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Journal articles on the topic 'State Educational Finance Commission'

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Published: 4 June 2021

Last updated: 14 February 2022

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1

Globan, Tomislav, Lucija Rogić Dumančič, Neven Ricijaš, and Mislav Ante Omazić. "EKONOMSKI I DRUŠTVENI TROŠKOVI OVISNOSTI O KOCKANJU U HRVATSKOJ – DRUGA STRANA MEDALJE." Annual of social work 28, no. 1 (July 29, 2021): 37–70. http://dx.doi.org/10.3935/ljsr.v28i1.413.

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ECONOMIC AND SOCIAL COSTS OF GAMBLING ADDICTION IN CROATIA – THE OTHER SIDE OF THE MEDAL ABSTRACT Gambling, as a behavior primarily aimed at entertainment and leisure, is risky due to the potential development of harmful psychosocial consequences, i.e. the development of gambling addiction symptoms. These include the full range of health (physical and mental), social (family, friends, community), and economic (employment, finances, and crime) adverse consequences. The aim of this research is to calculate the economic and social costs of gambling addiction in the Republic of Croatia in order to provide science-based indicators to encourage positive regulatory changes that would ensure a balanced market between profitable and risky elements of the gambling industry. The research starts from the scientific research on the prevalence of gambling addiction in the adult Croatian population and the official data on revenues in the state budget from all gambling activities. Two of the most commonly used methodologies were used to calculate the social and economic costs: National Opinion Research Centre − NORC and Australian Productivity Commission − APC. The research uses original and strict criteria for the prevalence of gambling addiction. Regardless of the methodology used, the results show that the social costs of gambling addiction in Croatia account for between 34% and 77% of the total annual gambling revenue. Ljetopis socijalnog rada 2021., 28 (1), 37-70. 70 članci The results were interpreted in the context of general guidelines for improving the policy of responsible gambling, with the aim of reducing the likelihood of developing harmful psychosocial consequences in society. Key words: gambling; gambling addiction; economic costs; social costs; consequences

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2

Gupta, Saloni. "Fourteenth Finance Commission: An Analysis of the Key Recommendations." Journal of Business Management and Information Systems 2, no. 1 (June 30, 2015): 185–90. http://dx.doi.org/10.48001/jbmis.2015.0201017.

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The Fourteenth Finance Commission (FFC) has submitted its recommendations for the period 2015-16 to 2020-21. They are likely to have major implications for center-state relations, for union and state budgeting and for the fiscal situation of the center and the states. The spirit behind the FFC recommendations is to increase the automatic transfers to the states to give them more fiscal autonomy and this is ensured by increasing the share of states from 32 to 42 per cent of divisible pool. The FFC has made far-reaching changes in tax devolution that will move the country toward greater fiscal federalism, conferring more fiscal autonomy on the states. It is hoped that the far-reaching recommendations of the FFC will further the Government’s vision of cooperative and competitive federalism.

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3

Das, Manoj Kumar, and Debabrata Sahoo. "Implications of Finance Commission and State Finance Commissions Recommendation on Local Bodies in Odisha, India." International Journal of Economics and Management Studies 7, no. 1 (January 25, 2020): 138–44. http://dx.doi.org/10.14445/23939125/ijems-v7i1p117.

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4

Brown, Stephen I. "Educational Finance Equity: Recent Developments in State Courts." NASSP Bulletin 75, no. 531 (January 1991): 80–85. http://dx.doi.org/10.1177/019263659107553112.

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5

Moleyar, Jayadeva Prasad. "Accident at Vidyalaya School – an ethical dilemma." Emerald Emerging Markets Case Studies 9, no. 2 (October 19, 2019): 1–11. http://dx.doi.org/10.1108/eemcs-05-2019-0103.

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Learning outcomes This paper aims to sensitize learners to some of the ethical and public relation issues involved in decision-making with specific reference to the educational field. Case overview/synopsis This case brings out a dilemma faced by the school management of Vidyalaya School, Karnataka, India in responding to a notice issued by the State Government to pay a huge compensation and to re-absorb a teacher who was rendered physically challenged owing to an accident within the school premises. The case is set in the milieu of a self-financed, private education industry during the period 2013-2018. This is a case in “Strategy formulation” and “Ethical dilemma” involved in the field of education in India. A teacher was permanently injured and confined to a wheelchair in an attempt to rescue a child attempting to jump off the school building and end her life for having obtained low marks in a test paper. While the school management was initially sympathetic and paid her medical bills and full salary purely on humanitarian grounds, they discontinued this support-line after about two years. The teacher filed a complaint with the Disability Commission, a grievance redressal body of the Government of Karnataka, India. She demanded re-absorption into the job, payment of salary arrears and reimbursement of all the subsequent medical bills incurred abroad totaling Rs 15.5 million, which is unaffordable for a school of that size. The management is faced with a situation where they cannot accept such a huge financial liability as well as accept a wheelchair-bound teacher who would not be able to discharge her duties. The school was briefed by legal experts that there exists no law that specifies either compensation or re-absorption into the job in a situation like this. At the same time, to fight the case purely on legal grounds and deny her a decent livelihood would impact the image of the school as being inhuman to a lady who had actually tried to help the school in the name of humanity. The management is caught in a dilemma on the course of action they must take – to fight the case legally or to accept the demand on humanitarian grounds. Complexity academic level This paper is suitable for Undergraduate or Graduate students of Business Management. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 11: Strategy

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6

Gawel, Erik, and Sebastian Strunz. "State Aid Dispute on Germany’s Support for Renewables." Journal for European Environmental & Planning Law 11, no. 2 (July 8, 2014): 137–50. http://dx.doi.org/10.1163/18760104-01102005.

