This study examines how resources are allocated to Jamaican schools and explores ways to promote equity through adjustments in education spending. Findings suggest that lower socio-economic schools rely mainly on public funds, while most high socio-economic schools income comes from donations from different sources, which can be used more flexibly. Such contributions are not always quantifiable or consistently described in the MOEYIs registries, which distorts the equitable allocation of public resources. Moreover, the funding formula used by the MOEYI is relatively new and no impact evaluation studies have been carried out to measure if it effectively responds to equitable education opportunities across schools. More information on schools access to and sources of resources would allow the MOEYI to determine more accurately whether the funds allocated to each school are sufficient to meet their real needs.
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Elacqua, Gregory, Isabel Jacas, Thomas Krussig, Carolina Méndez, and Christopher Neilson. The Welfare Effects of including Household Preferences in School Assignment Systems: Evidence from Ecuador. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004676.

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We study the welfare produced by a coordinated school assignment system that is based exclusively on minimizing distance to schools, comparing the matches it produces to a system that includes household preferences using a deferred acceptance algorithm. We leverage administrative data and a mechanism change implemented in the city of Manta, Ecuador in 2021 to estimate household preferences and show that considering applicant preferences produces large welfare gains. Our counterfactual exercises show that differences across alternative assignment mechanisms are small. Survey data on household beliefs and satisfaction support these conclusions. The evidence indicates that coordinated school choice and assignment systems can have large welfare effects in developing country contexts.
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Leung-Gagné, Melanie, Jennifer McCombs, Caitlin Scott, and Daniel Losen. Pushed out: Trends and disparities in out-of-school suspension. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/235.277.

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During the 1990s and early 2000s, federal and state policies encouraged the implementation of zero-tolerance policies across the country, which helped fuel an overall increase in the use of suspension and expanded racial disparities in suspension. Recent changes in policy and practice have begun to shift educators away from exclusionary discipline, and we review those changes and trends in this report. We examine out-of-school suspension data from the Civil Rights Data Collection (CRDC), tracking trends over time. We also assess differences in suspension rates of students based on their race and ethnicity, school level, and disability status. We present data at national and state levels, and because out-of-school suspensions are concentrated in secondary schools, we focus our state-level findings on secondary school students. We explore the ways in which changes in suspension rates may be related to changes in policy, and we make recommendations for additional strategies to reduce school exclusion for all students, and in particular for those who have disproportionately experienced its negative effects.
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Johnson, Mark, and John Wachen. Examining Equity in Remote Learning Plans: A Content Analysis of State Responses to COVID-19. The Learning Partnership, 2020. http://dx.doi.org/10.51420/report.2020.2.

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In this technical report, the authors present a content analysis of state guidance on remote learning from the 2019-20 school year. As schools across the country closed in response to COVID-19, state education agencies (SEAs) developed guidance for use by districts on how to ensure the continuation of education during the pandemic. The described analysis applied an equity framework that was developed based on concepts drawn from a literature review to examine the extent to which SEAs addressed issues of equity in their remote learning recommendations. The analysis revealed variation in the extent to which states explicitly focused on equity in their guidance. The analysis also identified exemplar states that encouraged local educators to keep equity at the forefront of their planning.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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