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The Commission is concerned that renewable support schemes may distort competition and trade between Member States. Thus, the Commission has recently proposed guidelines on how to make renewable support schemes compliant with state aid rules. Moreover, it has opened in-depth proceedings to investigate whether the German support scheme counts as inappropriate state aid in the meaning of Article 107 (1) tfeu. The Commission believes that, in particular, Germany’s concessions to energy-intensive industries, which pay only reduced levies to finance the renewables scheme, are distortive. This paper reviews the Commission’s arguments in this case as well as the proposed guidelines on state aid. It concludes that Germany’s support scheme does not constitute inappropriate state aid and that the Commission’s guidelines should be open to further discussion.

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7

Datta, Polly. "Debating Contribution vis-à-vis Equity Principle in Tax Sharing: A Review of Recommendations of the Finance Commission of India." South Asian Journal of Macroeconomics and Public Finance 1, no. 2 (December 2012): 281–318. http://dx.doi.org/10.1177/2277978712473404.

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This article discusses the objectives of the Finance Commission of India since inception, within the ambit of critical issues in public finance. Amidst increasing political tensions between the central and state governments in India and waning trends in single party majority at the Centre, the evolution of tax sharing arrangements are critical indi- cators of a functional federal structure. The article compares various objectives put forth by the Finance Commission and evaluates observed conditions in four important states in the country. We carefully evaluate if the recommendations of the Finance Commission have influenced the degree of industrialization in these states.

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8

Pshenisnov, N. V. "Organization and conducting the state final certification using distancelearning technologies." Transport Technician: Education and Practice 2, no. 1 (March 27, 2021): 17–23. http://dx.doi.org/10.46684/2687-1033.2021.1.17-23.

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The classical procedure for conducting state final certification of students in critical conditions, such as a pandemic in 2020, is impossible without observing all measures to ensure the safety of participants in the procedure. Educational organizations faced legal, technical and organizational challenges when organizing the state final certification in June 2020. The implementation of basic educational programs both in the second academic semester of the academic year and during the final certification was carried out remotely through electronic technologies. The educational institutions were not ready for the situation, but in general they coped with it successfully. The purpose of the work is to study the experience of an educational organization in adapting to remote technologies in a pandemic.The experience of organizing the educational process in the context of a pandemic, technical and technological training of teaching staff, ensuring the operation of an electronic information and educational environment, or ganizing preparatory stages and directly conducting the state final certification in the SamGUPS branch in Nizhny Novgorod according to secondary vocational education programs. Legal aspects, issues of technical organization of the procedure and related processes, modernization of workflow and work of the commission online are considered. The results of the work of the state examination commission in 2020 were summed up and recommendations for the use of this experience in the future were proposed.

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9

Rao, K. V., G. Prasad, and Y. S. Kiranmayi. "Can Universities Continue to Relegate Financial Administration to the Background?" Vikalpa: The Journal for Decision Makers 12, no. 2 (April 1987): 29–36. http://dx.doi.org/10.1177/0256090919870204.

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Many of our universities are in deep financial crisis. They have viewed financial management as ways of getting funds from state governments and the University Grants Commission. K V Rao, G Prasad, and Y S Kiranmayi analyse the situation and make recommendations to universities, state governments, and the University Grants Commission on how to carry out the finance function more effectively.

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10

Key, Logan. "State Education Finance and Governance Profile: Alabama." Peabody Journal of Education 85, no. 1 (February 2, 2010): 49–53. http://dx.doi.org/10.1080/01619560903523748.

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11

Zhang, Chi. "State Education Finance and Governance Profile: Arkansas." Peabody Journal of Education 85, no. 1 (February 2, 2010): 54–57. http://dx.doi.org/10.1080/01619560903523763.

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12

Canon, Katherine. "State Education Finance and Governance Profile: Delaware." Peabody Journal of Education 85, no. 1 (February 2, 2010): 58–60. http://dx.doi.org/10.1080/01619560903523789.

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13

Wright, Rebecca. "State Education Finance and Governance Profile: Florida." Peabody Journal of Education 85, no. 1 (February 2, 2010): 61–65. http://dx.doi.org/10.1080/01619560903523797.

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14

Iosava, Lela. "State Education Finance and Governance Profile: Georgia." Peabody Journal of Education 85, no. 1 (February 2, 2010): 66–69. http://dx.doi.org/10.1080/01619560903523805.

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15

Schimpff, Hunter. "State Education Finance and Governance Profile: Kentucky." Peabody Journal of Education 85, no. 1 (February 2, 2010): 70–73. http://dx.doi.org/10.1080/01619560903523839.

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Shaikh, Naveed A. "State Education Finance and Governance Profile: Louisiana." Peabody Journal of Education 85, no. 1 (February 2, 2010): 74–76. http://dx.doi.org/10.1080/01619560903523847.

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17

Carter, Emily. "State Education Finance and Governance Profile: Maryland." Peabody Journal of Education 85, no. 1 (February 2, 2010): 77–79. http://dx.doi.org/10.1080/01619560903523862.

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18

Poulin, Nicole S. "State Education Finance and Governance Profile: Mississippi." Peabody Journal of Education 85, no. 1 (February 2, 2010): 80–83. http://dx.doi.org/10.1080/01619560903523904.

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19

Slosburg, Tucker. "State Education Finance and Governance Profile: Oklahoma." Peabody Journal of Education 85, no. 1 (February 2, 2010): 88–92. http://dx.doi.org/10.1080/01619560903523946.

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20

Krause, Mike. "State Education Finance and Governance Profile: Tennessee." Peabody Journal of Education 85, no. 1 (February 2, 2010): 97–100. http://dx.doi.org/10.1080/01619560903523979.

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21

Boswell, Courtney. "State Education Finance and Governance Profile: Texas." Peabody Journal of Education 85, no. 1 (February 2, 2010): 101–3. http://dx.doi.org/10.1080/01619560903524001.

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22

Smith, Matthew. "State Education Finance and Governance Profile: Virginia." Peabody Journal of Education 85, no. 1 (February 2, 2010): 104–7. http://dx.doi.org/10.1080/01619560903524027.

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23

Polonskaya, Ksenia. "Metanarratives as a Trap: Critique of Investor–State Arbitration Reform." Journal of International Economic Law 23, no. 4 (December 1, 2020): 949–71. http://dx.doi.org/10.1093/jiel/jgaa038.

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ABSTRACT The ongoing reform of investment arbitration at the United Nations Commission on International Trade Law can have a lasting impact on international investment protection for the decades ahead. This paper examines the current discussions at the United Nations Commission on International Trade Law to explain why the current focus on reforming the procedural aspects of the system is too narrow. As a result of such a narrow approach, the reform risks to miss an opportunity to address the global challenges, e.g. climate change. In advancing its critique of the ongoing reform, the paper adopts the lens of metanarrative by Jean-François Lyotard. By relying on Lyotard, this paper cautions that such values as feasibility and efficiency in conducting the reform should not obscure the need for a critical conversation on the purpose of the reform, which is to ensure the legitimacy of investment arbitration in the future. As this paper argues, a current procedural approach to the reform cannot meaningfully contribute to this objective.

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24

Kvasha, Oksana, Zoia Zahynei, Mykola Shapoval, Oleksii Kurylo, and Viktor Nikitenko. "Corruptive abuses of senior public officials in the banking sphere as a determinant of the Ukrainian economy criminalization." Banks and Bank Systems 14, no. 2 (May 31, 2019): 89–105. http://dx.doi.org/10.21511/bbs.14(2).2019.08.

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The issues of crimes commission in the sphere of banking activity in Ukraine are highlighted. It is emphasized that crimes in banking activity are systematically committed by the public officials of the state. Such actions committed by the public officials cause the losses to the Ukrainian economy in the specially big amount. In the last two years, the socially dangerous consequences of these acts for the state economy are calculated by hundreds of millions of hryvnias. The defendants of these resonant criminal cases are the heads of banking institutions and senior public officials, as well as the officials of the National Bank of Ukraine. Moreover, the losses of these crimes cannot be compensated to the state economy, since the money laundered are placed for a long time in offshore areas outside the state. The conclusion is fomulated that current criminal legislation of Ukraine should be amended. First, there is the social need for criminalization of the socially dangerous actions committed by the public officials in banking sphere. Second, the study of the criminal legislation of the separate countries demonstrates that criminal liability of the legal persons for commission of the criminal offences in the sphere of banking activity is an effective measure to prevent the negative effects of the criminal threats. So this liability should also be introduced in Ukraine. Third, negligent crimes in the sphere of banking activities should also be criminalized, because an absence of such criminal prohibilion leads to the negligent behavior of the bank managers and to the socially dangerous results.

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25

Yao, Wang. "State Education Finance and Governance Profile: North Carolina." Peabody Journal of Education 85, no. 1 (February 2, 2010): 84–87. http://dx.doi.org/10.1080/01619560903523912.

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26

Conrad, Zachary. "State Education Finance and Governance Profile: South Carolina." Peabody Journal of Education 85, no. 1 (February 2, 2010): 93–96. http://dx.doi.org/10.1080/01619560903523961.

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27

Orkodashvili, Mariam. "State Education Finance and Governance Profile: West Virginia." Peabody Journal of Education 85, no. 1 (February 2, 2010): 108–13. http://dx.doi.org/10.1080/01619560903524035.

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28

Hinojosa, David G. "New Mexico’s 2019 School Finance Reforms and The Essential Building Blocks for State School Finance." Association of Mexican American Educators Journal 13, no. 3 (December 18, 2019): 18. http://dx.doi.org/10.24974/amae.13.3.451.

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This article discusses the State of New Mexico’s school finance reforms during the 2019 legislative session and the relationship of those reforms to The Essential Building Blocks for State School Finance. The Essential Building Blocks is a 2018 report written by the author for the Learning Policy Institute that provides essential, research-based guidance to policymakers and advocates who write school finance laws to ensure more equitable school finance policies. The legislative reforms follow a state court victory in 2019 by plaintiff families and school districts suing the state on school finance and educational opportunity claims in Martínez v. State of New Mexico and Yazzie v. State of New Mexico. The author examines how the Legislature’s efforts measure up against the guidance articulated in The Essential Building Blocks. The author also interviews the Gallup-McKinley County Schools superintendent to assess the reforms and how they relate to realizing educational opportunity for all students as described in The Essential Building Blocks. The author concludes that while the state made some progress in its school finance reforms, the absence of a strategic, holistic plan grounded in equity will likely leave the state’s underserved children without the educational opportunities they need to succeed. If the state’s leadership can match its strong principles and goals of equity and multiculturalism with a formidable school finance system that appropriately invests in its students and educators as reflected in The Essential Building Blocks, the state will be poised to realize equity and opportunity for all students.

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Kazal-Thresher, Deborah M. "Merging Educational Finance Reform and Desegregation Goals." education policy analysis archives 1 (June 6, 1993): 7. http://dx.doi.org/10.14507/epaa.v1n7.1993.

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Educational finance reforms and desegregation have both sought to address inequities in educational opportunities for minorities and low income families. The recent methods of addressing desegregation issues have tended to focus on attaining racial balance rather than educational quality, however. This paper explores how desegregation goals can be merged with educational finance reform to more systematically address educational quality in schools serving low income and minority populations. By moving toward centralized control over school financing, the inequity of school outcomes that are based on unequal school resources can be reduced. In addition, state determined expenditures when combined with desegregation monies, would meet the original intention of desegregation funds by clearly providing add-on monies for additional services for minority children, while at the same time, creating a better monitoring mechanism.

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30

Rubenstein, Ross. "Providing Adequate Educational Funding: A State-by-State Analysis of Expenditure Needs." Public Budgeting Finance 22, no. 4 (December 2002): 73–98. http://dx.doi.org/10.1111/1540-5850.00090.

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31

Kulish, A. M., and Y. M. Ragulina. "INTERNATIONAL STANDARDS OF STATE FINANCIAL CONTROL." Legal horizons, no. 18 (2019): 123–27. http://dx.doi.org/10.21272/legalhorizons.2019.i18.p123.

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In this work, the authors have examined the concept of “standards” and “standardization” relating to public finance and public financial control. It was recognized that national financial systems activities should be based on generally accepted international standards in order to enhance professionalism and efficiency. Attention was paid to the peculiarities of national standards of the United States of America and European Union countries, in particular the United Kingdom of Great Britain, Lithuania, Georgia. As part of the analysis of the Association Agreement on Public Internal Financial Control, it was determined that cooperation between Ukraine and the European Union, the European Atomic Energy Community, and their Member States takes place through harmonization with the following international standards: the Institute of Internal Auditors (EA IIA), The International Federation of Accountants (IFAC) and International Organisation of Supreme Audit Institutions (INTOSAI). Much attention was paid to the concept of public internal financial control developed by the European Commission to provide a viable model capable of assisting national governments in revising internal controls in the field of finance and modernizing them in accordance with international standards and best practice in countries- members of the European Union. The scope of the aforementioned concept, its essence, its main elements, and features was determined. The standards of the international organization INTOSAI were analyzed, containing the guiding principles of the audit activity, the peculiarities of their implementation and direction; the activities of the International Professional Association of Internal Auditors EC IIA (European Confederation of Institutes of Internal Auditing); standards developed by the International Federation of Accountants (IFAC); the activities of the Committee of Sponsoring Organizations of the Treadway Commission COSO. In addition, the article identified the essential elements of an efficient and effective internal financial control system. Keywords: standardization, state financial control, international standards.

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32

Bartnicka, Kalina. "Oryginalność Komisji Edukacji Narodowej na tle europejskim." Biuletyn Historii Wychowania, no. 33 (February 11, 2019): 7–22. http://dx.doi.org/10.14746/bhw.2015.33.1.

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The uniqueness of the Commission of National Education in Europe As a result of the ban imposed on the Society of Jesus, post-Jesuit schools and funds had to be submitted to control. On 14 October 1773, on the initiative of king Stanisław August Poniatowski, the Commission of National Education (KEN) was appointed during a session of the parliament confirming the First Partition of Poland. The Commission was a body supervising the entire Polish education system, as well as an education fund created from the post-Jesuit assets. The king and the members of Parliament hoped that the Commission would reform the Polish education system and subsequently Poland would become a powerful state again. The Commission was a state institution appointed by parliament and answerable only to parliament. The Commission members included well-educated individuals, prominent politicians, representatives of the social elite who added to the Commission of National Education’s prestige. The school reform was inspired by the concepts of physiocracy (adapted to Polish conditions), the achievements of the pedagogy and philosophy of the Enlightenment, coupled with the local political and educational heritage, as well as the experiences of the National Academy in educating teachers and in cooperating with secondary schools. The Commission of National Education did not have any examples to follow, be it for institutional work or the planned school reform. The Commission managed to create a new type of state institution in charge of education. University-level education was provided to teachers, while the universities themselves were upgraded in terms of academic requirements and organisation. Departments were replaced with two equal-rank colleges. A Moral College was established with social science and humanities in mind, while a Physical College was created with mathematics and natural science in mind. The universities were delegated the responsibility of academic and pedagogic supervision of secondary schools. The Commission established the modern profession of teacher, the so-called academic estate. Polish was introduced to schools as a teaching language, accompanied by an encyclopaedic curriculum. Polish school books were developed. An enlightened and responsible nobleman-cum-patriot was offered as an educational model. The Laws of the Commission of National Education for the academic estate and the schools of the Polish Republic, an academic legal code, was developed and published in 1783. The Commission was appointed by parliament and had an educational fund at its sole disposal. It was esponsible only to parliament for its activity and financial policy. This significantly differentiated the KEN from the institutions supervising education in Russia, Germany or Austria, as well as other countries, which were financially and legally dependent on enlightened monarchs. The KEN schools educated patriots and citizens, while the schools in absolutist monarchies desired loyal and obedient subjects of the tsar or king.

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Hennessy, Michael A. "The Fall and Rise of Free Entreprise: State Intervention in Canadian Shipbuilding, 1945-1966." Journal of the Canadian Historical Association 2, no. 1 (February 9, 2006): 149–75. http://dx.doi.org/10.7202/031032ar.

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Abstract Within the growing literature on Canadian industrial policy, relatively little attention has been paid to the shipbuilding sector. This paper identifies and explores the distinct phases of government intervention in shipbuilding from 1945 to 1965. With the formation of the Canadian Maritime Commission, intervention took many forms, which reflected contradictory, conflicting, and competing interests. Over this period, intervention ranged from aiding reconversion to sustaining marginal yards for national security reasons. Defence considerations would play the largest role throughout this era. In examining the varied interests reflected in the deliberations of the Maritime Commission and the Departments of Defence Production, Finance, and Industry, this study demonstrates thai defence policy cannot be ignored when assessing industrial policy for this era. At least for shipbuilding, government policy appears to have hampered domestic and international competitiveness.

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Singh, Shiv Raj, and L. N. Sharma. "First State Finance Commission of Himachal Pradesh—Its Role, Relevance and Recommendations Relating to Panchayati Raj Institutions." Indian Journal of Public Administration 48, no. 2 (April 2002): 141–50. http://dx.doi.org/10.1177/0019556120020201.

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35

Макаров, Денис Владимирович. "Church and State Criteria for Obtaining Scientific Titles." Праксис, no. 2(4) (August 15, 2020): 34–46. http://dx.doi.org/10.31802/praxis.2020.4.2.002.

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Основная цель исследования - сопоставление основных критериев получения ученых званий, присваиваемых Министерством науки и высшего образования Российской Федерации и Номинационной комиссией Учебного комитета Русской Православной Церкви, а также изучение мотивации и обоснование необходимости получения учёных званий руководящими, научными и научно-педагогическими работниками высших духовных учебных заведений Русской Православной Церкви. Главным противоречием в получении работниками духовных образовательных организаций государственных учёных званий на сегодняшний день является половинчатая позиция Министерства науки и высшего образования по отношению к богословским учёным степеням и званиям. Это выражается в том, что при прохождении процедуры государственной аккредитации богословские учёные степени и звания учитываются, а при присвоении учёных званий и при приёме на работу (на должности профессора и доцента) - нет. Однако, сам факт признания богословских степеней при прохождении процедуры государственной аккредитации является значимым фактором обоснования необходимости получения церковных учёных званий руководящими, научными и научно-педагогическими работника ми высших духовных учебных заведений Русской Православной Церкви. Сопоставление основных критериев получения учёных званий, присваиваемых Министерством науки и высшего образования Российской Федерации и Номинационной комиссией Учебного комитета Русской Православной Церкви, показывает, что основные различия в том, что Номинационная комиссия признаёт государственные учёные степени и звания, а Министерство образования и науки не признаёт богословские степени и звания. The main goal of the study is to compare the main criteria for obtaining academic titles assigned by the Ministry of Science and Higher Education of the Russian Federation and the Nomination Commission of the Study Committee of the Russian Orthodox Church, as well as to study the motivation and justification for the need to obtain academic titles by leading, scientific and scientific pedagogical workers of higher theological educational institutions Russian Orthodox Church. The main contradiction in the receipt of state academic ranks by employees of spiritual educational organizations today is the halfhearted position of the Ministry of Science and Higher Education in relation to theological academic degrees and ranks. This is expressed in the fact that when passing the procedure of state accreditation, theological academic degrees and ranks are taken into account, but when awarding academic ranks and when hiring (for the positions of professor and associate professor) - not. However, the very fact of recognition of theological degrees during the state accreditation procedure is a significant factor in substantiating the need for church scholars to receive leading, scientific and scientificpedagogical workers of high er theological educational institutions of the Russian Orthodox Church. A comparison of the main criteria for obtaining academic degrees assigned by the Ministry of Science and Higher Education of the Russian Federation and the Nomination Commission of the Study Committee of the Russian Orthodox Church shows that the main differences are that the Nomination Commission recogniz es state academic degrees and titles, and the Ministry of Education and Science does not recognize theological degrees and ranks.

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Шкаберин, Виталий, Vitaliy Shkaberin, Максим Потапов, Maksim Potapov, Ирина Максимяк, and Irina Maksimyak. "STRUCTURAL APPROACH USE FOR CARRYING OUT RE-ENGINEERING OF ADMISSION CAMPAIGN BUSINESS-PROCESS OF BRYANSK STATE TECHNICAL UNIVERSITY." Bulletin of Bryansk state technical university 2018, no. 7 (October 4, 2018): 70–81. http://dx.doi.org/10.30987/article_5ba8a18d5618d4.66357018.

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Under the current conditions of market economy a higher education institution must increase considerably the efficiency of its educational activities control to improve its competitive ability. At present one of the most promising methods for educational process control reorganization is a business-process re-engineering. It is necessary to carry out a profound analysis of technologies for educational activities control and determine certain business-processes which require re-engineering. In the Bryansk State Technical University there is carried out a re-engineering of basic business processes of the admission campaign: a school leaver invitation, documentation reception, entrance examina-tions carrying out and their analysis, an enrollment for training. To solve this problem there was used IDEF0 methodology and developed a functional model mani-festing a structure and functions of an information sys-tem, and also information flows connecting these func-tions. A decomposition of a complex system into more simple automated processes and sub-processes in order that each of them could be designed independently is carried out. The work fulfilled allowed realizing the re-engineering and automation of the admission campaign business-processes of the Bryansk State Technical University and ordering qualitatively the activities of the entrance commission that decreased labor expendi-tures at all stages of the admission campaign increased the effectiveness of the entrance commission activities and allowed making qualitative decisions affecting institution functioning on the whole.

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Gruber, Jonathan, and Robin McKnight. "Controlling Health Care Costs through Limited Network Insurance Plans: Evidence from Massachusetts State Employees." American Economic Journal: Economic Policy 8, no. 2 (May 1, 2016): 219–50. http://dx.doi.org/10.1257/pol.20140335.

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We investigate the impact of limited network insurance plans in the context of the Massachusetts Group Insurance Commission (GIC), the insurance plan for state employees. Our quasi-experimental analysis examines the introduction of a major financial incentive to choose limited network plans that affected a subset of GIC enrollees. We find that enrollees are very price sensitive in their decision to enroll in limited network plans. Those who switched spent almost 40 percent less on medical care. This reflects reductions in the quantity of services and prices paid per service. The spending reductions came from specialist and hospital care, while spending on primary care rose. (JEL G22, H75, I11, I13, J45)

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Mircea, V., and R. Tufescu. "The New Commission State Aid Guidelines on Risk Finance Investments: What Practitioners Should Know in the First Place?" Journal of European Competition Law & Practice 5, no. 5 (March 26, 2014): 275–77. http://dx.doi.org/10.1093/jeclap/lpu026.

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Bartlett, Jennifer A. "Book Review: Encyclopedia of Education Economics & Finance." Reference & User Services Quarterly 55, no. 1 (September 25, 2015): 73. http://dx.doi.org/10.5860/rusq.55n1.73a.

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Comprehensive studies of educational systems in an economic and social sciences context are relatively recent. The 1966 Equality of Educational Opportunity report (also known as the Coleman Report) addressed the availability of equal educational opportunities to children of different races, religions, and national origins in response to the Civil Rights Act of 1964. This was an early example of social science research being used to influence national policy. Since then, educational finance research has blossomed into an area of study that influences decision makers at the national, state and local levels in resource allocation, assessment, and school organizational and restructuring policies.

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Lee, Robert D. "Educational Characteristics of Budget Office Personnel and State Budgetary Processes." Public Budgeting & Finance 11, no. 3 (September 1991): 69–79. http://dx.doi.org/10.1111/1540-5850.00911.

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Bhushan, Sudhanshu, and A. Mathew. "Quality and Excellence in Higher Education and Metamorphosis: Changing Notions in Educational Discourses in India." Higher Education for the Future 6, no. 1 (December 4, 2018): 52–69. http://dx.doi.org/10.1177/2347631118802648.

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As seen through the recommendations of University Education Commission (1949) and Education Commission (1964), till about National Policy on Education, 1986, as markers of educational discourses, the concern was to resist expansion, to guard against dilution of quality and standards of higher education and excellence and reputation of higher education institutions. Through 1980s, especially, during the post-1991 reform phase, the benchmarks in educational discourses shifted to survival in sub-optimal resources/facilities conditions in the context of progressive state retreat in funding higher education (HE). The private sector engagement in HE was hotly debated for and against in the discourses through the 1990s and after 2000; the concern was not just about the desirability, in the national bid for expansion and massification of HE, but about its regulation with respect to quality and standards. The Narayanamurthy Committee (Planning Commission, 2012) recommendations regarding corporate sector participation in HE turned out to be both a culmination of earlier trend and a forerunner of private sector’s domination in HE, with the cost burden shifting on to students, despite some strong advocacy in defence of public HE system, by Yashpal Committee (Department of Higher Education, 2009). The reality in the discourses of HE in India has been the drastic shifts of concerns for aspects and parameters of quality and standards of HE and HEIs to many emerging compulsions through the decades.

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Tabishev, Timur. "Accreditation of educational activities in the aspect of international quality assurance standards." SHS Web of Conferences 70 (2019): 04005. http://dx.doi.org/10.1051/shsconf/20197004005.

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The article considers the peculiarities of the Russian national educational space and legislation in the aspect of international (European) standards of quality assurance of higher education ESG (European Standards and Guidelines). The official materials and statistical data of the Executive Agency for Educational and Cultural Programs of the European Commission, given in the final report on the realization and implementation of the principles of the Bologna Process “The European Higher Education Area in 2018”, are analyzed. The main points where the procedures of the Russian state accreditation of educational activities in accordance with the requirements of the Federal State Educational Standards of Higher Education (FSES HE) and the European international (professional-public) accreditation of standards and recommendations for quality assurance of higher education in the European space ESG are reflected and their main distinguishing features are indicated.

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Steffy, Betty E. "Educational Reform: Who Benefits." Journal of School Leadership 4, no. 3 (May 1994): 330–40. http://dx.doi.org/10.1177/105268469400400305.

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This article uses the Blau and Scott concept of cui bono to describe who has benefitted from the Kentucky Education Reform Act (KERA) enacted in April, 1990. Rank and file participants are defined as the certified and classified staff; owners or managers of the organization become the administration, school district/board, and legislature; the clients become the students and the public-at-large becomes the general citizens of the state. The analysis reviews the curriculum, governance, and finance initiatives in the reform.

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Perna, Laura W., Elaine W. Leigh, and Stephanie Carroll. "“Free College:” A New and Improved State Approach to Increasing Educational Attainment?" American Behavioral Scientist 61, no. 14 (December 2017): 1740–56. http://dx.doi.org/10.1177/0002764217744821.

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“Free college” has emerged in some states as a new approach for increasing educational attainment. But, these and other states have long had initiatives designed to improve college affordability. To inform how state free tuition programs may improve affordability, increase attainment, and close gaps across groups in attainment, this article begins by providing an overview of the role of state policy in promoting attainment, with particular attention to higher education finance policies. Recognizing the utility of examining free tuition policies within the larger state context, we describe recent initiatives in Tennessee, Oregon, and New York. Given their recent establishment, it is too early to conclude whether state-sponsored free tuition policies improve higher education attainment or close gaps in attainment across groups. We consider emerging and potential outcomes, building on themes drawn from across the three cases and research on other higher education finance policies. We conclude by offering questions to guide policy makers, practitioners, and researchers in further consideration of these policies.

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Michalski, Grzegorz. "Kierunki zaangażowania Jana Korneckiego w prace zjednoczeniowe polskich towarzystw oświatowych w latach 1923-1935." Studia Edukacyjne, no. 48 (April 15, 2018): 151–68. http://dx.doi.org/10.14746/se.2018.48.10.

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After Poland regained independence in 1918, educational societies played an important role in the education of the society. Jan Kornecki was one of many community workers who continued activities in that area started during the times of national bondage. On behalf of the Polish Educational Society in Warsaw [Polska Macierz Szkolna], he became a member of a pioneer group trying to unify the actions and strengthen the cooperation between educational societies in various districts of Poland. After the establishment of the Liaison Commission of Polish Educational Societies [Komisja Porozumiewawcza Polskich Towarzystw Oświatowych], he accepted the position of the secretary of the Commission’s Executive Department and was responsible for initiating and maintaining permanent contacts between the societies forming the Commission. Apart from maintaining ongoing relationships with community workers in the places of their local activities, he prepared the First Polish Educational Congress, which was convened in December 1924 in Warsaw. J. Kornecki rendered great services in founding a new educational organization named The Union of Polish Educational Societies [Zjednoczenie Polskich Towarzystw Oświatowych], which was established in 1927 based on the experiences gathered by the Liaison Commission, which operated earlieroku He took the function of the manager of the Union’s Executive Department Office; his responsibilities included delegating and supervising tasks performed by clerks employed in the Office, managing the property and funds, and drawing up reports of activities. He moreover organized and convened annual and extraordinary meetings of delegates and implemented the resolutions adopted, prepared plans and programmes of quarterly off-schedule meetings of the Executive Department, represented the Union during external relations, mainly with state and local government institutions and first of all initiated and maintained regular relationships with separate associations and provided them with all kinds of aid, e.g. by organizing annual conferences for educational managers.

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Prasad, Chetlal, and Sanjay Kumar. "DEVELOPMENT OF HIGHER EDUCATION IN INDIA SINCE INDEPENDENCE TO MODERN ERA." International Journal of Advanced Research 8, no. 11 (November 30, 2020): 506–12. http://dx.doi.org/10.21474/ijar01/12033.

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The institutional framework of higher education in India consists of Universities and Colleges. As reported in 2019, India has 993 universities and 39,931 colleges. One of the key objectives of the Department is to increase the Gross Enrolment Ratio (GER) in higher education to 30% by 2020. Higher Education system in the country is governed by multiple agencies with University Grant Commission (UGC) as the apex body. The rule and regulations by these agencies makes the higher education system more complex. The various stakeholders in the regulatory framework in the country are State Governments, professional councils like University Grant Commission (UGC), All India Council for Technical Education (AICTE), National Council for Teacher Education (NCTE) etc. and five professional councils at the state level like Rehabilitation Council of India (RCI), State Educational and Research Council (SCERT) etc. This regulatory arrangement of higher education in India is very complex and disfunctional. Global Initiative for Academics Network (GIAN): The programme seeks to invite distinguished academicians, entrepreneurs, scientists, experts from premier institutions from across the world, to teach in the higher educational institutions in India.UGCs Learning Outcome-based Curriculum Framework (LOCF) in HEIs.by updating curriculum fromacademic year 2019-20.and adopting learner centric teaching learning processes bysuitable improvement in the pedagogy.

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Raychaudhuri, Ajitava, and Poulomi Roy. "The Optimal Distribution Rule of Federal Funds to States in India: A Suggested Methodology." South Asian Journal of Macroeconomics and Public Finance 10, no. 2 (March 4, 2021): 193–225. http://dx.doi.org/10.1177/2277978721989921.

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A federal country like India distributes centrally collected funds through certain distribution rules, framed by the finance commission every five years, which primarily aims at horizontal equity among the states, although the goal of vertical equity has also been accommodated lately. The distribution rules do change, but they are largely governed by population and taxable capacity in a static sense. As a result, this brings some horizontal equity in the stated time frame but misses the root cause of inequity among states. This highlights the importance of the dynamics of growth of per capita income of the states which depends on public capital formation since private investment is complementary to public investment. This also raises the issue of time preference along with the attitude towards inequality aversion on the part of individuals in different states in India, which determines the savings that set the limits to private capital formation. This helps one to estimate the optimal value of public capital in a state which would ensure certain predetermined growth target along with inclusivity. If the finance commission could accommodate in its distribution rule the development gap of each state in terms of actual and optimal public capital as mentioned, the horizontal as well as vertical equity can be pursued in a sustainable manner since this addresses both inequity among and within states over time.

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Luchka, Ludmila M. "The Library Аctivity of Katerinoslav Scientific Archival Commission." Universum Historiae et Archeologiae 1, no. 1-2 (December 29, 2019): 123. http://dx.doi.org/10.15421/2611814.

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At the end of the 19th century archival commissions as historical societies began to work in the provinces of the Imperial state. The application about opening of Katerinoslav province scientific commission was prepared in 1902. It was signed by famous elective district council members, public figures, cultural and educational leaders. The society of historians, archivists, ethnographers, archeologists and specialists in regional studies worked in Katerinoslav in 1903?1916. The author shows history and activity of the library of a local society as a province centre of local lore history. The printed editions of the society called “Chronocles” (volumes I?X) which contain proceedings of the commission meetings were the main source of research. The library collected works on history, archeology, ethnography and historical geography of Katerinoslav province. From the beginning of the library foundation it played an important part in the development of the society. The members of the society paid great attention to forming of book collections on regional history. From the first years of its activity the commission constantly supported book exchange with other institutions and organizations which favoured the spreading of knowledge and exchanging of experience. The sources contain information about people who gladly gave necessary and useful literature to the commission. Professors, teachers of local educational institutions, museum workers, cultural and educational leaders of Ukraine were among the members of the commission. In 1910 the commission totaled 11 honoured and 54 full members. Local activists paid special attention to keeping of church archive. In particular, D. I. Yavornitsky defended the thought about studying of archival documents as written evidence on the history of Ukrainian people. The library collection according to its content, subject, and chronology is considered in the article; authors groups are analyzed. Donations from different organizations and private persons were a valuable source of supplement of the commission’s book stock. The members of the commission had the opportunity to work with scientific editions of Kharkiv, Lviv and Odessa universities. The article reveals the role of A. S. Sinyavsky, V. O. Bidnov and I. Y. Akinfiev in the process of formation of readers’ tastes, scientific interest and professional level of Katerinoslav inhabitants at the beginning of the 20th century. Library activists maintained an active position in the activity of the society. For the period of existence 6 surnames of persons who took an active part in the commission’s librarianship are known.

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Pogonyshev, Denis, Tatiana Storchak, Nadezhda Nemchinova, and Irina Pogonysheva. "Applying best European practices of engaging employers in training future professionals in Russian higher educational institutions." Contemporary Educational Researches Journal 8, no. 4 (November 22, 2018): 174–80. http://dx.doi.org/10.18844/cerj.v8i3.3822.

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Currently, cooperation between business community and higher education institutions is a priority trend of the Russian higher education system. We consider the European practices of cooperation between universities and potential employers which is being implemented in the Russian HEIs within the project “Evaluation of Quality of Cooperation in Education Ecosystem as a Mechanism for Building Professional Competencies - E3M” approved for funding within the European Commission Tempus IV in 2013. The paper dwells upon the state of cooperation between Nizhnevartovsk State University and local business community, considering new market conditions, and offers solutions to the challenges of productive cooperation with potential employers with the view of the best practices implemented by European partner universities and project consortium members. Keywords: cooperation, quality of education, employers, university

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Du, Fei, Guliang Tang, and S. Mark Young. "Influence Activities and Favoritism in Subjective Performance Evaluation: Evidence from Chinese State-Owned Enterprises." Accounting Review 87, no. 5 (April 1, 2012): 1555–88. http://dx.doi.org/10.2308/accr-50196.

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ABSTRACT This study addresses the two-way process in which a subordinate and a superior engage in influence activities (bottom-up) and favoritism (top-down) in subjective Performance Evaluation. The research context is the Chinese government's evaluation of Chinese state-owned enterprises (SOEs) by the State-Owned Assets Supervision and Administration Commission of China (SASAC). We analyze archival records of the government's evaluation scores, score adjustments, and evaluation ratings given to 63 SOEs between 2005 and 2007. These analyses are also interpreted based on insights gained from in-depth field interviews with SASAC officials and chief financial officers (CFOs) of SOEs. Results indicate that the political connection of SOE CFOs, the geographic proximity of SOE headquarters to the SASAC central office, and political rank of the firm affect the SASAC's evaluations. Data Availability: Data used in this study cannot be made public due to a confidentiality agreement.

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